Modification of behavior through verbal conditioning: Effects in group therapy.

An hypothesis that seems to be gaining acceptance on the basis of experimental (as opposed to heretofore face) validity, is that the interpersonal relationship in therapy is not only able to modify the patient's behavior, but in a predictable and desirable direction. This hypothesis was cross-validated by using a group of patients in a Veterans Administration hospital, all in group therapy. The experimental condition, the independent variable, involved exposing S to a TAT-like situation outside of therapy. E responded differentially to the emotionally-toned words used by S: (a) by nodding and saying "mm-hm," (b) by communicating to S via a machine that emitted a clicking sound and added on a counter, and (c) a "no reinforcement" group. Change in the patient's behavior, the dependent variable, was assessed by ratings on a scale to measure interpersonal relationships in group therapy. Significant improvement in the measure of interpersonal behavior in the group therapy was noted in Condition A only. From Psyc Abstracts 36:01:3IG28U. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavior modification and the psychoses of childhood: A review.

The literature pertaining to the use of operant-training procedures with psychotic children is reviewed. Ferster's concept of "behavioral deficit" is discussed as the explicit theoretical framework that can most parsimoniously govern these behavior analyses and subsequent modification programs. With relatively simple and communicable methods, beneficial results have been rapidly achieved, even by nonprofessional workers. Despite some lack of experimental rigor, the evidence is interpreted as strongly supportive of a social-learning model of severely pathological behavior and an operant-training model of therapy. A simplified etiological hypothesis is offered, and the issue of generality of adaptive change is discussed. Emphasis is placed upon attentional reorientation and the acquisition of elementary "learning strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Criticisms of behavior therapy.

Criticisms of behavior therapy were reviewed under the following main divisions: foundations of behavior therapy, symptom substitution, role of cognitions, complexity of implementation, and limitations of behavior therapy. The main problem is that behavior therapy theory is considerably simpler than its practice. This has resulted in many misconceptions and has pointed out the need for systematic studies of the practice of successful behavior therapists. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Behavior therapy: A review.

The questionable effectiveness of traditional psychodynamic psychotherapies and the development of brief new treatment techniques derived from modern learning theory have stimulated interest in applications of conditioning procedures to behavior disorders. A review of this literature revealed that behavior therapies have been applied to many neurotic and psychotic disorders, and have been most successful with disorders involving specific maladaptive behaviors. Conditioning procedures were highly effective with phobic reactions, anxiety reactions, enuresis, stuttering, and tics, but disappointing with alcoholism and some sexual disorders. Cures seemed long-lasting, with remarkably little evidence of the symptom substitution predicted by psychodynamic depth theories. Behavior therapy offers promising opportunities for the application of well-established psychological principles to the treatment of maladaptive behavior. (4 p. ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A sourcebook for whom? Review of Adaptive learning: Behavior modification with children.

Reviews the book, Adaptive learning: behavior modification with children by B. A. Ashem and E. G. Poser (1972). The remarkable rate of growth in the development and application of behavior modification programs over the past few years has been paralleled by an equally remarkable proliferation of books and articles. This proliferation is reflected in a recent bibliography of behavior modification bibliographies (Klein, 1973) and several listings indicating the existence of not less than 100 books on the topic (e.g., Martin, 1971; Mash, 1973). It is within this framework that the offering by Ashem and Poser of a sourcebook in behavior modification techniques for children must be considered. It is my general conclusion that while the readings included in this collection are certainly of a high enough quality, the absence of sufficient editorial integration and introduction makes them somewhat less than useful. However, for those having an initial background and wanting to get some feel for a range of applications, the book could be useful. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning theory and behavior therapy: A reply to Rachman and Eysenck.

The importance of distinguishing between learning theory, the practice of behavior therapy, and the effectiveness of treatment is stressed. Rachman and Eysenck's reply (see 40:5) presents no new evidence to remedy the inadequacies of the learning theory espoused by the behavior-therapy group. The claim that behavior-therapy techniques are "based on" learning theory is countermanded by the prior existence of the techniques as well as by the great dissimilarity between what goes on in behavior therapy and in most learning experiments. Finally, the additional references cited by Rachman and Eysenck are reviewed. They are either not relevant to the issues under discussion or are fully subject to the biases discussed in our original paper. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive versus behavior therapy in the group treatment of Obsessive-Compulsive disorder.

