Relaxation covert rehearsal for adaptive functioning in fourth-grade children

• Sheila Fling

  Southwest Texas State University

• Patricia Black

  Southwest Texas State University

Sixty-two of the 70 most active and problematic of 162 fourth graders, as identified by teacher ratings, were randomly assigned to relaxation/covert rehearsal, story-listening, and waiting list groups. Children were evaluated before and after a 6-week treatment of two group sessions per week and again 4 months later, after the waiting list had also received relaxation/covert rehearsal training. Evaluations included teacher and parent ratings on the Conners Abbreviated Behavior Scale, Form B of the Coopersmith Self-Esteem Inventory, grades in math, reading, spelling, and language arts, a spelling achievement test, and “blind” classroom observations and electromyographic measures. Hardly any evidence was obtained for the efficacy o/ group relaxation/covert rehearsal nor story listening in improving adaptive functioning. Previous reports of more positive results with children’s relaxation training may be spurious due to less rigorous controls.

1. Sheila Fling, Southwest Texas State University
   Department of Psychology
2. Patricia Black, Southwest Texas State University
   Department of Psychology

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