Control of fingertip temperature increases via biofeedback in learning-disabled and normal children.

Although considerable research has been done with biofeedback in adults, little is known of its effect in children of different ages or those with learning disabilities. This study assessed the effects of thermal biofeedback in 60 children (40 boys, 20 girls) aged 7 to 9 yr. (Mage 8-6) half of whom were learning-disabled and half, normal children matched for age, sex, grade, race, socioeconomic status, and IQ. Training consisted on one 15-min. period daily for five days with three trials per period. Children (16 learning-disabled, 16 normals) received consistent reinforcement for digital temperature increases while 28 children (14 learning-disabled, 14 normals) received mixed reinforcement after Day 1, on which all children were consistently reinforced to yield a performance baseline. Feedback was provided by a variable intensity light and toy electric train. Learning was demonstrated only for the consistently reinforced group, which performed almost twice as well as those receiving mixed reinforcement. Learning-disabled children learned thermal control even better than normals, explained in terms of biofeedback reinforcing an internal steady state conducive to learning. Younger children did better than older children, and girls did somewhat better than boys. Post-training improvement in figure-ground discrimination and intersensory-integration was linked with performance and learning, respectively.