30 learning disabled children aged 8.0 to 12.5 yr. were assigned at random to one of three groups: a self-instruction group, a progressive muscle relaxation group, or a no-treatment group. Both treatment groups were given 10 half-hour sessions over four weeks. All three groups were assessed before and after the treatment period on cognitive tasks requiring deliberation (Porteus Mazes and Matching Familiar Figures) and concentration (Coding and Digit Span). Only the two treated groups showed a significant over-all improvement in performance on the tasks. Neither form of intervention was superior to the other when a direct comparison between the two was made.
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