Comments are offered to clarify the learning model proposed by Arch and Craske (2011) based on extensive clinical experience with the CBT model for treating panic disorder developed by Barlow and Craske (1990). Suggestions are made regarding treatment targets and several cases are offered as examples of how choice of treatment target can make a…

Responds to the comments by D. McKay; B. D. Thombs, L. R. Jewett, and M. Bassel; M. D. Anestis, J. C. Anestis, and S. O. Lilienfeld; and W. W. Tryon and G. S. Tryon on the current author's original article, "The efficacy of psychodynamic psychotherapy." The academic psychology literature is filled with pronouncements about psychodynamic theory,…

The experimental analysis of behavior (EAB) is in trouble. Financial support for basic operant-conditioning research is difficult to obtain; teaching and research positions in colleges and universities are few; and bright undergraduates join other fields for graduate study. One reason for the difficulty is that EAB basic research does not focus…

The current authors reply to a response by Bowers on a comment by the current authors on the original article. Bowers (2010) mischaracterizes the goals of parallel distributed processing (PDP research)--explaining performance on cognitive tasks is the primary motivation. More important, his claim that localist models, such as the interactive…

Moscovitch's (2009) model of social phobia is put forth as an integration and extension of previous cognitive-behavioral models. The author asserts that his approach overcomes a number of shortcomings of previous models and will serve to better guide case conceptualization, treatment planning, and intervention implementation for clients with…

Comments on the article by Miller and Rose (September 2009). As Miller and Rose opened "the black box of treatment to examine linkages between processes of delivery and client outcomes" (p. 529) in motivational interviewing (MI), it is important that their model include factors from the social context that may explain conditions that enhance or…

The studies in this issue break the mold of the traditional stage model of the development and testing of evidence-based interventions (EBIs) within the confines of highly controlled studies (Onken, Blaine, & Battjes, 1997). Although this approach has merits, the need for EBIs in school settings has outpaced their deployment. The authors of these…

Responds to M. Stanton's comments on the current author's original article. One of the puzzles of motivational interviewing is why it works at all. How can it be that an individual interview or two yields change in a long-standing problem behavior even without any effort to alter social context? The time involved is such a tiny part of the…

Does the use of rewards to motivate children to learn or to follow classroom rules run counter to fostering a true desire for mastery? This column, which consists of two separate articles, provides the opposing opinions of the authors regarding the appropriateness of giving rewards in an early childhood classroom. In "Using Rewards in the Early…

The author reviews the history of the behavioral approach in treatment of autistic children and contrasts aspects of the disease or illness model with the learning or behavioral model. He states that the disease model failed in identifying the cause and in providing effective treatment for autism. (CL)

Twelve factors should be considered in justifying techniques selected for treating aberrant behavior in persons with mental retardation. The factors include motivational variables, treatment effectiveness, side effects, abuse potential, treatment restrictiveness/intrusiveness, treatment precedence, social acceptability, regulatory factors, staff…

Much has been written about the adaptation from criminology of the "Broken Windows" theory of order maintenance in successful urban educational models. Yet, the manner in which the theory is written and discussed often misses the nuances and feel of the theory as successfully applied. This misunderstanding has lead to its conflation with the "Zero…

This response to a paper by Guess and Carr (EC 602 212) on stereotypy and self-injurious behavior in the disabled focuses on (1) potentially misleading statements that may discourage practitioners from operant approaches to stereotypy and self-injury, and (2) strengths and weaknesses of the model compared to existing operant models. (DB)

This article reviews the psychoeducational, behavioral, and ecological models underlying educational services to students with behavior disorders. Models are compared for their explanatory nature, implications for intervention, and how they address the scientific approach to behavior disorders. (DB)

Adapting the cognitive behavior modification work of Bandura and Mahoney, the author suggests a "mediational approach" to teaching creativity in the art classroom; here the desired behavior is modeled, guided experience is offered for practice, then reward in the form of approval is given for successful completion of the event. (Editor/SJL)