Abstract
The effects of computer assisted biofeedback on the electromyographic (EMG) activity of three students with Attention-deficit Hyperactivity Disorder (ADHD) as defined in Diagnostic and Statistical Manual of Mental Disorders III-R and on the on-task behavior of one of the three students were examined via an alternating treatment design. All three subjects received biofeedback within a clinical setting in an attempt to examine the degree that biofeedback could be used by these children to gain control of their motor activity and be a tool for relaxation. One student was also simultaneously observed in the classroom to determine if biofeedback exercises applied in the clinical setting had any impact on the student's on-task classroom behavior. Results indicated that these ADHD students were able to relax through the use of computer assisted biofeedback and the one student in which on-task behavior was collected demonstrated an increase in on-task behavior after the implementation of biofeedback.
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