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Biofeedback Training can Calm the Hyperactive Child

Biofeedback Training can Calm the Hyperactive Child BIOFEEDBACK TRAINING CAN CALM THE HYPERACTIVE CHILD Michael M. Omizo Robert E. Williams "The/r e driving me up the walls!" How many times have you and your fellow teachers said this about your hyperactive students? At one time or another, most elementary school teachers have been faced with the difficulty of dealing with children who are easily distractible, impulsive, overactive, and disruptive (Conrad 1975; Werry 1968). These traits generally prevent hyperactive students from achieving their educational potential, even though they are usually of average or above average intelligence. Hyperactivity is estimated t o occur in 5 per- cent to 20 percent (Sandoval 1977; Firestone & Douglas 1975) of the elementary school population. Hyperactive children who overact and disrupt the classroom have been treated with medication and behavior modification techniques (Wunderlich 1973). While these in- terventions have met with some success, there are questions about their long-term effectiveness and possible undesirable side effects. Teachers and counselors, of course, cannot prescribe drugs nor do most of them have the time, energy, or financial support for developing and/or monitoring extensive behavior modification programs. What is needed is an intervention which is both effective and available to teachers and counselors. Michael M. Omizo, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Biofeedback Training can Calm the Hyperactive Child

Academic Therapy , Volume 17 (1): 4 – Sep 1, 1981

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References (7)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345128101700106
Publisher site
See Article on Publisher Site

Abstract

BIOFEEDBACK TRAINING CAN CALM THE HYPERACTIVE CHILD Michael M. Omizo Robert E. Williams "The/r e driving me up the walls!" How many times have you and your fellow teachers said this about your hyperactive students? At one time or another, most elementary school teachers have been faced with the difficulty of dealing with children who are easily distractible, impulsive, overactive, and disruptive (Conrad 1975; Werry 1968). These traits generally prevent hyperactive students from achieving their educational potential, even though they are usually of average or above average intelligence. Hyperactivity is estimated t o occur in 5 per- cent to 20 percent (Sandoval 1977; Firestone & Douglas 1975) of the elementary school population. Hyperactive children who overact and disrupt the classroom have been treated with medication and behavior modification techniques (Wunderlich 1973). While these in- terventions have met with some success, there are questions about their long-term effectiveness and possible undesirable side effects. Teachers and counselors, of course, cannot prescribe drugs nor do most of them have the time, energy, or financial support for developing and/or monitoring extensive behavior modification programs. What is needed is an intervention which is both effective and available to teachers and counselors. Michael M. Omizo,

Journal

Academic Therapy SAGE

Published: Sep 1, 1981

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