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Related Experiment Videos

Reducing hyperactivity with a feedback actigraph: initial findings.

Warren W Tryon1, Georgiana Shick Tryon, Thomas Kazlausky

  • 1Department of Psychology, Fordham University, Bronx, NY 10458-993, USA. wtryon@fordham.edu

Clinical Child Psychology and Psychiatry
|December 14, 2006
PubMed
Summary
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This study shows a new device can help reduce excessive movement in boys with Attention Deficit Hyperactivity Disorder (ADHD). Most participants significantly lowered their activity levels in the classroom using this technology.

Area of Science:

  • Behavioral Psychology
  • Pediatric Neurology
  • Educational Technology

Background:

  • Classroom hyperactivity in children with Attention Deficit Hyperactivity Disorder (ADHD) presents significant challenges.
  • Previous research by Schulman et al. indicated that feedback and reinforcement can decrease activity levels in hyperactive boys.

Purpose of the Study:

  • To report preliminary findings on a novel device for measuring, monitoring, and modifying excessive motor activity in children diagnosed with ADHD.
  • To evaluate the efficacy of a combined beeper and actigraphy device in a school setting.

Main Methods:

  • Nine boys aged 8-9 years with ADHD Combined Type participated in a pre/post research design.
  • Participants wore prototype BuzzBee feedback actigraphs during school hours.

Related Experiment Videos

  • Positive reinforcement was provided for observed reductions in activity levels.

    • Main Results:

    • Seven out of nine boys demonstrated a statistically significant reduction in activity levels, ranging from 20% to 47% below baseline.
    • Two boys showed a slight increase in activity levels (2% to 7% above baseline).
    • The observed changes in activity levels were statistically significant and represented a large effect size.

    Conclusions:

    • The BuzzBee feedback actigraph shows promise as a tool for managing motor excess in children with ADHD.
    • This technology, combined with positive reinforcement, offers a potential intervention strategy for improving classroom behavior in children with ADHD.