Hyperactive and Learning-Disabled Children
Biofeedback procedures have recently been applied on a very limited scale to the treatment of hyperactivity and learning disabilities in children. Hyperactivity is characterized by a short attention span and inappropriately high activity levels. Learning disabilities occur as a result of disturbances in cognition, perception, or motor functions. A learning-disabled child’s school performance, particularly in reading, is markedly discrepant from his or her apparent ability (Ross & Ross, 1976). This disorder is most often treated with medication, primarily Ritalin, and behavior modification procedures (Ross & Ross, 1976). As an alternative to medication and other interventions in hyperactive and learning-disabled children, four different types of biofeedback procedures have been investigated. Sensorimotor rhythm feedback procedures are designed to alter a particular frequency of electrocortical activity and thereby produce inhibited motor reactions. Respiratory rate feedback procedures are hypothesized to promote calmness and self-control through controlled breathing techniques. Electromyographic feedback procedures are used to teach general relaxation. Alpha wave feedback procedures presumably enhance judgment and self-control through brain wave training. Finally, a single instance of finger warming feedback has been reported in the literature.
KeywordsClassroom Behavior Feedback Group Hyperactive Child Nonspecific Factor Short Attention Span
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