This study was designed to compare the effects of self-control training, using cognitive-behavioral game play (CB) and biofeedback game play (BF), on the behaviors of 63 elementary school-age children diagnosed with Attention-deficit Hyperactivity Disorder (ADHD). The experimental groups were compared to a control game group (GO, which received no self-control training. A 3 x 3 (treatment x time) factorial design with repeated measures, using IQ as a covariate, and multiple outcome criteria was employed comparing the groups.Findings from this study support the hypothesis that self-control training by BF reduces a child's perception of his or her self-control problems, but the same does not generalize to parental report of self-control or behavioral measures. Hyperactivity, one of the cardinal symptoms of ADHD, was significantly decreased in GC. Barkley (1981) has argued that the difficulties experienced by children with Attention-deficit Hyperactivity Disorder (ADHD) in applying problem solving strategies, as well as their tendency to be shaped by the immediate contingencies of the environment, can be explained by apparent deficits in rule-governed behavior. Perhaps the most important underlying mechanism for establishing rule-governed behavior and reducing impulsivity is self-control. Two components of self-control seems particularly apt for ADHD children: cognitive self-
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