Abstracts in English

M L Stevens: The Workclock: A Means of Establishing and Maintaining Classroom Control. Soand J Behav Ther, S, 1-8, 1977- As an alternative to the time consuming token economy system in classrooms, a more practical "workclock" program was tested. A clock started whenever a pupil broke one of the rules stipulated. When rulebreaking ceased the clock was stopped. The primary reinforcer for not making interruptions during the working periods was free time. The results revealed a great decrease in interruptions during the formal "workclock" period and also during the follow-up period.L-G Ost: Supervision in Behaviour Therapy. Soand J Behav Ther, 6, 9-18, 1977. Super—vision of behaviour hterapy trainees is presented and advantages as well as disadvantages with the described model are discussed. The supervision aims fora gradually increased security and independence in the therapist role. Different problems are described as well as the question of how long a time period a trainee should have supervision and the importance of continuous evaluation both from the supervisor and from the trainee.

O Hordlund & S Ronnberg: Treatment of a Child With Disruptive Behaviours During his Mother's Social Contacts. Soand J Behav Ther, 6, 19~2k, 1977. Some children become extremely noisy and disturbing when a parent is visiting or talking to friends. An analysis of this behaviour pointed to the following factors as important in maintaining these behaviours: a) Differential reinforcement of disturbing behaviours as these are more likely to be noticed than quiet behaviours during social conversations, b) Social gathering functions as S :s for time—out from positive reinforcement (e g no attention). The child may bring this situation to an end by emitting a high rate of disturbing behaviours, which are thus reinforced. A successful treatment program based upon this analysis and applied to a four year old boy included: a) Differential reinforcement of a low rate of disturbing behaviours, b) Instructions to the mother never to stop a conversation when the boy engaged in disturbing behaviours, c) Instruction to the mother to attend to the boy when he is not disturbing her. Experimental control was demonstrated by the use of an A-B-A-B design.L-G Ost & L-G Ka.ll: Treatment of Eat Phobia with Eeinforced Practice and Fading: Two Case Reports. Soand J Behav Ther, 6, 25-38, 1977- In two subjects with rat phobia the applicability of reinforced practice and fading were tested using single-subject designs. Furthermore the possibility of continuous assessment of the phobic behaviours across different modalities was tested. The results shuwed that the phobias were extinguished in nine and 15 sessions respectively. The changes were unequivocal both across modalities and response systems (overt behaviour and verbal-cognitive responses).M Fredriksson: Change of Avoidance Behaviour and Heart Rate as an Effect of Systematic Desensitization: A Case of a Social Phobia. Soand J Behav Ther, 6, 39-, 1977-A phobia of public speaking was treated by systematic desensitization. The technique was modified so that an imagined response (to speak) was altered to a real stimulus (taperecorded speech). The client was given control over exposure to that stimulus. The treatment was evaluated by means of subjective reports and registration of heart rate. The results were interpreted in terms of counterconditioning and exposure to the phobic situation.