A lot of researches have reported that relaxation training, for example progressive relaxation, autogenic training and others can decrease fear-and anxiety-responses. Wolpe proposed reciprocal inhibition as a method of reducing fear or anxiety, whose mechanism may be based on the fact that relaxation is antagonistic to fear or anxiety. Though relaxation training is employed in researches and therapeutic situations, most of theoretical problems remained unsolved. The present authors have examined three of unsolved problems about relaxation training. First, general anxiety may be reduced by relaxation as reciprocal inhibition, which is proposed by Wolpe, but specific anxiety observed in phobic patients would be reduced by counterconditioning technique that intends to destroy the bond between fear responses and its objects. Secondly, relaxation training without mental volitional strategies as image, expectancy, autosuggestion, passive concentration, would produce less effect on anxiety reduction. Such factors and strategies are indispensable for effective relaxation training. Finally, new relaxation method, which is most effective and easily mastered was proposed and developed by Harano. This method consists of repetitions of gradual muscle tension in the whole body and their momentary reduction. These contrast between tension and relaxation will enable subjects to have clear feelings of their muscles and lead to deep relaxation.

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In operant therapy with autistic children, chocolate or juice is usually used as a reinforcer. Using physical contact stimuli, such as holding the child in one's arms or carrying the child on one's back, we were able to get good results. We will discuss the strengths and weaknesses of such procedures.

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The purpose of the study is to discuss the effectiveness of the individual learning program in the therapeutic setting for an autistic child who has been educated in a regular classroom. The program was evaluated upon the level of progressing in the individual learning and modification of his behaviors in the classroom. The 1st grade autistic boy of 7 years old who was selected for the study had manifested some typical symptoms of autism, especially in his echolalic verbalization, apathetic interpersonal relationship and poor academic learning. The program in the individual learning was started with training of learning attitude followed by the intensive training classified in 6 areas; (a) naming and conversation, (b) discrimination (colors, forms, up-down, right-left and front-behind), (c) number concept, (d) tracing and writing letters, (e) puzzle work, and (1) walking, running, jumping, throwing and balancing. Total number of sessions are 13 during the period of six months (May, 1977 to October, 1977). Each session was divided in 4 to 5 subjects of learning with each different therapists respectively. Training procedures were generally designed as follows : presentation of a model, prompting the correct response, fading prompting and responding spontaneously followed by reinforcers such as some sweet or touching with smiling. In the individual learning, he has made great strides in each program beyond expectation. It was also observed on proceeding of the sessions he was not only able to behave according to the instructions, but also to sympathize with therapists. He was also evaluated on T-CLAC which showed some apparent changes in abilities of problem solving, expression and obedience to the other person. In his classroom situation, he was unstable and escaped about 2 or 3 times in an hour from his room (I-IV session). Although he has been already made learning attitude in the individual situation, he did not keep himself on his seat without forcing during school hours until his teacher had punished severely once. He was able to write down the answers spontaneously for an arithmetics examination (V-IX session). He became to be able to take his role in interpersonal relationship, academic learning, providing lunch and playing with in his classroom to some extent (X-XIII session). He was able to play with other children afterschool. And he became to have a small conversation (to answer with a single word) with his mother (XIV-session). As the results of the training, it was demonstrated that the autistic child appeared to have developed abruptly in interpersonal relationshsp, academid learning and others. Individual intensive training would be advisable for the autistics to adjust adequately into a regular class. And it would be also needed for the teacher to produce a good atmosphere to accept the autistics and to treat him severely to keep to the rule.

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A 39-year-old male violinist who had had occupational cramp and had not shown improvement with hypnosis and other popular therapies for 3 years, displayed remarkable improvement in 6 months by the EMG Biofeedback Method. The EMG activity measured at the left ring finger while playing (about 120 microvolt) was larger than that of a normal violinist's. In order to reduce this high EMG activity to the normal level, tne EMG Biofeedback Method was applied. After about 30 sessions the EMG activity decreased to the normal level accompanied by remarkable improvement of the symptoms. In this case the EMG Biofeedback Method is considered to be effective, for it was applied after observing that the findings of neither the Autogenic training nor use of the drug (Cloxazolam) were effective. At first none of psychoanalytical techniques were applied, due to patient's defensive state. It is interesting to note this defense decreased during EMG Biofeedback training, as well as the patient's increased self-awareness as to his psychogenic factors. Similar tendencies have been observed in other cases where patients had been treated by EMG Biofeedback Method. This means that Biofeedback Method can bridge the gap between psychoanalytical therapy and behavior therapy.

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