Children with severe disabilities have limited ability to communicate with their environment. Understanding how and to what extent these children connect with the environment can be an insurmountable challenge for their caregivers. In this thesis we investigated the degree of interactions between a pair of individuals using their physiological signals. It was hypothesized that stronger social interaction induces greater physiological synchrony. We introduced a multivariate index of synchrony to relate various physiological correlations into the degree of social interaction. 18 able-bodied individuals participated in a study to measure the extent of synchrony between two intimate individuals vs. two strangers during conversation. Stronger correlation was detected for intimate participants in comparison with the strangers. The physiological alignment also increased as the dyad interacted more. A generalization of our method can be used for the study of children with disabilities to understand the degree of their non-verbal interaction with their social environment.

Seven boys between the ages of 7 and 12 with Attention-Deficit Hyperactivity Disorder (ADHD), some also with Specific Learning Disabilities (LD) and/or elevated aggression scales on the Child Behaviour Checklist (CBCL), were involved in this study of the effectiveness of EEG Biofeedback for the remediation of ADHD. A multiple-baseline design with an embedded ABAB component was used to compare baseline, 12-15 Hz Sensorimotor Rhythm (SMR) EEG Biofeedback (“active”) and single-blind sham feedback (“placebo”) conditions. Seven dependent variables including the ADHD Rating Scale, Child Attention Profile, Children's Checking Task, Controlled Oral Word Fluency Test, paired associate learning and continuous performance tasks were combined as z-scores into a single composite repeated measure. Visual and multiple baseline analyses were inconclusive. The primary analysis was by randomisation test with statistical control for overall trend. Randomisation test results were combined across five subjects (two subjects having failed to complete the study) using techniques for combining independent probabilities; for the combined group the placebo vs. active contrast was significant (p < 0.02) with the active conditions displaying the more improved scores. An examination of effect sizes by subject and condition showed that the placebo vs. active contrast was significant (p < 0.05, based on the confidence intervals for effect estimates) with a large effect size if trend was ignored and the two “drop-outs” were excluded but non-significant with a small effect size if overall trend was controlled, and the two drop-outs included. Effect sizes calculated pre-post were medium on average, and Reliable Change Indices for CBCL parent rated attention were significant for five subjects (p < 0.001). There was no improvement in academic performance as assessed by pre-post Wide Range Achievement Test-Revised. There was no significant effect of condition on EEG Theta/SMR ratio, although there were some significant correlations with individual dependent variables. Four of six children continued to improve on the composite score from the end of the study to six-month follow-up. Results were discussed in light of non-specific treatment effects such as tacit behavioural training, Fried's respiration hypothesis, the cognitive energetic model of attention and confounds due to trend and subject mortality. It was concluded that EEG biofeedback appears to have beneficial effects on ADHD symptoms but these are due largely to non-specific treatment factors and confounds such as regression to the mean. / Subscription resource available via Digital Dissertations only.

Seven boys between the ages of 7 and 12 with Attention-Deficit Hyperactivity Disorder (ADHD), some also with Specific Learning Disabilities (LD) and/or elevated aggression scales on the Child Behaviour Checklist (CBCL), were involved in this study of the effectiveness of EEG Biofeedback for the remediation of ADHD. A multiple-baseline design with an embedded ABAB component was used to compare baseline, 12-15 Hz Sensorimotor Rhythm (SMR) EEG Biofeedback (“active”) and single-blind sham feedback (“placebo”) conditions. Seven dependent variables including the ADHD Rating Scale, Child Attention Profile, Children's Checking Task, Controlled Oral Word Fluency Test, paired associate learning and continuous performance tasks were combined as z-scores into a single composite repeated measure. Visual and multiple baseline analyses were inconclusive. The primary analysis was by randomisation test with statistical control for overall trend. Randomisation test results were combined across five subjects (two subjects having failed to complete the study) using techniques for combining independent probabilities; for the combined group the placebo vs. active contrast was significant (p < 0.02) with the active conditions displaying the more improved scores. An examination of effect sizes by subject and condition showed that the placebo vs. active contrast was significant (p < 0.05, based on the confidence intervals for effect estimates) with a large effect size if trend was ignored and the two “drop-outs” were excluded but non-significant with a small effect size if overall trend was controlled, and the two drop-outs included. Effect sizes calculated pre-post were medium on average, and Reliable Change Indices for CBCL parent rated attention were significant for five subjects (p < 0.001). There was no improvement in academic performance as assessed by pre-post Wide Range Achievement Test-Revised. There was no significant effect of condition on EEG Theta/SMR ratio, although there were some significant correlations with individual dependent variables. Four of six children continued to improve on the composite score from the end of the study to six-month follow-up. Results were discussed in light of non-specific treatment effects such as tacit behavioural training, Fried's respiration hypothesis, the cognitive energetic model of attention and confounds due to trend and subject mortality. It was concluded that EEG biofeedback appears to have beneficial effects on ADHD symptoms but these are due largely to non-specific treatment factors and confounds such as regression to the mean. / Subscription resource available via Digital Dissertations only.