This study examined the effects of cognitive-behavior therapy (CBT) compared with traditional behavior therapy (exposure and response prevention [ERP]) in the group treatment of obsessive-compulsive disorder. Of the 76 participants who started treatment, 38 were wait-listed for 3 months before treatment to assess possible course effects. Both treatments were superior to the control condition in symptom reduction, with ERP being marginally more effective than CBT by end of treatment and again at 3-month follow-up. In terms of clinically significant improvement, treatment groups were equivalent on the conclusion of treatment, but 3 months later significantly more ERP participants met criteria for recovered status. Only 1 of 7 belief measures changed with treatment improvement, and the extent of this cognitive change was similar between CBT and ERP groups. Discussion includes consideration of optimal formats for the delivery of different types of treatment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reply to a "critique and reformulation" of behavior therapy.

It is argued that Breger and McGaugh's (see 39:4) criticisms are misguided and fail to mention numerous studies and arguments which support the view that behavior therapy is an encouraging development and has already achieved some therapeutic success. Attention is drawn to various "laws of learning" which have been employed in constructing treatment techniques and for generating and assessing specific hypotheses. Several doubtful assertions made by Breger and McGaugh are discussed and factual errors are corrected. Their suggested reformulation of behavior therapy is rejected as being fragmentary, vague, and unconstructive. (38 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rapid Smoking as a Technique of Behavior Modification: Caution in Selection of Subjects.

Comment by Robert Hauser regarding the article by Lichtenstein, Edward; et al (see record 1973-21539-001) on the modification of smoking behavior. Hauser states that rapid smoking as a method of aversion therapy must be seriously questioned because of the potentially harmful effects it can have on certain people with advanced coronary artery disease. Unless extensive screening techniques are used to evaluate each participant in advance of aversive therapy, the procedure could possibly precipitate a fatal heart attack. While the method probably would not seriously affect people without coronary disease, it should be noted that rapid smoking can lead to the absorption of increased amounts of nicotine into the system. As a result of ethics, Hauser cannot condone the further use of the technique in studies on the modification of smoking behavior unless subjects are first given adequate medical evaluation and clearance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of clinical behavior therapy with children.

Reviews the book, Handbook of clinical behavior therapy with children edited by Phillip H. Bornstein and Alan E. Kazdin. Bornstein & Kazdin have made a major contribution to clinical psychology by attempting to integrate the latest of behavioral therapies with psychiatric diagnoses. Their stated purposes in producing the edited work are to 1) comprehensively present the current behavioral approaches to treatment with children; 2) critically survey the relevant research; and 3) cover a very wide range of clinical problems. The end product is a work which will be extremely valuable for advanced students of psychology and related disciplines, but it may be of limited use for therapists looking for practical solutions. It reads like a textbook; and, as such, is comprehensive. Nevertheless, for the naive or new professional, there are implicit assumptions about psychiatric diagnoses which could be misleading. In general, the scope of the work is comprehensive and the text is well organized. It should be required reading for clinical students. Yet for those who will actually practice, it should serve as only a starting point, from which the practitioner will have to 1) use creativity in applying results of current research to practical problems; 2) supplement reading with samples of the original research cited as well as more applied works; and 3) be aware of the many conceptual and practical pitfalls of buying into a set of discrete categories with which to view complex individuals and situations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The therapeutic alliance in behavior therapy.

It may be argued that behavior therapy has proceeded with minimal regard for the therapeutic alliance (TA) as a key mechanism of change. However, ignoring the role of TA in behavior therapy may not only be problematic on a practical level, but also may be inconsistent with basic principles that underlie behavior therapy. In beginning to address these issues, the authors consider the role of TA in behavior therapy with a focus on relevant basic principles. Keeping a focus on these basic principles, the authors then outline three contemporary behavior therapies that already incorporate a focus on the therapeutic relationship and conclude with a clinical case illustration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Rational emotive behavior therapy: A therapist’s guide.

Reviews the book, Rational emotive behavior therapy: A therapist’s guide by Albert Ellis and Catharine MacLaren (see record 1998-06395-000). In this book, the authors first provide an overview of the history and theory of Rational Emotive Behavior Therapy (REBT). They review the philosophical and personality theory foundations of REBT and outline the theory's explanations of personality disturbance and change. Next, the authors turn to the specific intervention techniques used as part of REBT treatment. They present cognitive, experiential, and behavioral techniques, and include specific case examples of each. Finally, the authors discuss the integration of REBT with other systems of therapy and include an Appendix regarding maintaining and enhancing therapy gains. The strength of the book is in the second set of chapters, which provide an overview of specific therapeutic techniques. These chapters were clear and engaging and offer the therapist-reader concrete strategies which can be easily implemented. The earlier chapters, which provide an overview of the theory of REBT, do not work quite as well as those on treatment techniques. The organization is somewhat confusing and there appears to be some redundancy to the material presented. However, this volume would likely work well as either an introduction to REBT or as a quick, easily readable review for those familiar with the approach. It would also be appropriate for students in clinical training, who will find the hands-on techniques particularly useful. Those who use this book as an introduction to REBT, and who find the approach fits their style and philosophy, will likely want to do more in-depth reading on the subject. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dialectical behavior therapy for binge eating disorder.

