Hughes H, Henry D, Hughes A
Biofeedback Self Regul. 1980 Jun;5(2):207-19. doi: 10.1007/BF00998596.
N = 1 withdrawal designs were employed with three children evidencing activity-level problems. Tutoring sessions occurred daily over a 2 1/2-month period. Each child was reinforced for decreasing frontalis muscle tension during auditory feedback while working arithmetic problems. Feedback was faded while tension reduction reinforcement was maintained. These procedures were repeated with reinforcement for increasing, rather than decreasing, muscle tension. Frontal EMG level, percent time on task, and motoric activity rate were obtained during sessions. Parent ratings of problem behavior in the home were recorded daily. Biofeedback with reinforcement was effective in both raising and lowering muscle tension. Effects were maintained by reinforcement. Results suggest a direct relationship between tension and activity levels. Academic performance and problem behavior improved significantly with reductions in EMG activity, although individual exceptions to these findings were present. Results lend support to the efficacy of frontal EMG biofeedback training in reducing activity, increasing attention to an academic task, and reducing problem behaviors.
对三名存在活动水平问题的儿童采用了N = 1撤药设计。辅导课程在两个半月的时间里每天进行。每个孩子在做算术题时，在听觉反馈期间因额肌紧张度降低而得到强化。反馈逐渐减弱，同时保持紧张度降低的强化。这些程序在强化增加而非降低肌肉紧张度时重复进行。在课程期间获取额肌肌电图水平、任务执行时间百分比和运动活动率。每天记录家长对家中问题行为的评分。有强化的生物反馈在提高和降低肌肉紧张度方面均有效。强化维持了效果。结果表明紧张度与活动水平之间存在直接关系。随着肌电图活动的减少，学业成绩和问题行为有显著改善，尽管存在这些发现的个别例外情况。结果支持额肌肌电图生物反馈训练在减少活动、增加对学业任务的注意力以及减少问题行为方面的功效。