Seven boys between the ages of 7 and 12 with Attention-Deficit Hyperactivity Disorder (ADHD), some also with Specific Learning Disabilities (LD) and/or elevated aggression scales on the Child Behaviour Checklist (CBCL), were involved in this study of the effectiveness of EEG Biofeedback for the remediation of ADHD. A multiple-baseline design with an embedded ABAB component was used to compare baseline, 12-15 Hz Sensorimotor Rhythm (SMR) EEG Biofeedback (“active”) and single-blind sham feedback (“placebo”) conditions. Seven dependent variables including the ADHD Rating Scale, Child Attention Profile, Children's Checking Task, Controlled Oral Word Fluency Test, paired associate learning and continuous performance tasks were combined as z-scores into a single composite repeated measure. Visual and multiple baseline analyses were inconclusive. The primary analysis was by randomisation test with statistical control for overall trend. Randomisation test results were combined across five subjects (two subjects having failed to complete the study) using techniques for combining independent probabilities; for the combined group the placebo vs. active contrast was significant (p < 0.02) with the active conditions displaying the more improved scores. An examination of effect sizes by subject and condition showed that the placebo vs. active contrast was significant (p < 0.05, based on the confidence intervals for effect estimates) with a large effect size if trend was ignored and the two “drop-outs” were excluded but non-significant with a small effect size if overall trend was controlled, and the two drop-outs included. Effect sizes calculated pre-post were medium on average, and Reliable Change Indices for CBCL parent rated attention were significant for five subjects (p < 0.001). There was no improvement in academic performance as assessed by pre-post Wide Range Achievement Test-Revised. There was no significant effect of condition on EEG Theta/SMR ratio, although there were some significant correlations with individual dependent variables. Four of six children continued to improve on the composite score from the end of the study to six-month follow-up. Results were discussed in light of non-specific treatment effects such as tacit behavioural training, Fried's respiration hypothesis, the cognitive energetic model of attention and confounds due to trend and subject mortality. It was concluded that EEG biofeedback appears to have beneficial effects on ADHD symptoms but these are due largely to non-specific treatment factors and confounds such as regression to the mean. / Subscription resource available via Digital Dissertations only.

Seven boys between the ages of 7 and 12 with Attention-Deficit Hyperactivity Disorder (ADHD), some also with Specific Learning Disabilities (LD) and/or elevated aggression scales on the Child Behaviour Checklist (CBCL), were involved in this study of the effectiveness of EEG Biofeedback for the remediation of ADHD. A multiple-baseline design with an embedded ABAB component was used to compare baseline, 12-15 Hz Sensorimotor Rhythm (SMR) EEG Biofeedback (“active”) and single-blind sham feedback (“placebo”) conditions. Seven dependent variables including the ADHD Rating Scale, Child Attention Profile, Children's Checking Task, Controlled Oral Word Fluency Test, paired associate learning and continuous performance tasks were combined as z-scores into a single composite repeated measure. Visual and multiple baseline analyses were inconclusive. The primary analysis was by randomisation test with statistical control for overall trend. Randomisation test results were combined across five subjects (two subjects having failed to complete the study) using techniques for combining independent probabilities; for the combined group the placebo vs. active contrast was significant (p < 0.02) with the active conditions displaying the more improved scores. An examination of effect sizes by subject and condition showed that the placebo vs. active contrast was significant (p < 0.05, based on the confidence intervals for effect estimates) with a large effect size if trend was ignored and the two “drop-outs” were excluded but non-significant with a small effect size if overall trend was controlled, and the two drop-outs included. Effect sizes calculated pre-post were medium on average, and Reliable Change Indices for CBCL parent rated attention were significant for five subjects (p < 0.001). There was no improvement in academic performance as assessed by pre-post Wide Range Achievement Test-Revised. There was no significant effect of condition on EEG Theta/SMR ratio, although there were some significant correlations with individual dependent variables. Four of six children continued to improve on the composite score from the end of the study to six-month follow-up. Results were discussed in light of non-specific treatment effects such as tacit behavioural training, Fried's respiration hypothesis, the cognitive energetic model of attention and confounds due to trend and subject mortality. It was concluded that EEG biofeedback appears to have beneficial effects on ADHD symptoms but these are due largely to non-specific treatment factors and confounds such as regression to the mean. / Subscription resource available via Digital Dissertations only.

