Japanese Journal of Behavior Therapy

SOCIAL SKILLS TRAINING FOR SOCIALLY WITHDRAWN KINDERGARTEN CHILDREN : THE MODIFICATION OF SOCIALLY ISOLATED BEHAVIOR

Shohji Sato, Yoko Sato, Iwao Takayama

Article type: Article
1993 Volume 19 Issue 1 Pages 1-12
Published: March 31, 1993
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.19.1_1

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Three socially withdrawn kindergarten children were treated for their social skills deficits to decrease their socially isolated behavior. Target skills of treatement in this study were (a) participation in peers' group play and activity, (b) positive social initation, and (c) positive responding behaviors. Training included coaching method which had been found to be effective for aggressive children and low social status young children. As the 10 sessions of training proceeded, all subjects acquired the target skills, and use them in their free play settings (generalization situations). Moreover, in the Training Phase, the socially isolated behavior, which had appeared frequentlly in the Baseline Phase, were sharply decreased and the coopelative and pararell plays increased for all subjects. In the post-training assessment session, the oldest child actively participated in cooperative play with peer and used the trained skills. However, two younger children discontinued to use their acquired social skills in the free play setting. According to teachr's ratings on social skills, scores of three subjects were higher on thh post-training than on the baseline assessments. This suggested that the teachers percieved the positive change in subject's social skills as a result of the coching. The effectiveness of social skills training with coaching method for socially withdrawn kinderganten children and the generalizability of this training were discussed.

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SOCIAL SKILLS TRAINING WITH AGGRESSIVE PRESCHOOL BOYS :THE USE OF COACHING METHOD AND THE GENERALIZABILITY OF TRAINING

Yoko Sato, Shoji Sato, Iwao Takayama

Article type: Article
1993 Volume 19 Issue 1 Pages 13-27
Published: March 31, 1993
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.19.1_13

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Four aggressive preschool boys were treated for their social skills deficits. Targets of treatment were asking, responding and entry behaviors. Training included coaching method which had been found to be effective for older grade school children. In order to obtain broader generalization effect, training were divided into four phases. In Phase I, the children were trained the three target skills in a small room with some picture story show by one male trainer. In Phase II, training was given with common toys which they used in free play time such as balls, crayons, and blocks instead of the picture story show and some procedual variation was introduced. Phase III was conducted in the children's daily free schooltime, including their peers. In Phase IV, the token econnomy method was introduced. The results showed that, (a) there were clear improvements for all target children's all target behaviors and their aggressive behaviors decreased correspondingly, (b) the SCR scores (behavioral self control rating scale filled by the terchers) and the empathy scores were improved by the social skills training but the performances (initial response time and errors) on the MFF test did not show a consistent improvement. The usefulness of social skills training with coaching method for young aggressive children and the generalizability of this training were discussed.

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AN ADULT CASE WITH PRIMARY ENURESIS TREATED BY RETENTION CONTROL TRAINING WITH FEEDBACK OF BLADDER CAPACITY ; EFFECTIVENESS OF ULTRASONOGRAPHIC FEEDBACK TECHNIQUE

Shinichiro Hara, Hiroaki Komiyama, Motonari Maeda, Tetsuya Nakagawa

Article type: Article
1993 Volume 19 Issue 1 Pages 28-36
Published: March 31, 1993
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.19.1_28

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A case of a 27 year old male with primary enuresis with a history of unsuccessted bladder control since birth was treated with cognitive-behavior therapy. A variation of the Kimmel method was flexiblly applied to extend bladder control time. Simultaneously, visual feedback which consisted of an ultrasonographic image of the patient's extended bladder was shown to him to reinforcement retention control training and to change his strong belief that his bladder size does not increase with the accumulation of urine. The discussion focuses on the simplisity of the non invasive technique of visual feedback therapy which increased the motivation of the patient.

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ASSESSMENT OF STIMULUS PREFERENCE OF CHILDEN WITH AUTISM

Masahiko Inoue, Shigeo Kobayashi

Article type: Article
1993 Volume 19 Issue 1 Pages 37-47
Published: March 31, 1993
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.19.1_37

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This study was designed to evaluate preference of the sensory stimulus of children with autism. 6 children participated in the experiments. Experiment 1 was designed to determine relative preference three different modes stimulating (visual, auditory, and tactile). Two button switches were settled in free operant situation and the subjects were permitted to choose each of them. After they pushed the button either two, one of the three stimuli was administered on them. Each of the stimuli was presented for 5 seconds, It was demonstrated that, for 4 out of 6 children, preference hierarchy was identified from establishing weak stochastic transitivity. Instead of single mode stimulus events, three combinations of stimuli (visual-auditory, auditorytactile, and tactile-visual) were used in Experiment 2. The result of Experiment 2 was compared with Experimentl's. It was shown that the preference of children with autism could be systematically assessed and analyzed. Furthermore, it would be suggested that the preference hierarchy of the combination of different modes of stimuli could be predicted from that of simple mode of stimulus,

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DEPRESSION AND JUDGEMENT OF CONTINGENCY IN AN AVOIDANCE TASK

Osamu Oashi

Article type: Article
1993 Volume 19 Issue 1 Pages 48-54
Published: March 31, 1993
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.19.1_48

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Seligman's learned helplessness theory of depression assumes that depressed subjects underestimate the degree of contingency between responses and outcomes. Alloy and Abramson (1979) experimentally examined this assumption. Results, however, did not fully supported the assumption. This experiment re-examined this assumption by using a version of Alloy and Abramson's method. The results showed that depressed subjects did not underestimated the objective degree of contingency. On the other hand, nondepressed subjects overestimated the degree of contingency. These results, to some extent, supported Alloy and Abramson's results. Finally the author discusses that the scale used in this experiment should be recognized as a scale of subjective degree of success rather than the scale of the degree of contingency.

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Evolution of Cognitive Behavior Therapy : Origins, Tenets and Clinical Examples

Donald Meichenbaum

Article type: Article
1993 Volume 19 Issue 1 Pages 55-66
Published: March 31, 1993
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.19.1_55

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[title in Japanese]

Article type: Appendix
1993 Volume 19 Issue 1 Pages 67-70
Published: March 31, 1993
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.19.1_67

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