This paper presents the Pain Disability Assessment Scale (PDAS) , a self-report type scale developed to assess the degree to which chronic pain interferes with various daily activities. Assessment to test validity and reliability was done with 100 chronic pain patients and 113 healthy students. This study revealed high internal consistency and test-retest reliability for the scale. Factor analysis revealed a one-factor structure. PDAS proved to be valid in determining depression and the level of role functioning in comparison to BDI and a selfdeveloped clinical observation scale, respectively. Inpatients scored significantly higher PDAS scores than outpatients. Chronic pain patients scored significantly higher PDAS scores than healthy students. This study supports the reliability and validity of the PDAS as a measure of pain-related disability.

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The purpose of this research was to examine the necessary conditions for constructing sentences to picture stimuli by an autistic child using a word processor at the one-word sentence level. First, keyboard-typing and the usage of function keys was established in "word construction" tasks and the process of acquisition was analyzed. Next, for Stimulus Set A, "sentence construction" using the word processor was taught and the emergence of the corresponding vocal response was evaluated in a functional equivalence test . For Stimulus Set B, "sentence construction" by vocal response was taught and the emergence of word processing response was also assessed in the equivalence test. The results showed that functional equivalence emerged for word processing and vocal response. The appropriate sentence construction using a word processor was maintained in the follow-up assessment after 6 months. Sentence construction using a word processor was generalized to untrained picture stimuli. These results were discussed in terms of the applicability and functionality of word processing skills in children with developmental disabilities.

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Desensitization is a well established method used to reduce anxiety and impulsive behavior. Wolpe (1958) considered its mechanism as being a reciprocal inhibition. However, recent Cognitive Behavior Therapy has insisted on the role of cognitive factors, such as neutral attitude, controllability, expectation, and self-efficacy. Based on clinical findings using the Dohsa-method, enhancing cognitive functions through positive bodily experiences, a new desensitization method was developed by Konno (1996) . This method called "Desensitization with melting experience" (Tokeai-desensitization) uses the "sense of melting experience" (Tokeau-taiken) , one of the relaxation techniques of the Dohsa-method, as an antagonistic response. Tokeai-desensitization comprises three stages: (a) identifying the problem, (b) imagining the problematic scene, and (c) extinguishing the imagery. In this study, this method was applied to five clients who are suffering from injection phobia, depression, post traumatic stress syndrome, self-injurious behavior, or sexual behavior problems. Remarkable improvements in these problems were achieved. The therapeutic mechanism of Tokeai-desensitization was discussed in terms of coginitive attitudes, self-monitoring, and bodily based theraputic alliance.

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A case of severe acrophobia which had persisted for 11 months was cured through 8 days of systematic desensitization followed by 24 days of in vivo desensitization. The patient was a 57-year old male who had been working as a career businessman for 28 years at a major electronic communication equipment company. He had had several traumatic experiences concerning height, but without subsequently suffering from height phobia. The onset of his phobia was triggered by conflict situations of avoidance-approach 11 months preceding the treatment. He began to experience panic attacks whenever he was higher than the 5th floor of any kind of building. In addition, his acrophobia soon generalized to the situation of commuting on a crowded train between his company and home, and also walking on underground streets. Upon his visiting the author's clinic, he was given a minor tranquilizer, which released him from the secondary agoraphobia to some extent, but had no effect on his acrophobia. Then the procedure of desensitization was undertaken following his strong request for more effective treatment, and was completed in the extraordinarily short period of 8 days. Moreover, he initiated in vivo desensitization and achieved it within 24 days. Factors enabling such extreme brevity of treatment were speculated as being the symptomatology and the patient's traits. No complications such as social phobia or other neurotic symptoms, the relatively short duration of the disorder, and his high intelligence (including psychologicalmindedness) , and strong motivation for the treatment, were considered to have facilitated the treatment.

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The steady trend towards the integration of psychotherapy over the past two decades, mainly in the United States, were overviewed, with emphasis on the roles played by behavior therapy. 1) . Several factors influencing the integration, such as the proliferation of psychotherapies, the inadequacies of any one specific therapy, and external socioeconomic pressure, were discussed. 2) . Behavioral-dynamic integration, the most popular combination, was historically reviewed. In the 1950s, only a few of writers addressed this topic, with French's address in 1932 being the earliest attempt. A rapidly growing body of literature appeared with each subsequent decade, more and more from the side of cognitive behavior therapy. Recurrent themes include: the complementarity of divergent approaches, the interrelation of cognition, behavior and affect, empirically based therapy, the need for a common language, and common therapeutic principles. 3) . Current arguments between behavioral and dynamic approaches, which must be resolved for further developing the integration, concerning topics such as different world views, the roles of the unconscious, the importance of transference, and the goals of therapy were discussed. 4) . Integration with other orientations such as humanistic and Rogerian theories were mentioned. 5) . Eclecticism and integration were differentiated, and various types of integration were described. 6) . The problem of training as a future task was discussed.

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