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dc.contributor.authorWright, Craigen_US
dc.contributor.authorConlon, Elizabethen_US
dc.date.accessioned2017-05-03T12:42:29Z
dc.date.available2017-05-03T12:42:29Z
dc.date.issued2009en_US
dc.date.modified2010-08-04T02:38:06Z
dc.identifier.issn14465442en_US
dc.identifier.urihttp://hdl.handle.net/10072/30386
dc.description.abstractIn the 2008 volume of this Journal Amon and Campbell reported a successful trial of a commercially available biofeedback program, "The Wild Divine", in reducing symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) in a group of children with ADHD and a control group. They introduced their study by suggesting that side effects of medications, the efficacy (perhaps they mean "ethics") of medicating young children, and the possibility of future drug use means that research into non-medical interventions for ADHD is important in providing a greater array of treatment options. We applaud this notion; although we take exception to their latter justification. What little evidence there is on this subject suggests that using a stimulant reduces the chances of substance abuse in ADHD (see Barkley, Fischer, Smallish & Fletcher, 2003 for review and the meta-analysis of Wilens, Faraone, Biederman & Gunawardene, 2003). Amon and Campbell seem to have selected biofeedback as an experimental treatment on the basis of literature which suggests that cognitive or physiological techniques such as relaxation and meditation can lead to positive behavioural, emotional, and somatic outcomes for normal samples of children. They go on to suggest that the "relaxation" afforded by controlled breathing techniques contained in the experimental biofeedback game would lead to greater control over nervous system activity and hence performance in children with ADHD. No physiological measures are reported. In discussing their data, Amon and Campbell (2008) claimed: "the findings from this study show that the Wild Divine video game, as a biofeedback system, has the potential to produce positive developments on ADHD symptoms and disruptive behaviours, with few side effects" (pp.82). We contend that several methodological, reporting, statistical, and interpretative problems make this conclusion difficult to sustain. We will take each of these problems in turn.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherUniversity of Newcastleen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.newcastle.edu.au/journal/ajedp/previous-issues/volume-9.htmlen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom47en_US
dc.relation.ispartofpageto53en_US
dc.relation.ispartofjournalAustralian Journal of Educational and developmental psychologyen_US
dc.relation.ispartofvolume9en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchPsychological Methodology, Design and Analysisen_US
dc.subject.fieldofresearchcode380109en_US
dc.subject.fieldofresearchcode170110en_US
dc.titleCritique: Amon, K. & Campbell, A. (2008). Can children with AD/HD learn relaxation and breathing techniques through biofeedback video games?en_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, School of Applied Psychologyen_US
gro.date.issued2009
gro.hasfulltextNo Full Text
gro.griffith.authorWright, Craig M.
gro.griffith.authorConlon, Elizabeth G.


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