This study evaluated the use of dialectical behavior therapy (DBT) adapted for binge eating disorder (BED). Women with BED (N=44) were randomly assigned to group DBT or to a wait-list control condition and were administered the Eating Disorder Examination in addition to measures of weight, mood, and affect regulation at baseline and posttreatment. Treated women evidenced significant improvement on measures of binge eating and eating pathology compared with controls, and 89% of the women receiving DBT had stopped binge eating by the end of treatment. Abstinence rates were reduced to 56% at the 6-month follow-up. Overall, the findings on the measures of weight, mood, and affect regulation were not significant. These results support further research into DBT as a treatment for BED. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Two "classic" behaviour modification patients: A decade later.

This paper follows-up two "classic" patients treated by Dr. Teodoro Ayllon in his original behaviour modification unit at the Saskatchewan Hospital, Weybum, Saskatchewan, Canada. The fact that two of the four behaviours specifically eliminated on the experimental ward were still absent a decade later was related to such cognitive variables as choice and commitment to action. In addition, it was concluded that these behaviours were not simply a function of their reinforcement consequences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of homework in cognitive behavior therapy of depression.

Homework is particularly important in the cognitive-behavioral treatment of depression because the pervasive nature of the characteristic cognitive, affective, and motivational disturbances undercut the impact of didactic and supportive verbal interventions. Despite the importance of homework, a relatively small number of studies have quantified the causal relationship between homework completion and symptomatic outcome. Most of these studies have limited power to detect small-to-moderate effect sizes and rely on retrospective or incomplete measurements of homework that do not distinguish between the quantity and quality of the assigned tasks. Nevertheless, there is relatively consistent evidence from correlational studies to conclude that homework adherence is associated with significantly better outcomes. These findings point to new questions for research (i.e., does ongoing use of homework decrease the likelihood of relapse following termination of time-limited therapy?) and have implications for clinical practice. Examples of homework assignments are provided and strategies to improve homework adherence are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Treatment techniques and outcomes in multidimensional family therapy for adolescent behavior problems.

The link between treatment techniques and long-term treatment outcome was examined in an empirically supported family-based treatment for adolescent drug abuse. Observational ratings of therapist interventions were used to predict outcomes at 6 and 12 months posttreatment for 63 families receiving multidimensional family therapy. Greater use of in-session family-focused techniques predicted reduction in internalizing symptoms and improvement in family cohesion. Greater use of family-focused techniques also predicted reduced externalizing symptoms and family conflict, but only when adolescent focus was also high. In addition, greater use of adolescent-focused techniques predicted improvement in family cohesion and family conflict. Results suggest that both individual and multiperson interventions can exert an influential role in family-based therapy for clinically referred adolescents. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dialectical behavior therapy for women victims of domestic abuse: A pilot study.

This article describes a brief, 12-week dialectical behavior therapy program modified for female victims of domestic abuse and provides a preliminary examination of this intervention. Dialectical behavior therapy is a comprehensive cognitive–behavioral treatment, which was originally developed to treat multiproblem clients with severe and chronic emotion dysregulation, and was adapted for this study to treat female victims of domestic abuse. From pretreatment to posttreatment, participants (N = 31) showed significant reductions in depressive symptoms, hopelessness, and general psychiatric distress as well as increased social adjustment. Additionally, participants reported high levels of consumer satisfaction with the treatment. Findings support the possible utility of dialectical behavior therapy for enhancing psychological and social well-being in female victims of domestic abuse. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Two case studies of child-centered play therapy for children referred with highly disruptive behavior.

This article presents two cases with strong evidence measures in which child-centered play therapy (CCPT) was provided for children referred for highly disruptive behavior, including attention problems and aggression. Apparent progress was evidenced on the Teacher Report Form (TRF) of the Child Behavior Checklist (Achenbach & Rescorla, 2001). One client had a waiting period equal to his treatment period in which ratings were stable before change across his treatment period. The cases provide opportunities to consider how CCPT may work differently for similar behavioral difficulties in individual children. Researchers conceptualized each client's areas of difficulty and apparent treatment effects as an expert panel, aided by indications from the TRF. Individual discussions are provided regarding rationales for apparent progress and why CCPT seemed to have been effective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)