Benefits and Interindividual Differences in Children's Responses to Extended and Intensified Relaxation Training

The present study investigates whether extended and intensified systematic relaxation training techniques lead to increased short-term and prolonged effects in settings of stress prevention. One hundred and twenty-eight fourth- and sixth-graders (aged 9.6 and 11.6 years, respectively) participated in Imagination or Progressive Muscle Relaxation (PMR). Extension consisted of a varying number of training sessions (five versus ten), while intensified training contained additional training elements to enhance the transfer to the children's daily life (yes versus no). Age, gender, anxiety, activity level and suggestibility were included as additional variables that were assumed to moderate the effects of the training. Dependent variables indicating short-term training effects included physiological parameters (heart rate, skin conductance level, skin temperature) as well as subjective ratings (mood, physical well-being, training evaluations). Medium-term training effects, measured 1 week and 2 months after the training, were related to stress experiences, somatic stress symptoms, and coping strategies reported by the children. The results do not show considerable short- or medium-term effects of extended or intensified training. In addition, no clear moderator effects were found in the present sample.     

Relaxation in Children: Effects of Extended and Intensified Training

Although relaxation training is often used with children, there are few comparative evaluations of different approaches to relaxation. This study examines the effects of Progressive Muscle Relaxation and imagination, both presented with five and ten sessions, as well as in a standard and an intensified version. Both techniques are compared to presenting nontension producing neutral stories and tension-inducing arithmetic problems. One hundred and sixty children aged 9-12 years participated in the study. Evaluative criteria included physiological parameters (heart rate, skin conductance level, and skin temperature) and self-report measurements of mood and physical well-being. The results show clear short-term effects of both relaxation techniques and of presenting neutral stories. However, there is nearly no benefit if the training is extended or intensified.     

Concurrent schedules: undermatching and control by previous experimental conditions.

Five pigeons were trained on concurrent variable-interval schedules. A series of conditions in which the ratio of reinforcement rates on two keys was progressively increased and then decreased was arranged twice. The birds were then exposed to an irregular sequence of conditions. Each condition in which reinforcement was available on both keys lasted six sessions. Performance in the first, third, and sixth sessions after a condition change was analyzed. Following a condition change, preference was biased toward the preference in the last condition, but this effect largely disappeared before the sixth session of training. The birds' preferences also appeared less sensitive to reinforcement rates in early sessions after a transition. Preference in a session was a function of both the reinforcements in that session and the reinforcements obtained in as many as four or five previous sessions. The effects of reinforcements in previous sessions could be summarized by the performance in the immediately preceding session, giving a relatively simple relation between present performance and a combination of present reinforcement and prior session performance. While such hysteresis could cause undermatching when only a small number of sessions are arranged in a condition, undermatching in a stable-state performance probably arises elsewhere.     

Evaluation of Progressive Muscle Relaxation with Conduct-Problem,Learning-Disabled Children

Four learning-disabled, conduct-problem children were trained in the use of progressive muscle relaxation to determine the effect of subsequent relaxation practice on behavior in the classroom. After three initial sessions of relaxation training, the children performed in 21 daily classroom periods. Each period was 12 minutes in length. Prior to each classroom period, the children engaged in one of two activities with the relaxation trainer for 15 minutes, i.e., either practice at relaxation with the trainer or card-playing. Measures of disruption, on-task, academic rate, and academic accuracy were gathered in the classroom. In addition, a relaxation checklist was employed to determine the extent to which the child was relaxed in the relaxation practice sessions. The results gave no evidence of differential effects as a consequence of the relaxation procedures or any of the classroom measures. These results suggest that the overzealous use of progressive relaxation training as a setting event or as a non-specific treatment procedure with school children may be unwarranted at this time.     

EFFECTS OF RELAXATION TRAINING ON PULMONARY MECHANICS IN CHILDREN WITH ASTHMA1

An experiment, designed to overcome shortcomings in previous work, was conducted to investigate the potential symptomatic benefits of relaxation training in the treatment of asthma in children. Fourteen chronic, severely asthmatic children received three sessions in which they rested quietly, followed by five sessions of relaxation training, and finally three sessions of relaxing as trained previously. Pulmonary function was assessed, in a manner far more definitive than in previous studies, before and after each session, and three additional times at 30-minute intervals thereafter. Tension in the frontales muscles, heart and respiration rates, and skin temperature and conductance were also monitored. Heart rate and to some extent muscle tension results tended to confirm the attainment of relaxed states. However, the lung function results failed to substantiate the previous, preliminary findings of a clinically meaningful change in pulmonary function following relaxation. The status of relaxation in the treatment of asthma was discussed.     

