The efficacy of biofeedback/relaxation training on dimensions of self-concept among learning disabled adolescents



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This experimental study with learning disabled (LD) adolescents examined the effects of biofeedback/relaxation training on five factors associated with self-concept in a school setting as measured by the Dimensions of Self-Concept (DOSC). Fifty-six LD adolescents from the Los Angeles Unified School District were randomly selected, randomly assigned to two groups, and the groups were randomly assigned to experimental or control conditions. The experimental group received biofeedback/relaxation training utilizing electromyograph (EIYIS) feedback and relaxation audio tapes to facilitate relaxation. The control group listened to neutral audio tapes of old radio shows while connected to a biofeedback unit, which offered them no feedback, in an identically furnished room. Both groups received four 30 minute sessions, one each week over a four week period. The following hypothesis was examined: Experimental subjects will attain significantly different posttreatment scores on the Dimensions of Self-Concept as compared to control subjects iajMo receive no biofeedback/relaxation training. multivariate analysis of variance (MANOVA) mas computed on the posttest D05C scores of the experimental and control groups. The difference between the groups was significant (f = 5.31; df = 5, 50; p< .001). To determine which variables accounted for the greatest amount of between group variance, post hoc univariate £ and discriminant analysis procedures were conducted. Univariate F_ and discriminant analyses both revealed that Level of Aspiration (p< .001) and Identificationvs. Alienation (p < .01) measures were valid discriminators; thus, the hypothesis was partially supported. The results of the study suggest that biofeedback/relaxation training may be promising for improving the self-concepts of LD adolescents.



Learning disabilities, Self-perception