Creative Relaxation^SM:
A Yoga-Based Program for Regular and Exceptional Student Education

Louise Goldberg, M.A., R.Y.T., L.M.T.

Published in The International Journal of Yoga Therapy, No. 14 (2004)

Training the Special Needs Child

The following pilot project was conducted in spring 2001 by Louise Goldberg, Sally Miller, Debra Collins, and Daniela Morales.

The purpose was to teach relaxation skills to students with autism so that they could function more productively in stressful situations.

Participants were upper elementary school children with autism from self-contained classes and regular education with support. The six students were chosen because their teachers and parents documented overt signs of anxiety and dysfunction under stress. They would soon make the transition to middle school, and they lacked some or many of the skills needed to cope with changes in their routine. One or more of them were prone to violent outbursts. Students were divided into two groups, and they participated in 30-minute sessions three times a week for approximately eight weeks.

The relaxation program ⁴⁸ included Yoga exercises and breathing, role-playing, guided imagery, discussion, visual aids, music and soft lighting, stories, and mnemonics. I taught each class with the assistance of at least one of the professional team. Each class consisted of exercises to 1) strengthen postural muscles, 2) increase flexibility, 3) improve balance, 4) practice abdominal breathing, and 5) quiet the mind through progressive muscle relaxation, imagery, and periods of silence, as well as 6) generalization-learning to use these skills in other settings, including the classroom and home.

The school staff and I made presentations to parents and teachers so they would be able to reinforce the relaxation skills the children were learning. I taught a relaxation session comparable to the ones the children did in school to interested parents in an evening presentation, and also held trainings for teachers and support staff. I instructed members of the research team in hands-on correction techniques and suitable Yoga exercises. They coached me in approaches specific to the needs of children with autism.

We developed stories based on the concept by Carol Gray ⁴⁹ to help ease anxiety by preparing children for a change in the curriculum or any unfamiliar event. We devised visual cues with words like QUIET ZONE and S.T.O.P. ⁵⁰ to help create an atmosphere conducive to relaxation.

Evaluation was by pre and post rating scales from teachers and parents; measurement of pulse rates before and after sessions; observation of students' breathing patterns and muscle tone before, during, and after exercises; teachers' observations of overt signs of stress vs. relaxation in target situations; and anecdotal reports from teachers, parents, and children who participated. Students were videotaped early and late in the training. (Click here to see a graph of pulse rates in students)

Evaluation results: Rating scales completed by parents and teachers demonstrated lower stress levels. In almost every session, pulse rates taken at the end of relaxation class were lower than they were at the beginning of the sessions. ⁵¹ The mean pulse rate (based on a 10-second reading) before class was 17.577, and the mean pulse rate after class was 14.954. Using the two-sample-t-test, the difference was found to be statistically significant (p < 0.01) (see Table 1).

In addition, students demonstrated deeper breathing and increased stillness, as evidenced by video clips from early and late in the training. Improved muscle tone enabled students to do more challenging postures and sit straighter. They were successful at following more complex instructions. Students demonstrated increased awareness of the parts of their body and how to move them. Their ability to fix the eyes on one point and balance on one foot increased significantly. Students learned to respond to verbal cues such as "relax" and "breathe." Classroom teachers reported increased alertness after sessions and more self-monitoring; teachers were able to use the relaxation cues to help children de-escalate in volatile situations.

Parents observed children using relaxation techniques during stressful situations and before bed. Students shared scenarios of using relaxation techniques and mnemonics to help calm themselves. One parent reported that her daughter was having a very difficult time when her dentist attempted to take impressions of her teeth. After several unsuccessful tries, she independently went through the S.T.O.P. mnemonic; she was then able to sit calmly while the dentist completed the impressions.

What's Happening Today

In schools I have conducted training programs for over 100 staff members, which includes a video for classroom use. Most recently, the autism specialists and I have led higher-level trainings, preparing autism coaches to train one another. Relaxation programs are taking place in dozens of centers and schools, and S.T.O.P. posters are used in classrooms across the county at students' desks and on their schedules.

Conclusion

School is a demanding place, and learning is stressful, especially for anxious learners or students with special needs. Yoga enhances learning and self-control by strengthening, stretching, and calming the body, quieting the mind, and controlling the breath. The principles of Creative Relaxation enable classroom teachers to implement aspects of Yoga into their students' day and turn the classroom into a quiet, safe place, if even just for a few moments. By engaging the student, providing tools for success, and creating opportunities for independence, teachers help students lessen their stress levels. Including Yoga-based Creative Relaxation in school curricula offers students proven techniques to calm down, focus, attend, and experience self-control.

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© Louise Goldberg 2004