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This article provides an empirically derived description of social phobia, including onset, prevalence, comorbidity, and issues of differential diagnosis. Assessment and behavioral treatment strategies for social phobia are reviewed. It was not until the past few years that structured clinical interviews and self-report inventories have been developed with adequate reliability and validity to specifically assess social phobia. Thus much of the treatment outcome research is confounded with heterogeneous samples that make generalization of results difficult to interpret. Heterogeneity of samples, lack of controlled comparisons with adequate statistical power to detect treatment differences, and inconsistent findings do not permit the drawing of any definitive conclusions concerning the efficacy of behavioral treatment procedures at this time. More treatment comparison studies for social phobia need to be perfonmed using structured clinical interviews and standardized assessment devices specific for use with social phobia. Pre hoc power analyses should be performed to determine the number of subjects deemed adequate to detect differences when performing comparison studies. Assessment and treatment of social phobia with children is conspicuously nonexistent. Assessment and treatment procedures for social phobia need to be developed and standardized with children.

Many persons who have multiple sensory, physical, and developmental disabilities display behaviors that interfere significantly with adaptive functioning and social acceptance. In this investigation, the efficacy of multiple component behavioral interventions for reducing maladaptive responding exhibited by two individuals with dual sensory impairment and profound mental retardation was evaluated. Results indicated that differential reinforcement of other behavior (DRO) approaches were not effective in either case. However, when deceleration procedures (overcorrection or brief physical restraint) werc added, target behaviors decreased quickly. Also, interventions were faded in such a way that gains were maintained for 6 months with only minimal effort by staff. Ongoing assessment of concurrent effects of behavior reduction strategies revealed increases in time on task or amount of work completed, even though these responses were not targeted specifically. Yet negative side effects (e.g., increases in self-stimulation) also were documented, highlighting the importance of evaluating multiple behaviors during intervention. Finally, despite the fact that objective assessments led to positive conclusions regarding treatment efficacy, ratings of baseline and treatment behavior samples by independent judges showed overall improvement in only one case. These findings suggest the need for multifaceted evaluation to determine the utility of interventions in applied settings.

The behavioral assessment of anxiety in older adults is reviewed in this article. Despite the high rate of anxiety symptoms uncovered during the course of large-scale epidemiological studies, the comprehensive evaluation of anxiety in this age group (55 and over) is not highly sophisticated at this juncture. In this review, diagnostic issues, psychometric evaluation, motoric assessment, and psychophysiological assessment are considered. Throughout the articles, gaps in the extant research are identified, and a research agenda for the future is developed.

This article discusses single-case experimental designs as an alternative to group comparison designs in research with the visually impaired and presents the advantages and limitations of both approaches. In addition, the authors provide examples of some single-case strategies commonly used in behavioral research. Finally, they suggest that single-case research will have heuristic value in future investigations with the visually impaired.

Five unipolar nonpsychotic female depressives were treated with social skills training consisting of instructions, role-playing, feedback, modeling, positive reinforcement, social perception instruction, correct self-evaluation, and home-work assignments. Each of the five patients received 12 one-hour sessions during the initial treatment phase. Three of the patients were then given maintenance treatment once a month for six months; one patient received maintenance treatment once a month for three months. Self-report scales, psychiatric rating scales, and behavioral measures for depression and assertiveness indicated marked improvements in each of the patients. Data adduced suggest that this social skills treatment package appears to be effective in ameliorating both the interpersonal and vegetative signs of unipolar nonpsychotic depression.

In this article we critically consider the efficacy of psychotherapeutic strategies for the treatment of depressed outpatients. Problems with the design of each of the recent major studies are identified; suggestions for improved methodologies are offered. Comments on the current "status of the art" by leading experts in the field are considered. Finally, advances in the social skills treatment of depression are discussed. Factors requiring further research attention in the next decade are identified.

