A relaxation therapy program for hyperactive children /
| Main Author: | |
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1981.
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| Subjects: | |
| Online Access: | ProQuest, Abstract Link to OAKTrust copy Link to ProQuest copy |
| Abstract: | The relationship between the hyperactivity of children and a relaxation therapy program was examined. The effort was toward several goals: (1) to teach the child how to relax (2) to teach him to be more attentive (3) to improve his general adjustment (4) to enhance his self-concept (5) to help him develop a sense of internal locus of control (6) to facilitate flexibility in new learning situations and visual-motor dexterity. Fifty -five middle-class hyperactive children between the ages of 8 and 12 were divided into four groups: (1) Medicated Experimental (2) Unmedicated Experimental (3) a Placebo Control (4) a Control group for whom nothing was done. The Medicated and Unmedicated groups listened to six fantasy tales which were written expressly for this project. The relaxation conditioning material and cognitive therapy pertaining to the objectives outlined above were embedded in the story themes. The stories were recorded on cassette tapes with sound effects and were to be played at bedtime. They were also put in reading form with coordinated illustrations. The program lasted six weeks and contained some participatory rewards. Special instructions were given parents in an effort to help the child learn to generalize use of the research techniques and to improve family functioning. Results of the two experimental and two control groups evidenced significant variable change score improvement differences: Parent ratings were different at the .01 level; Locus of Control demonstrated significance at the .01 level, and Self-concept at .05. When the four groups were reduced to two, the following results were noted: Change scores in Parent ratings were significantly different (p <.0001). The Locus of Control change score differences were significant at the .001 level and the Self-concept at .007. Additionally, when using two groups instead of four, the EMG (Electromyograph) readings of the children receiving treatment became significantly different at the .05 level, and the On-Task improvements approached significance at .07. No significant variations were found in Teacher Ratings or on the Coding subtest change scores of the WISC-R. |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Educational Psychology." |
| Physical Description: | xiii, 344 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references (leaves 300-343). |