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.

The aim of this thesis was to examine the parent-child relationships and peer functioning of community-identified, 4-year-old boys with hyperactive behaviour problems. The sample consisted of 33 pervasively hyperactive boys and 34 control children. Parenting and child behaviours, and family life factors were assessed at home using a range of measures including the Parental Account of Children's Symptoms Interview (PACS), the Parenting Scale, the General Health Questionnaire (GHQ), and the Life Events Questionnaire. In addition, maternal directiveness and synchrony were coded from videotaped parent-child interaction during free play. Children's peer relations were assessed with teacher ratings on the Child Behavior Scale (CBS) and observer ratings of peer interactions at kindergarten. Results showed that parents of hyperactive boys used less effective parenting skills in disciplinary situations and in coping with child behaviour problems, and spent less time in positive parent-child interaction than comparison group parents. Mothers of hyperactive boys also engaged in fewer synchronous play interactions with their sons and gave more negative ratings on indices of life stress. Poor parent coping, father-child communication, maternal synchrony, negative disciplinary practices, and life stress were significantly associated with hyperactivity after adjusting for the effects of conduct problems. The best parenting predictor of hyperactivity was maternal coping. Compared with control children, the hyperactive boys received significantly higher ratings on exclusion by peers, aggressive, noncompliant, and non-social behaviours, as well as significantly lower ratings of prosocial behaviour and peer acceptance. These between-group differences in social functioning remained significant after statistical control for the effects of conduct problems. Further analysis suggested that the associations between hyperactivity and child social behaviours were partly or wholly explained by group differences in exposure to parenting behaviours that are important for children's social development. These findings highlight the need to examine more closely the role of parenting behaviours in shaping the course, prognosis and treatment outcomes in relation to the behavioural and social adjustment of preschool hyperactive children. The implications of these findings for early childhood intervention in hyperactive behaviour problems are discussed. / 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.

The aim of this thesis was to examine the parent-child relationships and peer functioning of community-identified, 4-year-old boys with hyperactive behaviour problems. The sample consisted of 33 pervasively hyperactive boys and 34 control children. Parenting and child behaviours, and family life factors were assessed at home using a range of measures including the Parental Account of Children's Symptoms Interview (PACS), the Parenting Scale, the General Health Questionnaire (GHQ), and the Life Events Questionnaire. In addition, maternal directiveness and synchrony were coded from videotaped parent-child interaction during free play. Children's peer relations were assessed with teacher ratings on the Child Behavior Scale (CBS) and observer ratings of peer interactions at kindergarten. Results showed that parents of hyperactive boys used less effective parenting skills in disciplinary situations and in coping with child behaviour problems, and spent less time in positive parent-child interaction than comparison group parents. Mothers of hyperactive boys also engaged in fewer synchronous play interactions with their sons and gave more negative ratings on indices of life stress. Poor parent coping, father-child communication, maternal synchrony, negative disciplinary practices, and life stress were significantly associated with hyperactivity after adjusting for the effects of conduct problems. The best parenting predictor of hyperactivity was maternal coping. Compared with control children, the hyperactive boys received significantly higher ratings on exclusion by peers, aggressive, noncompliant, and non-social behaviours, as well as significantly lower ratings of prosocial behaviour and peer acceptance. These between-group differences in social functioning remained significant after statistical control for the effects of conduct problems. Further analysis suggested that the associations between hyperactivity and child social behaviours were partly or wholly explained by group differences in exposure to parenting behaviours that are important for children's social development. These findings highlight the need to examine more closely the role of parenting behaviours in shaping the course, prognosis and treatment outcomes in relation to the behavioural and social adjustment of preschool hyperactive children. The implications of these findings for early childhood intervention in hyperactive behaviour problems are discussed. / 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.

The aim of this thesis was to examine the parent-child relationships and peer functioning of community-identified, 4-year-old boys with hyperactive behaviour problems. The sample consisted of 33 pervasively hyperactive boys and 34 control children. Parenting and child behaviours, and family life factors were assessed at home using a range of measures including the Parental Account of Children's Symptoms Interview (PACS), the Parenting Scale, the General Health Questionnaire (GHQ), and the Life Events Questionnaire. In addition, maternal directiveness and synchrony were coded from videotaped parent-child interaction during free play. Children's peer relations were assessed with teacher ratings on the Child Behavior Scale (CBS) and observer ratings of peer interactions at kindergarten. Results showed that parents of hyperactive boys used less effective parenting skills in disciplinary situations and in coping with child behaviour problems, and spent less time in positive parent-child interaction than comparison group parents. Mothers of hyperactive boys also engaged in fewer synchronous play interactions with their sons and gave more negative ratings on indices of life stress. Poor parent coping, father-child communication, maternal synchrony, negative disciplinary practices, and life stress were significantly associated with hyperactivity after adjusting for the effects of conduct problems. The best parenting predictor of hyperactivity was maternal coping. Compared with control children, the hyperactive boys received significantly higher ratings on exclusion by peers, aggressive, noncompliant, and non-social behaviours, as well as significantly lower ratings of prosocial behaviour and peer acceptance. These between-group differences in social functioning remained significant after statistical control for the effects of conduct problems. Further analysis suggested that the associations between hyperactivity and child social behaviours were partly or wholly explained by group differences in exposure to parenting behaviours that are important for children's social development. These findings highlight the need to examine more closely the role of parenting behaviours in shaping the course, prognosis and treatment outcomes in relation to the behavioural and social adjustment of preschool hyperactive children. The implications of these findings for early childhood intervention in hyperactive behaviour problems are discussed. / 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.

