Omizo M M, Williams R E
Biofeedback Self Regul. 1982 Jun;7(2):139-48. doi: 10.1007/BF00998779.
This study examined the effects of biofeedback-induced relaxation training on attention to task, impulsivity, and locus of control among 32 learning-disabled children between the ages of 8 and 11 years. Attention to task and impulsivity were measured by the Matching Familiar Figures Test and locus of control was measured by the Nowicki-Strickland Scale. Participants were randomly assigned to experimental (N = 16) and control (N = 16) groups. The study spanned a total of 8 weeks, with the experimental treatment consisting of three sessions spaced approximately 2 weeks apart. The treatment included EMG biofeedback training used with relaxation tapes. Univariate F values and discriminant analysis procedures revealed that the attention to task and impulsivity measures proved to be valid discriminators, respectively beyond the .01 and .05 levels of significance. Experimental group subjects had significantly fewer number of errors on the attention to task measure and significantly lower impulsivity scores. It was concluded that the biofeedback-induced relaxation training affords promise in assisting learning-disabled children in reaching their education potentials. It was recommended that future research examine the long-term efficacy and the transfer to school-related tasks of this intervention.
本研究考察了生物反馈诱导放松训练对32名8至11岁学习障碍儿童任务注意力、冲动性和控制点的影响。任务注意力和冲动性通过匹配熟悉图形测验进行测量，控制点通过诺维茨基-斯特里克兰量表进行测量。参与者被随机分为实验组（N = 16）和对照组（N = 16）。该研究共持续8周，实验治疗包括大约间隔2周进行的三次治疗。治疗包括与放松磁带一起使用的肌电图生物反馈训练。单因素F值和判别分析程序显示，任务注意力和冲动性测量分别在0.01和0.05的显著水平以上被证明是有效的判别指标。实验组受试者在任务注意力测量上的错误数量显著减少，冲动性得分显著降低。得出的结论是，生物反馈诱导放松训练有望帮助学习障碍儿童发挥其教育潜力。建议未来的研究考察这种干预措施的长期疗效以及向与学校相关任务的迁移情况。
