Conducted Longitudinal Interval Follow-Up Evaluations on 113 adult unipolar depressives who had completed a cognitive-behavioral intervention in order to examine one- to three-year outcome and to identify risk factors for relapse. Recovery rate of major depressives was significantly higher than that of intermittent depressives or of superimposed…

The article asserts that self-management training can provide a crucial component in the education of educable mentally retarded (EMR) individuals. Strategies of self-monitoring/reinforcement and self-instruction are defined and related to increased performance on academic/vocational/self-help tasks. Combined behavior-management and…

A social skills training procedure, which included videotaped feedback, videotaped modeling, focused instructions, coaching, and behavioral rehearsal, was implemented. Treatment effectiveness was evaluated and the results indicate that social skills training can be an effective treatment for job-related stress. (Author)

Examined therapeutic changes associated with brief (three-session) Morita intervention in a socially anxious client using a multiple baseline design across two target problems (fear of speaking in groups and fear of approaching strangers). Notable changes regarding both problems were observed immediately after intervention and in the follow-up…

A self-instructional training program was evaluated with two boys who were diagnosed Attention Deficit Disorder with Hyperactivity. The training included both conceptual and task-specific verbalizations and targeted completion of classroom work. Mothers were trained as adjunct therapists. Subjects became more self-controlled, less disruptive, and…

Describes a model for the synthesis of syndromal diagnosis and child behavioral assessment, and reviews the possible impact of the third edition of the Diagnostic and Statistical Manual of Mental Disorders. (KH)

The article provides an overview of programing and intervention strategies to meet the special needs of emotionally disturbed students. Guidelines are offered regarding structuring the classroom environment, managing behavior, and teaching psychosocial skills. (CL)

A program in which behavior management plans are systematically demonstrated can help parents of learning disabled students carry through the plan at home. When parents are involved in deciding on target behaviors, record keeping, and actually implementing the program, the likelihood of success is increased. (CL)

Seventeen educable mentally handicapped and learning disabled students (9-12 years old) who participated in a self-instruction (cognitive behavior modification) group scored better than a control group on the operations area of the KeyMath Diagnostic Test. Systematic instructional variables (such as precise assessment and task-analyzed curriculum)…

The authors suggest ways to establish quality behavioral programs within a hospital for the mentally ill. They emphasize the importance of staff morale, consistency of effort, teamwork, staff training and reinforcement. Procedures said to be responsible for successful maintenance include a flexible credit economy system. (Author/CL)

Behavior modification techniques were used in an attempt to raise secondary school students' performance in creative writing. Incentives involved points, appropriate levels of teacher comments, and promise of a letter to parents. Results showed a considerable increase in essay scores on all variables considered (fluency, elaboration, and…

A two-stage intervention successfully eliminated a 9-year-old boy's intensive fear in a new school setting. First, the child learned to identify a cue accompanying strong anxiety response; second, he learned to induce a competing cognitive coping response--blocking negative feelings with confidence--reinforcing song lyrics. Author/CMG)

Describes three cases of adult-onset primary anorexia nervosa in males. For each case, the history and diagnostic patterns are considered, followed by a discussion of the course of outpatient treatment. The therapy was multimodal and included elements of behavioral contingency management, cognitive therapy, and dynamic psychotherapy. (JAC)

Is there more disruptive behaviour in schools today? The simple answer to this often asked question is probably yes. But the reasons lie more outside teenagers than inside. For too many teachers there can be an attitude of: "I was a teenager once, therefore I know what it is like." We all develop in a unique time and the issues are unique to that…