Meta-analysis is a systematic and quantitative approach to reviewing empirical literature. Its claimed benefits of superior objectivity and dependability arise from its adoption of the methodological principles and methods of primary empirical research. This paper offers a critical appraisal of these claims, with special reference to the application of meta-analysis to the therapy outcome literature. Features examined include the numerical combination of results obtained in independent studies; search procedures and inclusion criteria; and the coding of objective and qualitative features of the source studies, which are then used to study the correlates of outcome via disaggregation and multiple regression analysis. The major criticisms reviewed include allegations of overgeneralization, indiscriminate inclusion of low quality data, and idiosyncratic and unacceptable conclusions. It is concluded that the continued application and refinement of meta-analysis in the field of therapy outcomes has an important contribution to make, although not to the exclusion of other methods of integrating data. It is predicted that methods and principles currently associated with meta-analysis will increasingly find a place in all reviews of extensive tracts of empirical literature.

Behaviour modification procedures have been subject to criticism by proponents of the cognitive evaluation theory using as an empirical base, the overjustification effect. In this paper some of the tenets of the theory as applied to behaviour modification and the parameters of the overjustification effect are examined. It is concluded that methodological problems in the reported research and the lack of comparability between overjustification experiments and commonly used behavioural procedures invalidate the claim that rewarding a behaviour will lead to a decline in intrinsic motivation to engage in that behaviour.

A number of problems associated with the use of the commonly employed interval and event recording procedures are discussed and it is suggested that these problems may be overcome by the use of real time recording techniques. An electronic system for recording ongoing behavior is described. The Data Acquisition in Real Time II (DART II) system consists of an open-format, microprocessor-controlled coding unit which permits the recording of the onset and offset of discrete behaviors as they occur in real time. It is completely portable, totally silent in operation, allows up to 60 discrete behavioral categories to be coded, provides comprehensive feedback to the user, and can store data almost indefinitely in a form which allows for direct transfer to computer for analysis. While the DART II system may be employed for interval or event recording, its use in a two-channel configuration to record the interactions between a target subject and several input persons is described. Advantages of the system are discussed.

A scheme is presented in which the level of agreement between two observers carrying out duration recording can be more accurately estimated than by conventional procedures. Each observer operates a push-button connected to a microcomputer to signal the presence of the behaviour to be measured and the duration of its occurrence. At the end of the measurement period, the computer reports each observer's rating of the proportion of time for which the behaviour was present, as well as various measures of the level of agreement between observers.

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.

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.