During the past decade, clinical research has demonstrated the efficacy of modeling procedures in reducing avoidance behavior in both children and adults. A review of current literature on modeling indicates, however, that modeling is used in combination with other therapeutic components, such as behavioral rehearsal and relaxation training among many others, thereby making it difficult to assess the independent effectiveness of modeling. First, an attempt was made to derive an operational definition of modeling procedures as behavior influence technique. Second, major attempts were made to elucidate active ingredients in modeling: Establishment and demonstration of behavioral criterion; instruction; and the manner of presenting modeled stimuli to phobic subjects. It was argued that modeling is the only behavior change technique which sects and demonstrates specific behavioral criterion to the observer/client. It was suggested that instruction alone may prove efficacious in modeling for those who avoid phobic stimuli because they don't know how to act. Whether "graduated modeling" or "rapid exposure of modeled stimuli" is more efficacious was discussed on context of the principle of vicarious extinction and step-wise behavioral skill training. Third, conditions influencing imitative behaviors were discussed. The role of reinforcement in modeling was discussed. Further, it was argued that the act of modeling is not automatic. Finally, some methodological considerations in using clinical analogues were provided with respect to therapist/model variables, subject characteristics, and the assessment of avoidance behavior. Throughout the paper, the need for clarifying components of modeling was stressed.

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The purpose of this study is to show the process that a nonverbal infant diagnosed as an autistic child acquires words with applying operant conditioning procedures. The case is a two years and eleven months old infant who doesn't show any interpersonal behaviors, any plays with toys, but a few vocalization. The tasks of learning attitude and imitation learning were given in order to make him speak words spontaneously. The learning attitude is consisted of the tasks of eye-contact, calling, and sitting. The imitation learning is consisted of the tasks of motor and verbal imitations. The methods of shaping and fullfilment in the operant conditioning were used during all training procedures except the eyecontact task. Chocholate, ice-cream, dried milk, and juice were used as a reinforcer matched seasons. The training was run two days in a week for two years and four months. The results were as follows : 1) He learned to sit by our instruction and to reply to our calling as a formation of the learning attitude. 2) He acquired motor imitations such as lifting hand, beating drum, and verbal imitations such as "yes', "piano'. 3) He learned to speak words such as "piano', "inu", "isu", and "tukue". The methods of shaping, fullfilment, and imitation will be effective to make a severely autistic child acquire words.

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Application of systematic desensitization method to stuttering of school children (1)Factor analytic approach to anxiety hierarchy KOBAYASHI, Shigeo, KODAMA, Masahiro, UMEMURA, Masatoshi and ENDOU, Makoto The current behavior therapeutic approach to stuttering have been directed to extinction of anxiety in some stressful situations and of influent speech. In extinction of situational anxiety, systematic desensitization has been believed as the most effective technique among behavior therapists. It is very difficult, however, for the therapist to arrange the items involved in an anxiety hierarchy, especially in young stutterers. The purpose of the research is picking up a variety of situations with interpersonal relationship. And it would be expected to find out the structure of stutte-r er's anxiety by means of factor analysis to arrange the store adequate anxiety hierarchy. 47 situations which were selected from 112 situations with significant differences between stutterers and nonstutterers, were self-rated into 5 grades respectively by 106 school children with stuttering. As a result of factor analysis, the 1st factor, the 2nd factor and the 3rd factor were picked up and revealed the 65.53% of attribution rate after Varimax rotation. Three factors appear to be : 1st factor : situational fear ; ex. "has to speak as a chairman in his class.", "reads a textbook on language at standing up his seat." etc. 2nd factor : parent-child relation ; ex. "gives his father a verbal message of his grandmother", "asks his parents about going out for playing with" etc. 3rd factor : interpersonal behavior ; ex. "recognizes the neighbor's looking displeased toward his stuttering during talking with him" etc. In arranging an anxiety hierarchy in treatment of stuttering, it should be advisable to pick up at least two sequences of anxiety situations, both situational and interpersonal. And a parent-child relationship should not be ignored in assessment and treatment even in chronic stuttering.

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