Seven boys between the ages of 7 and 12 with Attention-Deficit Hyperactivity Disorder (ADHD), some also with Specific Learning Disabilities (LD) and/or elevated aggression scales on the Child Behaviour Checklist (CBCL), were involved in this study of the effectiveness of EEG Biofeedback for the remediation of ADHD. A multiple-baseline design with an embedded ABAB component was used to compare baseline, 12-15 Hz Sensorimotor Rhythm (SMR) EEG Biofeedback (“active”) and single-blind sham feedback (“placebo”) conditions. Seven dependent variables including the ADHD Rating Scale, Child Attention Profile, Children's Checking Task, Controlled Oral Word Fluency Test, paired associate learning and continuous performance tasks were combined as z-scores into a single composite repeated measure. Visual and multiple baseline analyses were inconclusive. The primary analysis was by randomisation test with statistical control for overall trend. Randomisation test results were combined across five subjects (two subjects having failed to complete the study) using techniques for combining independent probabilities; for the combined group the placebo vs. active contrast was significant (p < 0.02) with the active conditions displaying the more improved scores. An examination of effect sizes by subject and condition showed that the placebo vs. active contrast was significant (p < 0.05, based on the confidence intervals for effect estimates) with a large effect size if trend was ignored and the two “drop-outs” were excluded but non-significant with a small effect size if overall trend was controlled, and the two drop-outs included. Effect sizes calculated pre-post were medium on average, and Reliable Change Indices for CBCL parent rated attention were significant for five subjects (p < 0.001). There was no improvement in academic performance as assessed by pre-post Wide Range Achievement Test-Revised. There was no significant effect of condition on EEG Theta/SMR ratio, although there were some significant correlations with individual dependent variables. Four of six children continued to improve on the composite score from the end of the study to six-month follow-up. Results were discussed in light of non-specific treatment effects such as tacit behavioural training, Fried's respiration hypothesis, the cognitive energetic model of attention and confounds due to trend and subject mortality. It was concluded that EEG biofeedback appears to have beneficial effects on ADHD symptoms but these are due largely to non-specific treatment factors and confounds such as regression to the mean. / Subscription resource available via Digital Dissertations only.

Introduction: Little is known about the physical activity [PA] habits of children with Autism Spectrum Disorders [ASD]. ASD specific PA barriers and facilitators have not been investigated. Purpose: To describe the PA habits of children with ASD and the barriers and facilitators to optimal PA participation. Methods: Twenty-three parents of children with ASD reported on their child’s PA habits, perceived barriers to PA participation, and functioning. A rating scale was applied to score responses and children were classified into functional level groups and PA level groups. Results: On average, children were reported to meet or exceeded national PA frequency guidelines, belonged to active families and participated in a variety of physical activities. Parents identified several barriers to optimal PA for their children. Conclusions: Children with ASD can attain optimal PA. Exposure to a variety of PA opportunities and experiences aids in identifying the ideal activity for each individual child.

Introduction: Little is known about the physical activity [PA] habits of children with Autism Spectrum Disorders [ASD]. ASD specific PA barriers and facilitators have not been investigated. Purpose: To describe the PA habits of children with ASD and the barriers and facilitators to optimal PA participation. Methods: Twenty-three parents of children with ASD reported on their child’s PA habits, perceived barriers to PA participation, and functioning. A rating scale was applied to score responses and children were classified into functional level groups and PA level groups. Results: On average, children were reported to meet or exceeded national PA frequency guidelines, belonged to active families and participated in a variety of physical activities. Parents identified several barriers to optimal PA for their children. Conclusions: Children with ASD can attain optimal PA. Exposure to a variety of PA opportunities and experiences aids in identifying the ideal activity for each individual child.

Repeated administration of psychostimulant drugs induces a long-term state of sensitization in the mesolimbic dopamine system. This hyperdopaminergic state is associated with enhanced reward-seeking behaviors. Such aberration of incentive motivational processing is suggested to facilitate the initiation and maintenance of compulsive drug-taking behaviors. A defining characteristic of addiction is the persistence to pursue drug reinforcement despite negative consequences associated with administration. Thus, it is likely that addicts frequently experience states of motivational conflict to both seek and avoid the drug. The present study investigated the effects of repeated cocaine exposure on goal-seeking behaviors in rats, utilizing conflict paradigms wherein positive and negative incentive motivations were simultaneously evoked. Here it was shown that cocaine-experienced rats displayed both enhanced approach and avoidance behaviors, depending upon the conditions put forth in each paradigm. The results contribute to elucidating the consequences of drug administration upon basic motivational processes that may influence compulsive drug-taking behaviors.

Repeated administration of psychostimulant drugs induces a long-term state of sensitization in the mesolimbic dopamine system. This hyperdopaminergic state is associated with enhanced reward-seeking behaviors. Such aberration of incentive motivational processing is suggested to facilitate the initiation and maintenance of compulsive drug-taking behaviors. A defining characteristic of addiction is the persistence to pursue drug reinforcement despite negative consequences associated with administration. Thus, it is likely that addicts frequently experience states of motivational conflict to both seek and avoid the drug. The present study investigated the effects of repeated cocaine exposure on goal-seeking behaviors in rats, utilizing conflict paradigms wherein positive and negative incentive motivations were simultaneously evoked. Here it was shown that cocaine-experienced rats displayed both enhanced approach and avoidance behaviors, depending upon the conditions put forth in each paradigm. The results contribute to elucidating the consequences of drug administration upon basic motivational processes that may influence compulsive drug-taking behaviors.