Four highly aggressive children who were inpatients in a psychiatric hospital were treated with social skills training. Treatment was applied to each child in multiple baseline fashion across behaviors. Results indicated that the treatment was highly effective for each child. However, generalization and maintenance patterns varied substantially across subjects. The results were discussed in regard to the idiosyncratic deficits and treatment needs typically found in clinical populations. The need for individualized treatment planning was highlighted, along with the role of the therapeutic relationship.

Training in social skills was given to four blind, unassertive, adolescent females. Behaviors requiring modification were identified for each subject by rating videotapes of role-played interactions. Training consisted of instructions, feedback, behavioral rehearsal, modeling, and manual guidance. Behaviors were treated sequentially and cumulatively in a multiple baseline format. The treatment was generally effective in that most behaviors selected for modification changed markedly. However, a follow-up after four weeks indicated a decrease in some responses. “Booster” sessions were used to facilitate return to post–treatment levels. Follow-ups after eight and 10 weeks showed that this goal had been reached.

The effects of social disruption (talking with another individual), interference from a loud bell, and faradic aversion in suppressing auditory hallucinations were examined in a single case experimental design. Verbal exchange with another individual and contingent bell ringing produced only temporary results. However, faradic aversion appeared to produce more lasting results. The effects of treatment were maintained at 20- and 25-week follow-ups.

Treatment of a 52-yr.-old male complaining of repeated incestuous behavior with his daughter is described. Objective and subjective measures of incestuous interest were devised along with ratings of normal father-daughter interaction. Covert sensitization, employing noxious scenes based on subjectively reported aversive aspects of the incestuous behavior, eliminated incestuous interest but did not de-value appropriate interaction.

This article reviews the current status of behavior therapy, discussing ambiguities, characteristics, myths, and limitations of the field. Ambiguity of "behavior therapy" stems from the different definitions that have been proposed, the historical development of the field, and the diverse conceptual positions and treatment techniques. Myths about behavior therapy related to the role of client-therapist relationship and "symptom substitution" are evaluated in light of contemporary data. Current limitations including the heavy reliance upon outcome research with subclinical populations and the utility of medical treatments are also discussed. Despite the ambiguities of the field and complexities in evaluating the evidence, behavior therapy has contributed substantially to therapy research by placing outcome research on a scientific footing.

The efficacy of peer-mediated intervention for increasing social behaviors in blind, multihandicapped children was examined in a multiple-baseline analysis. Two nonhandicapped peers were trained to direct social initiations to four multihandicapped subjects during free play. An increase in play initiations by peers served to increase social behaviors in multihandicapped subjects. Moderate generalization of treatment effects was obtained under circumstances that differed from the intervention condition in that peers were present but not administering treatment. Maintenance of treatment gains was evidenced at a four-month follow-up. This study expands the literature on social skills training of the blind by targeting young, multihandicapped children with age-relevant skills, and on peer-mediated intervention by focusing on socially withdrawn children whose condition is complicated by severe physical disabilities.

A recent study by Heap, Boblitt, Moore, and Hord (1970), comparing the combined effects of token economy, milieu, and attitude therapies with a no-treatment chronic ward control group, is criticized because of several methodological deficiencies: confounding of several treatment modalities, incomparable living arrangements for experimentals and controls, and the absence of an “attention-placebo” control group. An alternative experimental design is offered and suggestions for further research employing token economic methods are outlined.

The effects of two variables, instructions and social reinforcement, were examined sequentially in a case of a conversion reaction. Reinforcement in the form of praise resulted in an increase in S's ability to walk. When reinforcement was removed, other variables including instructions, expectancy, social reinforcement from other patients, and self-reinforcement may have contributed to unexpected improvements in walking. However, reinstitution of reinforcement led to the most dramatic increases in walking.

A review of the literature on psychosocial functioning in families with a handicapped child reveals a striking paucity of empirical research. This paper describes one of the first comprehensive experimental efforts designed to evaluate and remediate disturbed interactions and effect social and emotional adjustment in such families. Direct observational and self-report methods are presented, and components of a behavioral family treatment strategy, specifically developed for use with this population delineated with a discussion of the potential utility of this project for enhancing the adjustment of the visually handicapped child and the overall quality of family life.