Two studies analyzed the effects of preceding setting events on the problem behavior of 2 students (ages 20 and 22) with severe disabilities. Results indicated that the occurrence of preceding setting events was related to higher frequencies of problem behavior, and interventions designed to eliminate preceding setting events were consistently…

Depressed clients (n=117), stratified for severity, completed 8 or 16 sessions of manualized treatment, either cognitive-behavioral psychotherapy (CB) or psychodynamic-interpersonal psychotherapy (PI). On most measures, CB and PI were equally effective, irrespective of severity of depression or duration of treatment. Found evidence of some…

Commends Shapiro et al.'s (this issue) article comparing psychodynamic-interpersonal therapy with cognitive-behavioral therapy in treating depression. Questions uncritical support of equivalent outcomes conclusion and implicit rejection of differential efficacy among psychotherapies as function of patient variables. Contends that Shapiro et al.…

Responds to comments by Norcross and Rossi (this issue) concerning Shapiro et al.'s (this issue) article comparing psychodynamic-interpersonal therapy with cognitive-behavioral therapy in treating depression. Contends that power of analyses in original study was sufficient to address substantive questions at issue. (Author/NB)

Women reporting severe premenstrual symptoms were allocated nonrandomly to cognitive-behavioral coping skills treatment (n=13), nonspecific treatment (n=12), or waiting-list group (n=12). Compared with controls, coping skills group reported significant reductions in premenstrual symptomatology and irrational thinking at posttreatment and 9-month…

This article examines the body of case law which has developed over the appropriate use of various timeout procedures (e.g., exclusion, seclusion/isolation) of students with behavior disorders. Seven guidelines for the legally correct application of timeout procedures are offered. (DB)

This study, with a young autistic child and a young adult with profound mental retardation, demonstrated the effectiveness of a gradual, changing criterion process of stimulus shaping in training subjects to independently perform tasks with relatively high task requirements. (DB)

The field of behavior analysis has not learned how to develop interventions that rely on positive reinforcement for all participants, including the normal adults who implement them. Thus, the field has not learned how to avoid evoking countercontrol. Establishment of collaborative relationships with the people targeted for help is suggested. (JDD)

Randomly assigned 47 asymptomatic, healthy gay men to cognitive-behavioral stress management condition or assessment-only control group 5 weeks before notification of human immunodeficiency virus antibody status. Individual difference analyses suggest that psychological buffering and immunomodulating effects of treatment may be attributable, in…

To reduce problem behaviors in the classroom, teachers should emphasize the desired behaviors they want students to exhibit, through differential reinforcement of zero rates of behaviors, incompatible behaviors, lower rates of behavior, and communicative behaviors. This paper discusses the advantages of differential reinforcement, potential…

This paper reviews the rationale and behavioral interventions commonly used for teaching compliance to individuals with mental retardation and the role of ethics in the use of such interventions. The paper examines issues in deciding whether compliance is an appropriate objective for an individual and whether interventions designed to achieve…

A script fading procedure was effectively used to teach 4 children (ages 9 and 12) with autism to initiate interactions with peers. Increased initiations (to within normal levels) generalized to a different setting, and for three of the children were maintained at two-month follow-up. (Author/DB)

Reflects rational-emotive therapy (RET) in 1955 and discusses some of its recent constructivist and humanist theories and practice. Distinguishes between general RET, called synonymous with general cognitive-behavioral therapy, from preferential RET, called unique kind of cognitive therapy that partially overlaps with general cognitive-behavioral…

Sees cognitive-behavioral therapy (CBT) as applicable to all eating disorders but most intensively studied in treatment of bulimia nervosa. Briefly reviews most commonly used cognitive treatments for eating disorders, provides critical evaluation of their effectiveness, and speculates about their mechanisms of action. Notes that CBT has not been…

Surveyed nationally certified school psychologists (n=178) to investigate patterns of practice. Findings included trends for certified school psychologists to employ briefer interventions, to favor the more behavior theory-oriented approaches, and to report family problems as most frequent type of problem encountered in their counseling.…