The ability of people to self-regulate physiological functioning through the use of sophisticated biofeedback instrumentation has been well-documented in the past 10 years. This article reviews the current theory and techniques of biofeedback, and summarizes the use of such procedures with handicapped and normal children and youth. Resources for parents, counselors, and educators are provided. Biofeedback techniques have been used with children as young as six years of age. The level of intellectual functioning does not appear to be a contraindicating factor. Temperature and electromyographic biofeedback training have been used successfully with handicapped children. The effectiveness of electroencephalographic training has not yet been well-documented.
Get full access to this article
View all access options for this article.
References
1.
AncoliS., and KamiyaJ.Methodological issues in alpha biofeedback training.Biofeedback and Self Regulation, 1978, 3(2), pp. 159–183.
2.
Biofeedback Research Society.Abstracts of papers presented at the 9th Annual Meeting of the Biofeedback Society of America.Biofeedback and Self Regulation, 1978, 3(2), pp. 185–243.
3.
BlackA. H., CottA., and PavloskiR.The operant learning theory approach to biofeedback training. In SchwartzG. E., and BeattyJ. (Eds.), Biofeedback: Theory and research.New York: Academic Press, 1977, pp. 89–128.
4.
BraudL.The effects of frontal EMG biofeedback and progressive relaxation upon hyperactivity and its behavior concomitants.Biofeedback and Self Regulation, 1978, 3(1), pp. 69–89.
5.
BraudL., LupinM., and BraudW.The use of electromyographic biofeedback in the control of hyperactivity.Journal of Learning Disabilities, 1975, 8(7), pp. 21–26.
6.
BurksH.The hyperkinetic child.Exceptional Children, 1960, 27, pp. 18–26.
7.
CarterJ., LaxB., and RussellH.Effects of relaxation and EMG training on academic achievement of educable retarded boys.Education and Training of the Mentally Retarded, 1979, 14, 1, pp. 39–41.
8.
ConnersC. K.Application of biofeedback to treatment of children.Journal of the American Academy of Child Psychiatry, 1979, 18(1), pp. 143–153.
9.
DembinskiR. J.The reliability of self-control behavior inventory.Behavioral Disorders, 1979, 4(2), pp. 137–142.
10.
DohrenwendB. S., and DohrenwendB. P.Stressful life events: Their nature and effects.New York: Wiley, 1974.
11.
EydeD. R.Counseling the emotionally disturbed. In Counseling the Exceptional. ERIC Counseling and Personnel Services Information Center, University of Michigan, Ann Arbor, Michigan, (in press).
12.
FaganS. A., and LongN. J.A psychoeducational curriculum approach to teaching self control.Behavioral Disorders.1979, 4(2), pp. 68–82.
13.
FrenchD. J.Seminar on the treatment of retarded children and children with learning disabilities.Autogenic Systems Incorporated, 1978.
14.
GreenE. C.Personal communication.
15.
GuralnickM. J., and MottD. E.Biofeedback training with a learning disabled child.Perceptual and Motor Skills, 1976, 42(1), pp. 27–30.
16.
HampsteadW. J.The effects of EMG-assisted relaxation training with hyperkinetic children.Biofeedback and Self-Regulation, 1979, 4(2), pp. 113–125.
17.
HarrisA. H., and BrodyJ. V.Instrumental operant conditioning of visceral and autonomic functions. In BirkL. (Ed.), Biofeedback: Behavioral Medicine, New York: Grune & Stratton, 1973, pp. 9–16.
18.
HolmesT. H., and RaheR. H.The social readjustment rating scale.Journal of Psychosomatic Research, 1967, 11, pp. 213–218.
19.
HunterS. H., PurwellH. L., RussellE. D., and ZimmermanR. L.Control of fingertip temperature increases via biofeedback in learning disabled and normal children.Perceptual and Motor Skills, 1976, 43(3,1), pp. 743–755.
20.
KanferF. H.Self-management methods. In KanferF. H., and GoldsteinA. P. (Eds.), Helping People Change: A Textbook of Methods.New York: Pergamon Press, 1975, pp. 309–356.
21.
KaterD., and SpiresJ.Biofeedback: The beat goes on.School Counselor, 1975, 23(1), pp. 16–21.
22.
KlagsbrunF.Too young too die.Boston: Houghton-Mifflin, 1978.
23.
LazarusR. S.A cognitive analysis of biofeedback control. In SchwartzG. E., and BeattyJ. (Eds.), Biofeedback: Theory and research.New York: Academic Press, 1977, pp. 67–88.
24.
LubarJ. F., and ShouseM. N.EEG and behavioral changes in a hyperkinetic child concomitant with training of the sensorimotor rhythm (SMR): A preliminary report, Biofeedback and Self Regulation, 1976, 1(3).
25.
LynchW. C., HamaH., KohnS., and MillerN.Instrumental control of peripheral vasomotor responses in children.Psychophysiology, 1976, 13(3), pp. 219–221.
26.
MorseW. C., CutlerR. L., and FinkA. H.Public school classes for the emotionally handicapped: A research analysis.Arlington, Virginia: The Council for Exceptional Children, 1964.
27.
MulhollandT. B.Training visual attention.Academic Therapy, 1974, 10(1), pp. 5–17.
28.
QuayH. C., MorseW. C., and CutlerR. L.Personality patterns of pupils in special classes for the emotionally disturbed.Exceptional Children, 1966, 32, pp. 297–301.
29.
Report of the Harvard Child Health Project Task Force.Toward a primary medical care system responsive to children's needs.Cambridge, Massachusetts: Bollinger Publishing Copy, 1977.
30.
SchwartzG. E., and BeattyJ.Biofeedback: Theory and research.New York: Academic Press, 1977.
31.
SelyeH.The physiology and pathology of exposure to stress: A treatment based on the concept of the general adaptation syndrome and the diseases of adaptation.Montreal: Acto, 1950.
32.
SelyeH.The stress of life.New York: McGraw Hill, 1956.
33.
SelyeH.Stress without distress.Philadelphia: J. B. Lippincott, 1974.
34.
SimpsonD. D., and NelsonA. E.Attention training though breathing control to modify hyperactivity.Journal of Learning Disabilities, 1974, 7(5), pp. 274–283.
