The Effectiveness of the Get Ready to Learn Program (GRTL) in Improving Executive Functions in Children with Disabilities In an effort to support the academic success of students with disabilities in the school setting, occupational therapists employ an assortment of intervention approaches to address cognitive components including attention, self-regulation and learning. One approach used by occupational therapists focuses on movement-based activities including those incorporating yoga. Yoga is a mind-body approach employed throughout American classrooms to enhance a student's behavioral and academic functioning. However, there is a huge gap in the literature when it comes to studies completed to evaluate the effects of yoga-based interventions on executive functions, specifically working memory and inhibition skills, for children with disabilities. The current research contributes to bridging this gap by examining the effects of a yoga-based intervention, Get Ready to Learn (GRTL), on executive functions of 87 children, aged 5 to 12 years and either classified as having a disability or having a documented IEP, in four different New York and Massachusetts schools. This pre-post experimental control study with a nested design assessed the changes in working memory, inhibitory control and attention at baseline, and after the implementation of a 12 weeks GRTL program. Participating children completed a computer-based test, the 'Tasks of Executive Control', and their parents and teachers completed the 'Behavior Rating Inventory of Executive Function'. Direct observations were completed in the classroom in the first and last week of the implementation of the program. No statistically significant results were obtained to support the hypotheses that yoga based intervention, GRTL, improves inhibition, working memory and attention in children with disabilities. This study is an initial step towards understanding if yoga based interventions could be used with children with disabilities to help improve their executive functioning. However, further research is needed to examine the relationship between yoga-based interventions and the improvement of executive functions in children with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]