BRS Scores Research Articles

Alternate forms reliability of the Behavioral Relaxation Scale: Preliminary results.

Alternate forms reliability of the Behavioral Relaxation Scale (BRS; Poppen,1998), a direct observation measure of relaxed behavior, was examined. A single BRS score, based on long duration observation (5-minute), has been found to be a valid measure of relaxation and is correlated with selfreport and some physiological measures. Recently, alternate forms of BRS observation have appeared in the literature; however, it is unknown if alternate forms are reliable relative to the long form observation method. BRS data from 10 adults, taking part in research on Behavioral Relaxation Training (BRT), were examined. Correlation analyses of long form BRS scores, interval-by-interval BRS (very short form: one 60-second; short form: two 60-second; medium form: three 60-second intervals) and composite BRS scores obtained from a single 120- or 180-second observation were conducted. All alternate forms BRS observation methods were robustly associated with long form BRS scores (r = > .80, p = .005). Alternate forms BRS observation methods provide more flexibility in applied situations without loss of reliability when measuring overt relaxed behavior. Further research needs to examine reliability of alternate forms BRS observation methods using physiological measures and direct observation measures as criterion

Behavioral Relaxation Training and Motor Performance of Learining Disabled Children with Hyperactive Behaviors

The purposes of this study were to determine if learning-disabled males referred with hyperactive behaviors could be taught to relax, and to measure the effects of relaxation training on an attention demanding motor task. Subjects were given behavior relaxation training and a modified visual choice reaction time task. There was a dramatic decrease in the number of unrelaxed behaviors (BRS scores) for all subjects across training. A training effect for the response time task for all subjects was noted following the baseline stabilization phase. This study supports the use of behavior relaxation training as a technique for teaching learning-disabled males to relax. Also, it suggests that being in a relaxed state may facilitate performance on an attention demanding motor task.

The Effects of a Transactional Analysis Training Program on Self-Esteem in Learning-Disabled Boys

Ten learning-disabled boys, ages 10 to 12, participated in a transactional analysis training program in a special education class in an elementary school. The program included teaching basic TA concepts, role playing, and TA exercises. The Coopersmith Self-Esteem Inventory (SEI) was administered at the beginning of the program and after the six weeks of training. Behavior Rating Scales (BRF) were completed by the classroom teacher at the same times. SEI scores increased significantly, whereas no significant changes in BRS scores were observed. Data suggest that learning disabled children can learn and utilize some basic TA concepts, with a concurrent enhancement of self-estee and peer relationships.