Molloy and Birnbrauer have recently exchanged views in this journal over how how many factors are necessary to provide an adequate account of human behaviour and behaviour change. Their differences apparently reflect alternative conceptualizations of the roles played by physiology and cognition in the analysis of behaviour. The present paper provides some background to these issues, showing that the current cognitive behavioural approach to physiology and cognition is but a reworking of some aspects of traditional mentalism. Following this, several alternatives to this traditional conceptualization are offered by way of (a) an analysis of how functional and structural contextual conditions affect behaviour and (b) distinctions between issues of behavioural process and content-related behavioural substance. For psychology to be a cumulative and progressive enterprise, a natural science approach to issues of physiology and cognition must be maintained, no matter how many factors may be tajcen as germane to human behaviour and behaviour change

Despite a well-documented record of notable success in the treatment of neuroses, behaviour therapy is little taught in academic departments. A major reason for this appears to be the existence of an unending stream of misinformation about it. This paper describes the essential features of modern behaviour therapy of the neuroses, and the range of its therapeutic effects. It outlines some major sources of misinformation and their stifling effect on the academic spread of behaviour therapy.

This paper suggests ways in which videotape modelling strategies may be used in behaviour therapy. Clients can acquire new responses through observational learning, while the consequences accruing to a model from different actions can be planned to effect inhibition or disinhibition of specific client behaviours. Modelling may facilitate the performance of previously learned behaviour by identifying for the observer appropriate contexts and discriminative stimuli. Also, models can be used to present cultural norms or standards for performance. The effective and ethical use of videotape modelling strategies requires that therapists understand the theoretical dimensions of this intervention format and justify the content of modelling presentations from empirical research on the behaviours targeted for change. Particular cautions are noted in the areas of social skills training and desensitization to anxiety provoking situations.

The use of visual analysis alone to determine the presence of significant and generalizable effects in typical behavioural interventions is subject to a series of possible errors which result in high levels of unreliability when data are analysed in this way. The presence of autocorrelation in most behavioural data poses a serious threat to visual and traditional analysis of such data, a threat which can be avoided by use of the more appropriate interrupted time-series (TMS) statistics. Although previously suggested as reasons for not using TMS procedures, the issues of model-identification and number of data points required for TMS are discussed and shown to be invalid arguments against the use of TMS. A case is made for visual analysis of behavioural data as an appropriate procedure only under certain constrained clinical conditions.

There is growing recognition of the need for adequate procedures for evaluation of the effects of psychotropic drugs on the behaviour of individuals. Traditional methodology for drug evaluation is group based and therefore inappropriate for use with only one or a few subjects. Alternative procedures are described that are suitable for use with even a single subject, based on single-case research designs developed by researchers in applied behaviour analysis. Guidelines are given for choosing designs and methods of measurement that control for the common threats to internal and external validity and will enable clear and unambiguous conclusions to be reached regarding drug effects.

Data on rate and qualitative features of social interactions and on peer social involvement in play were obtained from repeated observation measures taken across 14 to 23 weeks on two children randomly selected from each of 6 kindergartens. Session-by-session variability was found to be a feature of the social interaction and social play data, and there was evidence that social behaviours may vary systematically across different kindergarten settings. A case is made for obtaining normative data in each setting of interest in order to identify atypical behaviour and to evaluate the social validity of intervention outcomes.

Although career exploration is essentially a process for the individual, behavioural counsellors may become involved in its planning, ordering and evaluation. The purpose of the present study was to provide some initial data on a standardised behavioural checklist of career exploration activities — FINDING OUT FACTS ABOUT JOBS. The checklist was designed for use in vocational guidance and research. It contains 40 career exploration activities grouped into six response classes e.g., reading, writing, talking etc. The checklist was administered to 196 vocational guidance and senior high school students. Subjects reported an average of 14.3 career exploration activities, with talking to friends being the most frequent (83%) and writing to unions, the least frequent (2%). Hierarchical cluster analysis of the 40 by 40 squared Euclidean distance matrix betwen items, identified fourteen optimum groups of activities. These were generally grouped together on the basis of level of response. Overall, it was found that activites involving talking and reading were most highly correlated (r = 0.570 p<.001). It was argued that preliminary data from this study provided practitioners with a standardised list, a measure of current achievements, and some basis for individual comparisons in career-exploration. The role of the checklist in behavioural assessment was also outlined.

Classroom management rates highly as one of the major concerns and problems experienced by techers. Unfortunately, evidence of the extent and nature of management problems, particularly data related to behaviourally and emotionally disturbed children in classrooms is conflicting. The result is that differences in opinion exist as to the complexity and magnitude of the interventions required to deal with such children. This study investigates the proposition that extreme behaviour problems are rare in primary classrooms and that procedures for preventive management are sufficiently powerful to alleviate most classroom behaviour disturbances.

A home-based reinforcement programme was implemented to decrease classroom rule violations by a 16-year-old boy with a long history of disruptive behaviour in a secondary school classroom. The critical features of the intervention are described and discussed, including the fading procedure employed to maintain the behavioural gains exhibited during the programme's operation. The usefulness of minimal interventions, such as home-based reinforcement programmes, in the management of problem behaviour in schools is discussed, and comment is made on some possible benefits to behavioural practice of the collaborative style of intervention exemplified.

Two case studies are described where in vivo practice was applied to needle phobia and associated vasovagal fainting. Substantial improvements in self-efficacy, anxiety and performance were obtained. Treatment gains generalised to other settings and were maintained at three to six months foliowup. In vivo practice is recommended for further research into needle phobias.

Behavioural treatment of an adolescent girl with chronic stomach pain is described. The client was treated with a broad spectrum behavioural package including applied relaxation and coping skills. Results indicated considerable improvements in ratings of down-time, nausea, health, and mood. Moreover, she was nearly pain-free, and her activity and depression levels were substantially improved. The effects of treatment generalized to the natural environment and were sustained at a 9 month follow-up.