The Effects of Progressive Muscle Relaxation on the Behavior of Autistic Adolescents:

Five autistic adolescents were trained in the use of progressive muscle relaxation to determine the effects of the relaxation training on task-oriented, disruptive, and stereotypic behavior, in a structured academic session. Each academic session was 12 minutes in length. Prior to each session, the children engaged in one of two activities with the relaxation trainer for 10 minutes, i.e., the practice at relaxation or a Simon-says game. Measures of disruption, on-task, and academic rate were gathered in the 12-minute academic session. In addition, a relaxation checklist was used to determine the extent to which the child was relaxed in the relaxation sessions. The results gave little evidence of differential effects as a consequence of the relaxation procedures on any of the dependent measures. The addition of relaxation cues during academic sessions failed to produce any change in the children's behaviors.     

Promotion of creativity (divergent productions) and convergent productions by systematic-relaxation exercises: empirical evidence from five experimental studies with children,young adults,and elderly

Presented are the results of five experimental studies on the effects of systematic-relaxation exercises on divergent as well as convergent performance. Subjects were 40 elementary school children, 120 college students, and 52 elderly. In Experiments 1, 2, 4, and 5, subjects were assigned at random to either an experimental group (participating in a short systematic-relaxation exercise without pre-experience or exercising autogenic training which subjects had learned at least 6 months before) or to a control group (with unspecific relaxation instructions). In Experiment 3, subjects with against without experience of autogenic training were matched for age, gender, years of study, and creativity pretest scores. Before and after systematic against unsystematic relaxation, subjects were tested for divergent performances (word fluency, associational fluency, expressional fluency, and ideational fluency) and convergent performances (short-term memory, concentration, and general intelligence). Results of all experiments consistently show significant improvements of divergent and—to a lesser extent—convergent performances in the experimental groups after systematic-relaxation exercises. These short-term effects of systematic-relaxation exercises are discussed with respect to characteristics and problems of divergent problem solving processes in individuals and groups. © 1997 by John Wiley & Sons, Ltd.     

Learning and memory facilitate predictive tracking in 4-month-olds

We investigated 4-month-olds’ oculomotor anticipations when viewing occlusion stimuli consisting of a small target that moved back and forth repetitively while the center of its trajectory was occluded by a rectangular screen. We examined performance under five conditions. In the baseline condition, infants produced few predictive relative to reactive eye movements. In the full training condition, anticipations were increased in frequency following prior exposure to a target moving along a fully visible trajectory. The delay condition tested the effects of training after a 30-min interval elapsed between training and test, resulting in a return to baseline performance. However, the training effect was reinstated in the reminder condition following another brief exposure to the training stimulus prior to test. Finally, in the brief training condition, we found that the brief exposure alone was insufficient to induce the training effect. Results are interpreted in the context of learning from short-term experience and long-term memory.     

Multiple Memory Processes Following Training That a Food Is Inedible in Aplysia

In many organisms, memory after training can be separated into a number of processes. We now report that separable memory processes are also initiated by a training procedure affecting Aplysia feeding behavior, a model system for examining the neural mechanisms underlying the regulation of a complex behavior. Four distinct memory process were identified: (1) a very short-term memory that declines within 15 min, (2) a short-term memory that persists for 0.5–1.0 hr, (3) an intermediate-term memory, observed 4 hr after training, and (4) a long-term memory that is seen only after a 12- to 24-hr delay. The four memory processes can be distinguished by the different training procedures that are required to elicit them. A single 5-min training session is sufficient to elicit the very short-term memory. However, a longer training session that continues until the animal stops responding to food is needed to elicit short-term memory. Intermediate-term memory is observed only after a spaced training procedure (three 5-min training sessions separated by 30-min intervals). A single 5-min training session that does not cause either short-term or intermediate-term memory is sufficient to induce long-term memory, indicating that short- and long-term memory are independent, parallel processes. Short- and long-term memory can also be separated by the effects of a post-training experience. Long-term, but not short-term, memory can be attenuated by cooling animals immediately after training. Cooling before the training does not affect either the training or the subsequent short- or long-term memory.     

Effectiveness of Child-Directed Interaction Training for Young Japanese Children With Autism Spectrum Disorders

Abstract

This study examined the efficacy of Child-Directed Interaction Training (CDIT), the first phase of Parent-Child Interaction Therapy (PCIT), for Japanese children with autism spectrum disorders. The participants were 21 mother-child dyads with children aged 4–7 years; participants were assigned to an Immediate Treatment (IT) group or to a Waitlist (WL) control group. Across eight training sessions, mothers learned positive attention skills that were adapted from traditional PCIT training. Results showed CDIT not only improved social cognition skills and decreased disruptive behavior in Japanese children, but also reduced stress/distress among their mothers, particularly in relation to their own parenting skills and their child’s problem behaviors.     

