At Western Illinois University a three segment workshop has been initiated to help participants become aware of intimacy skills and facilitate their actual practice. The model has three separate sections; each is devoted to a distinct but related series of concepts and activities. (Author)

The author speaks to Albert Ellis' article and considers the article too naive and simplistic. He particularly questions Ellis' final conclusion that RET is based on a strong empirical foundation. (HMV)

Examined the role of attributions in initial and long-term smoking behavior change. Manipulated the externality of treatment. Subjects receiving nicotine gum were superior to the intrinsic self-help group in initial cessation but were inferior in maintaining abstinence. Subjects in the intrinsic self-help group made fewer external attributions for…

Treated 91 elders with a major depressive disorder (MDD) using behavioral, cognitive, or brief psychodynamic psychotherapy. By the end of six weeks patients in all three treatment conditions showed improvement equally, whereas controls did not. Overall, 52 percent of the treatment sample attained remission by termination. The remainder still met…

Evaluated the relative effectiveness of two teacher-training packages under two analog consultation conditions. The experimental training package was found effective in increasing teachers' knowledge of behavioral procedures and in increasing the frequency of teacher verbalization regarding overt child behaviors and behavioral intervention plans…

Reviews the assumptions about processes that maintain bulimic behavior. Makes specific treatment package recommendations on the basis of selected outcome literature. Addresses special issues, such as Axis II diganosis, hospitalization, and psychopharmaceutics. (Author)

The article points out that the label "cognitive" has been used to designate five substantially different approaches to learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific-abilities model. Despite the similar label, the instructional interventions of these approaches…

Illustrates the use of a student-managed response-cost system using free tokens to modify the on-task behavior of 2 mainstreamed students--an emotionally disturbed fourth grader and a learning-disabled sixth grader. Subjects' on-task behavior as well as their academic performance improved after the program. (SKC)

Assigned college women with a significant level of body-image dissatisfaction to a cognitive-behavioral treatment (CBT) program or to a waiting-list control group. The CBT program successfully improved affective body image, weakened maladaptive body-image cognitions, and enhanced social self-esteem and feelings about physical fitness and…

The Dynamic Criterion-Referenced Vocational (DCRV) Assessment model is presented as a technique for measuring a handicapped learner's potential for modifying behaviors relevant to employability. The article describes the DCRV's purpose and provides an example of its application through task analysis, observation of student performance, and rate of…

The authors state that heterogeneity of the work force involves two issues.: (1) the employability of the work force in terms of skills available and (2) the ability to overcome barriers to work access. (CT)

The nature of emotion in mentally retarded people is considered. Recent research and theory suggest that two approaches are applicable to the study of mental retardation: the behavioral tradition, particularly conditioned emotional responding as well as emotional expression and recognition; and recent investigations of emotional development in…

The study compared four methods of increasing quantity and quality of play interactions between nonhandicapped and 11 moderately/severely handicapped children in an integrated preschool. Results of contingent reinforcement, reinforcement plus modeling, reinforcement plus behavior management, and reinforcement plus modeling plus behavior management…

The article describes a support program for families of handicapped children (ages birth to 3) involved in an early intervention program. A cognitive-behavioral "Coping with Stress Model," used as the basis for intervention planning and programming, helps families assess their coping effectiveness and identify unmet needs. (JW)

Compared responses of Type A people who received either cognitive-behavioral or values-clarification treatment in combination with anxiety management training (AMT) with those of a control group that received AMT alone, all blocked on the variable of self-monitoring. Type A behavior was reduced in all participants wih anxiety significantly…