Thesis (M.S.)--University of Michigan, 1975. / eContent provider-neutral record in process. Description based on print version record.

An important clinical research question to be answered in the field of neurofeedback (NF) is whether amplitude training affects connectivity between cortical sites. This study hypothesizes that, following NF amplitude training, there will be a difference in QEEG coherence and phase measures between NF training done using referential montages and using sequential montages. The study examined case files of 16 adult clients from the University of North Texas Neurotherapy Lab who had received NF training that consisted of either referential or sequential placement amplitude training (no coherence training) and who received both pre- and post- treatment QEEGs. Sixty-eight percent of the cases consisted of referential placements, while 34% of the cases consisted of sequential placements. All frontal site phase and coherence abnormal z-scores at pre-treatment were converted to deviation scores and compared by general linear model analysis of variance to post-treatment deviation scores. Effect size r-values and eta square values indicate that differences between referential and sequential electrode placements after NF amplitude training are moderately high. This study shows that referential placements tend to increase phase scores and decrease coherence scores, while sequential placements tend to decrease phase scores and increase coherence scores.

This experiment attempted to study the effectiveness of biofeedback training on an individual's peak performance while performing a stress-provoking task. In a between subjects design 30 individual college students were divided into 2 groups. One group received auditory biofeedback and relaxation training, and the other group received no training. Both groups met the researcher for 1 hour a week for seven weeks. During each session the participant completed a ten-minute Competition and Coaction (C & C) computer software program (Shea, 1992). The biofeedback equipment recorded the physiological state of each of the participants while he/she performed the C & C task. Both groups' physiological values and C & C scores were compared using the SPSS software. The biofeedback group had statistically lower stress values than the non-biofeedback group (Schwartz, 1995). There was no statistical difference between the 2 groups' C & C scores. The STAI Y-1 and Y-2 anxiety inventories were given to each of the participants at the 1st and 7th session to examine the anxiety differences between the 2 groups. There were no statistical differences between the 2 groups' STAI scores. This study's findings show that individuals can be taught to lower their stress response while performing a computer task.

Blood pressure biofeedback at home was compared with relaxation training and a combination of the two procedures for the treatment of essential hypertension, Ten subjects were taught to monitor blood pressure (BP) at home with electronic sphygmomanometers designed for self-use. Although situational factors appeared to have rather potent effects on BP levels, results suggested that training to control BP did generalize across situations. Although pretreatment BP level seemed to be related to the amount of reduction obtained, there was some evidence to indicate that subjects trained in behavioral methods of control could maintain BP in the average range after medication was discontinued, even if no significant reductions were obtained during treatment . Home practice of BP biofeedback was found to be the most successful single treatment for reducing systolic BP in the practice setting.

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No description available.

The purpose of this study was to examine the effect of Cue-Controlled Relaxation on test anxiety of active duty military personnel, as measured by the Test Anxiety Inventory. The major hypothesis was stated in the null form.Eighty-five subjects volunteered to participate in the study. Using a table of random numbers, subjects within three intact classes were assigned to the three treatment conditions. There were 25 subjects in the Cue-Controlled Relaxation Treatment Group, 28 subjects in the Placebo Treatment Group, and 32 subjects in the No-Treatment Group of this Pretest/Posttest Non-Equivalent Control Group Design. The subjects were all students in the Primary Leadership Training courses of the Seventh Army Combined Arms Training Center (7th CATC) Non-Commissioned Officers' (NCO) Academy, Bad Toelz, Federal Republic of Germany. There were 12 females and 73 males in the total sample, ranging between 20 and 40 years of age.The Test Anxiety Inventory (TAI) was used to measure test anxiety before treatment and after treatment. The TAI consists of 20 items relating to Worry, Emotionality and Total score.The major null hypothesis was tested through a One-way Multivariate Analysis of Variance. The three measures of the dependent variable in the three groups were highly correlated, indicating that they were assessing the same factor. No statistically significant difference was observed among the three groups. Therefore, the null hypothesis was not rejected.

This study is a qualitative analysis and a quantitative analysis of all peripheral biofeedback client data files of the University of North Texas Biofeedback Research and Training Laboratory since its establishment in 1991 and through the year of 2002. The purpose of this study is to evaluate the clinical and educational efficacy of the BRTL. Clients' electromyography and temperature measures, self-report of homework relaxation exercises and progress, and the pre- and post-Stress Signal Checklist were reviewed and analyzed. In regard to clinical efficacy, results indicate statistically significant changes in both temperature training and muscle tension training as a whole group. When divided into subtypes based on the clients' primary presenting problem, findings indicate statistical significance in chronic pain, tension headache, and temporomandibular jaw pain on temperature training, and show statistical significance in chronic pain, tension headache, hypertension, migraine headache, stress, and temporomandibular jaw pain on muscle tension training. When analyzing the Stress Signal Checklist, only 25% of clients had complete information on both pre- and post-Stress Signal Checklist. For these 25%, 87.5% reported symptoms decreased. When reviewing the clients' self-reported progress in therapist's session notes, there is no procedure for computing a treatment success to failure ratio due to the inconsistency of therapists in recording clients' statements. This study also identifies three basic biofeedback learning curves that show how people learn self-regulation skills in biofeedback therapy: 1) steady state and trainable (low variability), 2) phasic state and trainable (high variability), and 3) phasic state and low trainable (high variability).

by Ng Wun Wai. / Thesis (M.S.S.)--Chinese University of Hong Kong, 1990. / Bibliography: leaves 45-53. / ABSTRACT --- p.i / ACKNOWLEDGMENTS --- p.ii / TABLE OF CONTENTS --- p.iii / LISTS OF TABLES --- p.iv / INTRODUCTION --- p.1 / METHOD / Subjects --- p.9 / Instruments --- p.11 / Apparatus --- p.15 / Procedure --- p.15 / RESULTS --- p.19 / DISCUSSION --- p.22 / TABLES --- p.30 / APPENDICES --- p.38 / REFERENCES --- p.45

Cleft lip and/or palate is a craniofacial condition that can lead to complex speech disorders. In particular, the auditory-perceptual speech assessments of individuals with cleft palate can be difficult because cleft-type compensatory articulations may be outside of English phonology. Therefore, it is desirable to supplement auditory-perceptual assessments with instrumental measurements. In the first study, thirteen participants with cleft-type compensatory articulations completed ultrasound speech exams. The stimuli were repeated VCV combinations (target consonants: [t], [k], [s], [sh], [n], [ng]; vowel contexts: [a], [i], [u]). Ultrasound imaging confirmed auditory-perceptual impressions and revealed covert articulatory movements. In the second study, six participants were assessed after a course of speech therapy. Outcomes were recorded on a severity metric with categories describing auditory-perceptual and motor aspects of speech errors. The severity metric quantified the incremental changes in both dimensions. Based on the research presented, further investigations of cleft palate speech using ultrasound are warranted.