Relaxation covert rehearsal for adaptive functioning in fourth-grade children

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.