The aim of this thesis was to examine the parent-child relationships and peer functioning of community-identified, 4-year-old boys with hyperactive behaviour problems. The sample consisted of 33 pervasively hyperactive boys and 34 control children. Parenting and child behaviours, and family life factors were assessed at home using a range of measures including the Parental Account of Children's Symptoms Interview (PACS), the Parenting Scale, the General Health Questionnaire (GHQ), and the Life Events Questionnaire. In addition, maternal directiveness and synchrony were coded from videotaped parent-child interaction during free play. Children's peer relations were assessed with teacher ratings on the Child Behavior Scale (CBS) and observer ratings of peer interactions at kindergarten. Results showed that parents of hyperactive boys used less effective parenting skills in disciplinary situations and in coping with child behaviour problems, and spent less time in positive parent-child interaction than comparison group parents. Mothers of hyperactive boys also engaged in fewer synchronous play interactions with their sons and gave more negative ratings on indices of life stress. Poor parent coping, father-child communication, maternal synchrony, negative disciplinary practices, and life stress were significantly associated with hyperactivity after adjusting for the effects of conduct problems. The best parenting predictor of hyperactivity was maternal coping. Compared with control children, the hyperactive boys received significantly higher ratings on exclusion by peers, aggressive, noncompliant, and non-social behaviours, as well as significantly lower ratings of prosocial behaviour and peer acceptance. These between-group differences in social functioning remained significant after statistical control for the effects of conduct problems. Further analysis suggested that the associations between hyperactivity and child social behaviours were partly or wholly explained by group differences in exposure to parenting behaviours that are important for children's social development. These findings highlight the need to examine more closely the role of parenting behaviours in shaping the course, prognosis and treatment outcomes in relation to the behavioural and social adjustment of preschool hyperactive children. The implications of these findings for early childhood intervention in hyperactive behaviour problems are discussed. / 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.

The aim of this thesis was to examine the parent-child relationships and peer functioning of community-identified, 4-year-old boys with hyperactive behaviour problems. The sample consisted of 33 pervasively hyperactive boys and 34 control children. Parenting and child behaviours, and family life factors were assessed at home using a range of measures including the Parental Account of Children's Symptoms Interview (PACS), the Parenting Scale, the General Health Questionnaire (GHQ), and the Life Events Questionnaire. In addition, maternal directiveness and synchrony were coded from videotaped parent-child interaction during free play. Children's peer relations were assessed with teacher ratings on the Child Behavior Scale (CBS) and observer ratings of peer interactions at kindergarten. Results showed that parents of hyperactive boys used less effective parenting skills in disciplinary situations and in coping with child behaviour problems, and spent less time in positive parent-child interaction than comparison group parents. Mothers of hyperactive boys also engaged in fewer synchronous play interactions with their sons and gave more negative ratings on indices of life stress. Poor parent coping, father-child communication, maternal synchrony, negative disciplinary practices, and life stress were significantly associated with hyperactivity after adjusting for the effects of conduct problems. The best parenting predictor of hyperactivity was maternal coping. Compared with control children, the hyperactive boys received significantly higher ratings on exclusion by peers, aggressive, noncompliant, and non-social behaviours, as well as significantly lower ratings of prosocial behaviour and peer acceptance. These between-group differences in social functioning remained significant after statistical control for the effects of conduct problems. Further analysis suggested that the associations between hyperactivity and child social behaviours were partly or wholly explained by group differences in exposure to parenting behaviours that are important for children's social development. These findings highlight the need to examine more closely the role of parenting behaviours in shaping the course, prognosis and treatment outcomes in relation to the behavioural and social adjustment of preschool hyperactive children. The implications of these findings for early childhood intervention in hyperactive behaviour problems are discussed. / Subscription resource available via Digital Dissertations only.