The Potential of Relaxation Training for the Hyperkinetic Training for the Hyperkinetic Trainable Mentally Retarded Child

The literature addressing relaxation training for retarded individuals is limited. Adding to the controversy over the benefits of relaxation training is the failure of many researchers to document levels of relaxation through physiological measures. The following single-subject study was designed to determine if relaxation techniques could be learned by a hyperkinetic, moderately retarded child based on a predetermined criteria, and the extent to which these techniques resulted in quantifiable muscle relaxation. The child was able to learn the relaxation techniques to criteria within five sessions. Reduced levels of muscle tension as indicated by an electromyogram were evident during relaxation training sessions when compared with baseline sessions. Implications of these techniques for classroom use are discussed.     

Effects of a Center-Based Parent Training Package on Parents’ Accuracy of Generalized Program Implementations at Home

Abstract

The purpose of this study was to evaluate the effects of a parent training package on parents’ accuracy of program implementations and their children’s goal achievements on parent-implemented programs at home. Parents also completed a quiz with questions about three-contingencies before and after the training. Three mother-child dyads participated in this study. All three children were 4-year-old boys with developmental delays. We employed a multiple baseline across three parent-child dyads as the primary design combined with a pretest and posttest. The individual parent training sessions consisted of office meetings and in-vivo classroom coaching sessions on program implementations. Each parent was trained individually to mastery criteria on program implementations using the Teacher Performance Rate Accuracy Scale (TPRA). After completing the parent training package, all parents acquired program implementations skills, and their program implementation skills were generalized to teach new behaviors at home with a high level of fidelity. Their quiz scores on three-term contingencies also increased to a relatively high level.     

Sudden gains as a long-term predictor of treatment improvement among children in community mental health organizations

ObjectiveSudden gains have been described as rapid, sizeable changes observed between treatment sessions and have been associated with improved treatment outcome in adults. The current study examined weekly sudden gains among children seeking treatment in the community mental health setting.MethodParticipants were 161 children (age M = 10.58, SD = 1.73; 69.6% male; 47.8% Caucasian) and their parents who were randomized to one of three treatment modalities and were administered weekly and quarterly assessments throughout treatment.ResultsWhen idiographic (youth- and parent-identified “top problems”) and nomothetic measures (standardized checklists) were used to calculate sudden gains (i.e., gain must be large: in absolute terms, relative to prior session, and relative to changes in prior and subsequent sessions), 20–42% of participants experienced at least one sudden gain during treatment. Most sudden gains occurred early in treatment, and session content of relaxation was associated with sudden gain presence. Using a modified Bonferonni correction, sudden gains predicted overall symptom levels at final assessment (i.e., last assessment obtained following post-treatment) even after controlling for pre-treatment symptom levels and magnitude of the overall gain from pre- to post-treatment.ConclusionsSuddenness of gains may have a direct effect on long-term treatment outcome among children in the community.     

SELF-INSTRUCTIONAL TRAINING TO INCREASE INDEPENDENT WORK PERFORMANCE IN PRESCHOOLERS

The generalized effects of self-instructional training on the classroom performance of three “impulsive” preschool children were investigated using a multiple-baseline design across subjects. Measures of child and teacher behavior in the classroom were obtained through direct observations during a daily independent work period. Self-instructional training followed Meichenbaum and Goodman's (1971) approach, except that training materials consisted of naturalistic task worksheets rather than psychometric test items and training sessions were of shorter duration. For all three children, self-instructional training resulted in increased levels of accuracy on worksheets in the classroom that were similar to those used in training. Results related to several supplementary measures were less clear; however, they suggested that rates of on-task behavior may also have improved, and that a mild classroom intervention further strengthened on-task rates and effected consistent work completion for all three children. The findings suggested that generalized increases in accuracy on classroom worksheets were related to the naturalistic format of the self-instructional training sessions. The level of teacher attention was controlled to rule out its effect on changes in child behavior.     

The importance of home practice for progressive relaxation training

The efficacy of home practice assignments was evaluated as a component of standardized progressive relaxation training. Subjects reporting general anxiety and tension problems were assigned to either a home practice relaxation, no home practice relaxation or wait-list control condition. Treatment was conducted for 10 sessions over a 5-week period. In addition, subjects in both conditions engaged in in-vivo application of their relaxation skills during a final 2-week application period. Group comparisons showed that both progressive relaxation conditions significantly improved on daily self-monitored general anxiety and tension levels relative to the wait-list control condition. Group analyses of percent subject improvements supported the effectiveness of home practice assignments, especially during the application period. No systematic differences between groups, on physiological and self-report variables, were found during several laboratory relaxation evaluation sessions. This study supports the contribution of home practice assignments to progressive relaxation training.     

