Near-death experiences in India: They have tunnels too

An advertisement in an Indian newspaper solicited accounts from people who had come close to death. Of 19 received, 7 reported no experiences, 4 reported dreamlike experiences, and 8 reported near-death experiences (NDEs). These DNEs were comparable to those reported by Ray-mond Moody, and included tunnels, dark spaces, and bright lights, contrary to previous reports of Indian cases. Many respondents reported positive life changes regardless of whether or not they had an NDE.     

A comparison of Guided Imaginal Coping and imaginal exposure in the treatment of panic disorder

The present study evaluated the efficacy of a new intervention, Guided Imaginal Coping (GIC), compared to imaginal exposure (IEX), and a waiting-list control (WLC) condition among 24 clinic outpatients meeting DSM-III-R criteria for panic disorder (PD) or PD with agoraphobia. GIC was the more consistently effective intervention, with individuals demonstrating significant improvement in frequency and severity of panic attacks (Pas) as well as significant reductions in physiological and subjective arousal to provocative imagery. Individuals in the IEX intervention demonstrated less consistent improvement on the dependent measures, while individuals in the WLC condition essentially remained unchanged. Both GIC and IEX were effective according to a composite measure of clinically significant improvement. However, only GIC was superior to the WLC condition when clinical improvement was defined as zero PAs at follow-up. These findings, while preliminary, suggest that GIC can be added to the armamentarium of effective approaches to treating PD.     

Bulimia: A case study with mediating cognitions and notes on a cognitive-behavioral analysis of eating disorders

A case study of a young woman who was following a complex bulimic chain is described. Her emotional-behavioral sequence involved (1) feeling upset, (2) feeling more upset and taking a high dose of laxatives, (3) hinging, (4) taking additional laxatives, (5) feeling depressed, guilty, and angry, and then (6) starving herself for days on end. This paper lists the selfdefeating cognitions mediating the above sequence of emotions and behaviors and reports on a successful disputation of them through a Rational-Emotive Therapy approach. She resumed a normal eating pattern; her menstrual cycle returned in 2 months after having been absent for 13 months; and at followup, 15 months after termination of therapy, disclosed normal weight with no regression to any bulimic behavior. The case study concludes with preliminary notes on a cognitive-behavioral analysis of eating disorders. A model for eating disorders is proposed based upon the study and treatment of other selfindulgent disorders.Paul J. Woods, Ph.D., Co-Editor of thisJournal, is a Fellow of the Institute for Rational-Emotive Therapy in New York City, a Professor Emeritus of Psychology at Hollins College, and a Licensed Psychologist in independent practice in Roanoke, Virginia.Russell M. Grieger, Ph.D., Co-Editor of thisJournal, is a Fellow of the Institute for Rational-Emotive Therapy in New York City, and a Licensed Clinical Psychologist in independent practice in Charlottesville, Virginia.     

Self-Monitoring negative statements

We examined the effects of a self-monitoring program on reducing the frequency of negative statements of a student with mild mental retardation who was enrolled in a self-contained classroom at a middle school. A changing criterion design was used within a multiple baseline design across two classroom periods. Additionally, the frequency of positive statements was reported. The results showed a decrease in the number of negative statements, and an increase in the number of positive statements. Maintenance data collected up to 8 weeks after the program ended indicated that the student continued to emit positive rather than negative statements. The use of this procedure to decelerate undesirable behavior is discussed.     

Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities

An alternating treatments design was used to compare the effects of Active Student Response (ASR) error correction and No Response (NR) error correction during instruction of the capitals of states and countries. Three students with learning disabilities were provided one-to-one daily instruction on four sets of 14 unknown capitals (7 ASR capitals and 7 NR capitals). Student errors during instruction on ASR capitals were immediately followed by the teacher stating the capital and the student repeating it (an active student response). Errors on NR capitals were immediately followed by the teacher stating the capital while the student visually attended to a geography card with the correct capital handwritten on it (an on-task response). During instruction each of the three students correctly stated more capitals taught with ASR instruction than he or she stated with NR error correction. Results of same-day and next-day tests show that all three students learned more capitals with ASR error correction than with NR error correction The students also correctly stated more ASR error correction capitals on 1-week maintenance tests.     

A review of behavioral procedures to teach motor skills to individuals with severe disabilities

Behavioral procedures are one approach to teaching or improving the fluency of motor skills of individuals with severe disabilities. This article provides a review of behavioral procedures by highlighting antecedents, consequences, and multifaceted techniques. Investigations are reviewed in each area according to (a) replicability of the intervention, (b) experimental control, (c) maintenance, (d) generalization, and (e) social validation. Practitioner implications address selection of reinforcers, reinforcement schedules, and teaching within meaningful routines. Future research recommendations highlight the need for documenting that stimuli are actually reinforcers. Additional research needs emphasize targeting maintenance, generalization, and social validation.     

Using self-evaluation to improve difficult-to-read handwriting of secondary students

We used delayed multiple-baseline and multiple-probe techniques to assess the effects of self-evaluation training on the legibility of cursive handwriting. Five secondary special education students with difficult-to-read handwriting served as participants. All participants improved the legibility of their handwriting during self-evaluation training. A systematic withdrawal of the training package demonstrated maintenance of treatment effects. For the most part, the students' handwriting remained at least 90% legible to judges following the systematic withdrawal of the self-evaluation training.     

Child and adolescent services research at the national institute of mental health: Research opportunities in an emerging field

This article describes an important new area of research on services for children and adolescents with mental disorders at the National Institute of Mental Health, the parameters of mental health services research for youth, and the opportunities that are available for grant-funded investigations in this area.