Relaxation exercises have been used effectively with handicapped children as an intervention treatment for behavior management. Techniques such as progressive muscle relaxation, isometrics, yoga, movement exercises, massage, guided fantasy and imagery, meditation, concentration, suggestion, music, breathing control, self-relaxation, and biofeedback training have been applied with successful results to decrease hyperactivity and impulsivity, improve academic achievement, increase attention span, and improve communications and interpersonal relationships. This paper discusses four major relaxation training approaches used with handicapped children: progressive muscle relaxation, biofeedback, yoga, and mental relaxation, which includes guided fantasy, imagery, and meditation. Descriptions of these techniques, the effects of their use with various populations, and reviews of recent studies of their use, are presented.
Get full access to this article
View all access options for this article.
References
1.
Anderson, R.F. (1980). Using guided fantasy with children. Elementary School Guidance and Counseling, 15, 39-47.
2.
Beiman, I., Israel, E., & Johnson, S.A. (1978). During training and posttraining effects of live and taped extended progressive relaxation, self-relaxation, and electromyogram biofeedback. Journal of Consulting and Clinical Psychology , 46, 314-321.
3.
Benson, H. (1975). The Relaxation Response. New York: William Morrow, 1975.
4.
Bernstein, D.A., & Borkovc, T.D. (1973). Progressive relaxation training: A manual for the helping professions. Champaign, Illinois : Research Press.
5.
Braud, L.W. (1978). The effects of frontal EMG biofeedback and progressive relaxation upon hyperactivity and its behavioral concomitants. Biofeedback and Self-Regulation, 3, 69-89.
6.
Braud, L.W., Lupin, M.N., & Braud, W.G. (1975). The use of electromyographic biofeedback in the control of hyperactivity. Journal of Learning Disabilities , 8, 21-26.
7.
Brockberg, H.F., & Brockberg, K.H. (1980). Relaxation is for children, too. Lutheran Education, 116, 108-114.
8.
Carter, J.L., Lax, B., & Russell, H. (1979). Effects of relaxation and EMG training on academic achievement of educable retarded boys. Education and Training of the Mentally Retarded, 14, 39-42.
9.
Carter, J.L., & Russell, H.L. (1980). Biofeedback and academic attainment of LD children . Academic Therapy, 15, 483-486.
10.
Carter, J.L., & Synolds, D. (1974). Effects of relaxation training upon handwriting quality. Journal of Learning Disabilities, 7, 236-238.
11.
Diskin, E. (1977). Yoga for Children. New York : Arco.
12.
Dunn, F.M. (1982). Relaxation training and its relationship to hyperactivity in boys. Journal of Clinical Psychology, 38, 92-100.
13.
Ferguson, P.C. (1976). Transcendental meditation and its potential application in the field of special education. The Journal of Special Education, 10, 211-220.
14.
Fiebert, M.S., & Mead, T.M. (1981). Meditation and academic performance. Perceptual and Motor Skills, 53, 447-450.
15.
Frey, H. (1980). Improving the performance of poor readers through autogenic relaxation training. Reading Teacher, 33, 928-932.
16.
Gerler, Jr., E.R., & Omizo, M.M. (1981). Relaxation training and biofeedback with hyperactive elementary school children. Elementary School Guidance and Counseling, 15, 329-332.
17.
Hershey, M., & Kearns, P. (1979). The effect of guided fantasy on the creative thinking and writing ability of gifted students. Gifted Child Quarterly , 23, 71-77.
Hughes, H., & Davis, R. (1980). Treatment of aggressive behavior: The effect of EMG response discrimination biofeedback training. Journal of Autism and Developmental Disorders, 10, 193-202.
20.
Jacobson, E. (1962). You must relax, (4th ed.). New York: McGraw-Hill.
21.
Lupin, M., Braud, L.W., Braud, W., & Duer, W.F. (1976). Children, parents, and relaxation tapes. Academic Therapy, 12, 105-113.
22.
Morris, J. (1976). Meditation in the classroom. Learning, 5, 22-27.
23.
Murdock, M.H. (1979). Meditation with young children. Gifted Child Quarterly, 23, 195-206.
24.
Omizo, M.M. (1980). The effects of relaxation and biofeedback training on dimensions of self-concept (DOSC) among hyperactive male children. Educational Research Quarterly, 5, 22-30.
25.
Omizo, M.M., Loffredo, D.A., & Hammett, V.L. (1982). Relaxation exercises for the LD and family. Academic Therapy, 17, 603-608.
26.
Rivera, E. & Omizo, M.M. (1980). The effects of relaxation and biofeedback on attention to task and impulsivity among male hyperactive children. The Exceptional Child, 27, 41-51.
27.
Seiler, G., & Renshaw, K. (1978). Yoga for kids. Elementary School Guidance and Counseling, 12, 229-237.
28.
Walker, C.E. (1979). Treatment of children's disorders by relaxation training: The poor man's biofeedback. Journal of Clinical Child Psychology, 8, 22-25.
