In order to improve eating habits and to lose weight effectively, we introduced behavior modification techniques into the health education program in a public health center. The subjects were one male and fourteen female obese persons, who recruited from a local community by a letter and a municipal news bulletin. The mean age for the subject population was 48.1 yr (range: 33-59 yr) and the subjects avaraged 31.2% overweight (range: 20-48%) as calculated by the Minowa norms. The program consisted of 13 sessions in 25 weeks and the components included medical examination, nutritional education, physical activity, and behavior modification such as self monitoring, stimulous control, social reinforcement and controlling the eating behavior. The subjects were requested to self-monitor the following activities during the whole periods: daily weight, eating records, and setted target behaviors. The results were as follows. 1) Two were dropped out and mean weight loss of 13 subjects was 6.0 kg, (range:+0.5〜-10.5g). Examination of weight loss curves showed that the rate of weight reduction slowed significantly over time, and weight losses early in program (4 weeks) were highly related to the outcome at the end of treatment. 2) The performance rate of eating diary and the attendance rate were both almost 80% and a relationship was found between these rates and successful weight reduction. 3) Improvement of eating habits on questionnaires and several desirable changes on medical examination; such as reduced plasma triglicelide, increased HDL cholesterol, decreased diastoric blood pressure were recognized significantly. 4) The low drop-out rate, few negative side effect and marked inter-individual variability, which are basic features of behavior weight control, were observed.

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The purpose of the present experiment was to investigate the effects of personal control and congruities of regulated condition, locus of control with experimental groups, upon the levels and patterns of HR during the phases before and after the decision under three aversive conditions. All subjects were randomly assigned to two groups, i.e., CSR (the condition of self regulation) and CER (the condition of external regulation). Main findings were as follows. (1) Selectability had an effect of anxiety induction before and anxiety reduction after the decision. The result indicates the importance of regarding HR changes as a time sequential pattern, and supports that main emotional components change during the phases before and after the decision. (2) Congruities of regulated condition, locus of control with experimental groups had also an effect of anxiety reduction, but the effect was much less than that of selectability.

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The purpose of this study was to differentiate the heart rate changes during the anticipatory period of shock to come into some time-sequential patterns by the method of principal component analysis, and to identify these time-sequential factors to the emotional states which induced by the experimental conditions varied in predictability, controllability and selectability. The correlation matrix among Z-scores of heart rate in 260 subjects showed a simplex structure, and three time-sequential factors obtained by O-technique were arranged in the law of continuation and order observed in a set of behavioral and physiological changes coordinated in time. Therefore, the manifestation of experimentally induced emotional states could be considered as combinations of the unitary factor dimension which seemed to be a particular response pattern over time. The results were satisfactory enough to conclude the heart rate changes during the anticipatory period to be a physiological manifestation with particular mixtures of unitary emotional state.

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The case is described of a 18 years old male with a fairly long history of school refusal and social withdrawal. After a few counselling had failed bebause of his unwillingness, inpatient behavioral treatment was planned. He was hospitalized and took behavioral treatment for 3 months. His problem was being maintained by the followings; 1) difficulties in making relation to others, 2) difficulties in asserting himself, 3) difficulties in making realistic judgements. He was mainly treated by social skills training, in which the quality and quantity of skills were increased systematically, to cope with above points. The result clearly suggests that on the treatment of some school refusal, social skills training should be required for interpersonal difficulties besides control of phobic reaction to school settings.

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The study discribes a case in which successive approximation and token economy system were used at the same time, and comments on the therapeutic efficacy of this technique. The client was 13-yr-old junior high school boy, who has missed classes since the second semester of the 6th grade in primary school and the end of the first semester after entering junior high school. Until the time of the intake he was in a state of absense for 17 consecutive months. Successive approximation was used for the acquisition of school attendance, and its differential reinfocement was given by token economy system, and the role of successive approximation was fulfilled by successive modification of the items of the subordinate target behavior in token economy system. For this, 3 kinds of back-up reinforcer were used. In this therapeutic technique, the client acquired school attendance behavior in 5 months. And after this, in order to maintain this behavior token economy system was used, but after a period of unstable attendance, a pattern of attendance was re-established.

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Multiple tics and snapping scapulae were treated effectively with the habit reversal technique, which was introduced first by Azrin, N. H. and Nunn, R. G. in 1973. The patient of multiple tics was an outpatient, a 13-year-old fatherless boy. His tics consisted of blinking, turning up the whites of the eyes, twitching of the mouth and grunting. The boy suffered from these tics for a period of two years. Grunting was first treated by the habit-reversal method, since it was the most annoying of the tics. Grunting decreased moderately after a few sessions. But complete elimination came only after self-monitoring. The other nontreated tics decreased almost completely without applying habit-reversal, and these good results lasted for 24 months. The patient of snapping scapulae was an inpatient, a 42-year-old single female clerk. She was sent for psychiatric treatment after 4 years' noneffective orthopedic conservative treatment. In this case, the habit-reversal procedure was so dramatically effective that snapping scapulae was rarely observed after 2 weeks of treatment. And the result was maintained for 16 months after discharge. In this case, practicing competing response training was the only treatment. The habit-reversal procedure introduced by Azrin and Nunn comprises some elements such as awareness training, competing response training practice, habit control motivation and generalization training. Till now, it is not yet known which element of the procedure is the most essential. We found from the treatment of the above 2 cases that the competing response was the most important element of the habit-reversal procedure.

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