ERIC Number: ED285682
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
The Effects of Progressive Relaxation on the Frequency of Classroom Disruptions of Low Income First Grade Students.
Weimer, Kimberly A.
The purpose of this study was to determine if training in progressive relaxation would reduce the frequency of classroom disruptions of low income first grade students. A total of 22 students in one classroom were randomly assigned to an experimental or a control group. A frequency count of classroom disruptions was made for 5 days before the treatment period. Treatment consisted of instructing experimental subjects in progressive relaxation for 10 to 15 minutes for 10 days; control subjects received no instruction. Frequency counts of classroom disruptions were made during the last 5 days of the treatment period and a week after the completion of the treatment. Results of chi square analyses suggested that the treatment was effective in reducing the incidence of classroom disruptions and that the training was retained by the experimental group. It is concluded that progressive relaxation should be a part of the homeroom procedures at every grade level every day. Appendices provide related materials, such as a Child's Stress Inventory, lists of likely sources of stress in children from kindergarten to grade 4 and of symptoms of stress in grades 1 through 6, and guidelines for reducing stress in children through creative relaxation. (Author/RH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: A research project report, Mercer University.