The purpose of this experiment, carried out with 24 subjects in a matched groups design, was to evaluate two alternative forms of nurse training in behaviour modification. Knowledge, attitude and a simulated applied measure were administered before and after two 3-day workshops with a structured interview at 6-month follow-up. The knowledge and applied measures indicated significant improvements in the “active” group only. There were no significant changes on the attitude measure for any of the four groups. Follow-up data provided criterion validity for the simulated applied measure and also suggested that nurses had retained their knowledge of behaviour modification.

Blepharospasm is a distressing condition, characterized by a repetitive and spasmodic closing of the eyes, and/or an inability to open the eyes after blinking. The aetiology of the disorder remains obscure. The available literature tends towards viewing the condition as arising from or associated with neuropathological processes. Two cases of blepharospasm are presented here. Both were managed along purely behavioural lines, using massed practice and relaxation techniques. The results obtained strongly suggest a learning model, rather than a neuropathological model may best explain the condition. Possible mechanisms for the development and maintenance of blepharospasm are discussed.

A behavioral-cognitive intervention, including the use of a schedule, overt and covert reinforcers, and therapist monitoring of progress, was used to treat a graduate student with writer's block. Daily self-recording was used to assess baseline and intervention phases, and indicated that the intervention yielded an immediate and consistent increase in the number of hours of writing, the use of weekdays for writing, and self-rated effectiveness. Clinical considerations involved in the use of the procedure and generalization of the method to other work projects and clients are discussed.

The conversation of three small groups of manual workers was observed in order to provide tangible goals for conversation training. A wide range of conversation styles emerged from the data, providing ranges of responding for various behaviours like percentages of short initiations, longer initiations, questions and length of latencies. Ranges of responding were also shown for the patterns of certain types of conversation involving initiations and reactions to these utterances. Despite the wide ranges of style in the conversation of the normal groups, their behaviour was in marked contrast to three small groups of socially inept psychiatric patients, in that, the patients were discrepant on every index of social behaviour. The study provides clear targets for conversation training programmes in terms of both the frequencies with which patients should engage in behaviour and the patterns of utterances with which patients might respond. To illustrate the way in which the data act as goals, patient groups are compared before and after treatment

This study examined the generalization effects of two parent training phases (instructions plus feedback and self-management training) on parents implementation of behavior modification skills in extra training settings in the community. Using a multiple baseline design across families two families were sequentially introduced to each training condition. Instructions plus feedback provided home-based training to the parents in both stimulus control techniques (instruction giving, prompting) and the use of consequences (reinforcement reprimands, extinction and time-out). Self-management training involved teaching parents to manage their own behavior in specific parenting situations. Training involved teaching parents self-monitoring, goal setting, and planning skills specific to their performance of parenting skills in a range of community settings.

This paper describes the treatment of a 4½-year-old autistic boy who exhibited phobic responses to the sounds of flushing toilets. He was successfully treated using reinforcement and laughter: the latter service as an anxiety inhibitor. At 3- and 6-month follow-ups the child was symptom-free.

The failure of a high proportion of experimental communities has been attributed to disagreements among members about household chores. Differing performances and expectations frequently result in the household ceasing to be a pleasant place in which to live. The present study was carried out in a household of five graduate students. A point system based on the principles of the token economy was used to maintain required levels of behaviour in all members. Removal of the system for 2 weeks resulted in the total amount of work done remaining unchanged, but its distribution among the members changing immediately. Within the system problems could be solved by increasing or decreasing the points values of the behaviours in question. One such experiment, which successfully increased the number of original meals prepared by members, is described.

At a recent British Association for Behavioural Psychotherapy (B.A.B.P.) conference* concerned with social skills training for adolescents, several speakers from both clinical and academic backgrounds pointed to the limitations of a purely behavioural approach to educating young people encountering difficulties in interpersonal relationships. More specifically, they questioned the analysis of social unease solely in terms of a skills deficit that can be countered by extending the behavioural repertoire of the person concerned. The expectation that, armed with this fresh weaponry, the client would willingly experiment, meet with significant success and change his attitudes accordingly, was exposed as a little naive. The general tenor of opinion was that changing the way the client thinks about himself and others should be a primary goal of social skills training. This is probably a legitimate analysis in all forms of social skills work, but is of singular relevance when dealing with adolescents for whom theorists of a range of persuasions have seen issues of identity and self-image, as of central developmental importance (Blos, 1967; Coleman, 1980; Erikson, 1968).

A therapeutic youth club incorporating two forms of social skills training was set up for shy adolescents. The practicalities of setting up the club are described. A preliminary evaluation of its effectiveness suggested that it was favourably received by the participants. A comparison between an active form of social skills training, involving behaviour role-play and feedback, and a discussion form, did not differentiate between the two types of training. Further evaluation research of the youth club is suggested by these preliminary findings.

In vivo exposure techniques have been applied to problems of urinary inhibition (or retention) in public on a number of occasions with considerable success (Lamontagne and Marks, 1973; Anderson, 1977; Ascher, 1979). In the present case-study in vivo exposure was combined with self-monitoring in the management of such a urinary difficulty.