Concurrent schedules: short- and long-term effects of reinforcers

Five pigeons were trained on concurrent variable-interval schedules in a switching-key procedure. The overall rate of reinforcement was constant in all conditions, and the ratios of reinforcers obtainable on the two alternatives were varied over seven levels. Each condition remained in effect for 65 sessions, and the last 50 sessions of data from each condition were analyzed. The most recently obtained reinforcer had the largest effect on current preference, but each of the eight previously obtained reinforcers had a small measurable effect. These effects were larger when the reinforcer ratio was more extreme. A longer term effect of reinforcement was also evident, which changed as a function of the reinforcer ratio arranged. More local analyses showed regularities at a reinforcer-by-reinforcer level and large transient movements in preference toward the just-reinforced alternative immediately following reinforcers, followed by a return to stable levels that were related to the reinforcer ratio in effect. The present data suggest that the variables that control choice have both short- and long-term effects and that the short-term effects increased when the reinforcer ratios arranged were more extreme.     

Training and transfer effects of response inhibition training in children and adults

Response inhibition is crucial for mental and physical health but studies assessing the trainability of this type of inhibition are rare. Thirty‐nine children aged 10‐12 years and 46 adults aged 18‐24 years were assigned to an adaptive go/no‐go inhibition training condition or an active control condition. Transfer of training effects to performance on tasks assessing response inhibition, interference control, working memory updating, task‐switching, and non‐verbal fluid intelligence were assessed during 3‐ and 6‐month follow‐up sessions and/or an immediate post‐training session. Significant training improvements and positive transfer effects to a similar response inhibition task with other stimuli were observed for both children and adults. Reliable albeit short‐lived transfer effects were only found for the children, specifically to working memory updating and task switching. These results suggest some potential for response‐inhibition training programs to enhance aspects of cognitive functioning in children but not adults.     

A Meta-Analysis of Universal School-Based Prevention Programs for Anxiety and Depression in Children

Anxiety and depression are among the most common mental health issues experienced in childhood. Implementing school-based prevention programs during childhood, rather than adolescence, is thought to provide better mental health outcomes. The present meta-analysis aimed to investigate the efficacy of universal school-based prevention programs that target both anxiety and depression in children (aged 13 years or below), and examine three moderators (i.e., program type, primary target of program, and number of sessions) on prevention effects. PsycINFO, PubMED, and Google Scholar were systematically searched for relevant articles published up to and including January 2018. Fourteen randomised controlled trials, consisting of 5970 children, met eligibility criteria. Prevention programs led to significantly fewer depressive symptoms at post-program (g?=?0.172) and at long-term follow-up periods (g?=?0.180), but not at short-term follow-up. Programs were not found to prevent anxiety symptoms across any time point. Considerable heterogeneity was observed for all effects. Program type and length were found to moderate the relationship between prevention program and outcomes. Prevention programs were effective in preventing depressive symptoms at post-program and long-term follow-up, while no significant preventative effect on anxiety symptoms was observed. The FRIENDS Program and programs which contained a greater number of sessions showed beneficial effects on anxiety and depressive symptoms. Universal programs aimed at preventing both anxiety and depression in children are limited. Future research should investigate the long-term evaluation of school-based prevention programs for anxiety and depression in children.     

Effects of Self-Control Training on Tinnitus in a Deaf Patient — A Case Study

Abstract

The treatment of a deaf woman with severe tinnitus using a behavioural approach including relaxation and various forms of behavioural and cognitive coping strategies is described. The patient received therapy in five one-hour sessions during which specially adapted methods like the use of sign interpretation, visual prompts and written instructions were used. Positive results in various self-reports made both after treatment and at a five-month follow-up are discussed.     

Kurz- und Langzeitbehandlung in der Verhaltenstherapie

In Germany, short and long-term psychotherapy are the two established forms for providing basic outpatient cognitive behavior therapy. The goal of the current study is to describe and discuss empirical evidence for these two structural forms; therefore, results from randomized controlled trials are presented and their implications related to the optimal number of therapy sessions are described. Furthermore, important results of naturalistic process outcome research are outlined. Additionally, the individual needs of patients for specific numbers of sessions are described based on data from the Association of Statutory Health Insurance Physicians. The results of randomized controlled trials generally showed strong empirical evidence for the efficacy of short-term cognitive behavior therapy of 7–20 sessions in patients with simple diagnoses; however, there is less empirical evidence in relation to the general efficacy and differential indications for long-term behavior therapy. These study results are supported by data from 200,000 patients receiving outpatient treatment in the German healthcare system. In two thirds of these patients, less than 25 sessions were sufficient to achieve subjectively adequate clinical improvement; however, approximately 10?% of the patients needed more than 60 therapy sessions. Empirical evidence concerning outcomes of long-term therapy with such a high number of sessions is scarce. Future research should address this research gap in order to identify empirically-based individual adaptation rules concerning the optimal number of treatment sessions in long-term therapy.