In Commemoration of the 25th Anniversary of Japanese Association of Behavior Therapy (JABT), the birth and development of the study on behavior therapy in Japan were introduced with a number of academic results achieved by us, members of JABT and other behavior therapists in Japan. The bottlenecks against the progress of behavior therapy and the popularity of cognitive behavior therapy among JABT members are also eagerly examined from varieties of viewpoits, as both of them seem to of keen attracting topics among us members. Implications for further consideration of the present and future status, as well as the progress of behavior therapy in Japan are discussed.

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The purpose of this study was to investigate from whose social pressure on thinness (SPT) has significant influence, and how it is related to the development of eating disorder symptoms such as dieting behavior, food preoccupation, and body dissatisfaction (BD). In this study, mother, father, siblings, female friends, and male friends were prepared as the sources of SPT. Subjects were 2,866 female students, whose mean age was 17.20 (SD =1.81). As results, SPT from all sources was related to BD, drive for thinness (DT), eating disorder tendencies and dieting behavior. Of all the sources of SPT, female friends showed the highest correlation with eating disorder tendencies, and father showed the lowest . Results of regression analysis showed % of ideal body weight (%IBW) was more influential to BD than SPT, but to other variables, SPT was much more influential. Result of a path analysis showed %IBW was related only through BD, however, SPT directly influenced not only BD but also DT and food preoccupation, and reached to dieting behavior.

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There has been much research into community living skills including leisure, cooking, shopping, and so forth for persons with developmental disabilities. Research in the shopping skills has been one of the fundamental research themes for teachig community living skills. The present study examined techniques for the formation of lining up to buy goods at the cashier's desks in a supermarket and two convenience stores. A boy with developmental disabilities (15-years-old) was trained to line up at the cashier's desks. The skills of lining up at the desks consisted of three subordinate behaviors as follows: a) locating himself behind the last shopper in the line, b) moving up to the front after that shopper took steps forward, and c) starting to pay by cash in his turn. Three training steps (1, 2, & 3) were all conducted in simulation settings. In training 1, pointing and verbal praise were used. In training 2, a ground paper, just like a pedestrian crossing, was stuck on the floor, and also, in training 3, five patterns of lines were introduced for the formation of flexible lining up at the desks. On the other hand, the generalization was evaluated in three real settings. Before training, the student often broke into the queue in both simulation and real settings. However, he could line up appropriately at the cashier's desks after training. The results of the generalization data in vivo would suggested that especially the training of some patterns of lines in the simulation setting was effective.

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The present study discusses programs to shape going-to-school behavior in a 10-year-old girl with non-attendance at school problem. The non-attendance problem seemed to be due to the lack of her social skills, especially her assertion skills. After the main caregiver had been changed from her grandmother to her mother, her non-attendance behavior at school had been reinforced by her mother and her avoidance behavior from interpersonal situations had been established, except for telephoning.The contents of sessions included training of contact skills with others, other social skills, physical exercise, and fundamental academic skills for her self. In addition, a therapeutic approach was also introduced for her parents in a face to face setting and on the telephone. She returned to school after 9 sessions which extended over 2 months. Going-to-school behavior was kept after the sessions were ended. The present research suggest the importance of positive factors in relationships with friends, since non-attendance at school seemed to be due to the difficulty of formation of contact.

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