Behavioral Relaxation Training and Motor Performance of Learining Disabled Children with Hyperactive Behaviors

1986 ◽  
Vol 3 (1) ◽  
pp. 67-79 ◽  
Author(s):  
Jeffrey E. Brandon ◽  
Robert L. Eason ◽  
Theresa L. Smith
Keyword(s):  
Motor Performance ◽  
Relaxation Training ◽  
Motor Task ◽  
Reaction Time Task ◽  
Learning Disabled ◽  
Disabled Children ◽  
Time Task ◽  
Stabilization Phase ◽  
Teaching Learning ◽  
Behavioral Relaxation Training

The purposes of this study were to determine if learning-disabled males referred with hyperactive behaviors could be taught to relax, and to measure the effects of relaxation training on an attention demanding motor task. Subjects were given behavior relaxation training and a modified visual choice reaction time task. There was a dramatic decrease in the number of unrelaxed behaviors (BRS scores) for all subjects across training. A training effect for the response time task for all subjects was noted following the baseline stabilization phase. This study supports the use of behavior relaxation training as a technique for teaching learning-disabled males to relax. Also, it suggests that being in a relaxed state may facilitate performance on an attention demanding motor task.

Integrational Deficits in Children with Visual-Perceptual-Motor Disabilities

1975 ◽  
Vol 40 (1) ◽  
pp. 51-57
Author(s):  
Abby G. Rosenfield
Keyword(s):  
Learning Disabilities ◽  
Motor Performance ◽  
Motor Task ◽  
Learning Disabled ◽  
Disabled Children ◽  
Linguistic Performance ◽  
Motor Disabilities ◽  
Differential Performance ◽  
Verbal Component ◽  
Visual Motor

To assess the psycholinguistic and perceptual aspects of their differential performance, 12 normal and 12 learning disabled children in elementary school were tested on a visual-motor task, both with and without an added verbal component. No differences were found for motor performance in any condition, but significant differences were found for linguistic performance during the combined task. The power of linguistic performance during the combined task to serve as a means of diagnosis for learning disabilities was explained as an indication of delayed development of the ability to superimpose process upon process.

The Self-Esteem and Motor Performance of Young Learning Disabled Children

1995 ◽  
Vol 14 (3) ◽  
pp. 1-30 ◽  
Author(s):  
Colleen Willoughby ◽  
Helene Polatajko ◽  
Brenda Wilson
Keyword(s):  
Motor Performance ◽  
Learning Disabled ◽  
Self Esteem ◽  
The Self ◽  
Disabled Children

Work Rhythm and Breathing Rhythm in a Repetitive Perceptual–Motor Task: The Effects of Synchronization on Performance

1987 ◽  
Vol 31 (12) ◽  
pp. 1336-1340 ◽  
Author(s):  
Robert A. Henning
Keyword(s):  
Reaction Time ◽  
Error Rate ◽  
Motor Performance ◽  
Motor Task ◽  
Reaction Time Task ◽  
Work Rate ◽  
Task Structure ◽  
Rest Break ◽  
Perceived Difficulty ◽  
Perceptual Motor Performance

A laboratory investigation was conducted to determine if synchronization between the work rhythm and the respiratory biorhythm benefits perceptual-motor performance. The effect of work-respiratory (W–R) synchronization on reaction time, error rate, and perceived difficulty was evaluated for a visual choice reaction time task. Interstimulus intervals were chosen to induce a work rhythm. Prior to the experiment, the task was performed in a self-paced mode so that a baseline work rate could be identified for each subject. Each subject (N=22) then performed the task at 3 machine-paced work rhythms; 1) equal to the work rhythm of the baseline work rate, 2) 33% faster than the work rhythm of the baseline work rate, and 3) 33% slower than the work rhythm of the baseline work rate. Each condition consisted of two, 4 min trials separated by a brief rest break. Work rate (in responses per minute) was held constant across conditions through adjustments in task structure. Regression analysis revealed that W–R synchronization was associated with a 1% reduction in error rate and a 15 msec reduction in reaction time. These results suggest that W–R synchronization benefits perceptual–motor performance of repetitive tasks.

Teaching Learning Disabled Children to Memorize

1983 ◽  
Vol 16 (7) ◽  
pp. 421-425 ◽  
Author(s):  
Lynn M. Gelzheiser ◽  
Roberta A. Solar ◽  
Margaret Jo Shepherd ◽  
Robert H. Wozniak
Keyword(s):  
Learning Disabled ◽  
Disabled Children ◽  
Teaching Learning

The Self-Esteem and Motor Performance of Young Learning Disabled Children

1995 ◽  
Vol 14 (3-4) ◽  
pp. 1-30 ◽  
Author(s):  
Colleen Willoughby ◽  
Helene Polatajko ◽  
Brenda N. Wilson
Keyword(s):  
Motor Performance ◽  
Learning Disabled ◽  
Self Esteem ◽  
The Self ◽  
Disabled Children

Comparison of Self-Instruction and Relaxation Training in Reducing Impulsive and Inattentive Behavior of Learning Disabled Children on Cognitive Tasks

1985 ◽  
Vol 57 (1) ◽  
pp. 271-274E ◽  
Author(s):  
T. H. Zieffle ◽  
D. M. Romney
Keyword(s):  
Relaxation Training ◽  
Digit Span ◽  
Muscle Relaxation ◽  
Learning Disabled ◽  
Progressive Muscle Relaxation ◽  
Cognitive Tasks ◽  
Disabled Children ◽  
Treatment Groups ◽  
Before And After ◽  
Self Instruction

30 learning disabled children aged 8.0 to 12.5 yr. were assigned at random to one of three groups: a self-instruction group, a progressive muscle relaxation group, or a no-treatment group. Both treatment groups were given 10 half-hour sessions over four weeks. All three groups were assessed before and after the treatment period on cognitive tasks requiring deliberation (Porteus Mazes and Matching Familiar Figures) and concentration (Coding and Digit Span). Only the two treated groups showed a significant over-all improvement in performance on the tasks. Neither form of intervention was superior to the other when a direct comparison between the two was made.

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