Budzynski and Stoyva (1969) have proposed EMG-biofeedback (BF) to induce deep relaxation. They have reported that EMG-BF is effective to evaluate relaxation, and to inform subjects of their relaxed states. EMG, however, does not seem to indicate whole bodily and mental relaxation, but exactly muscle relaxation only. In addition, subjects could not know their relaxed states through EMG-BF only. EMG-BF for deep relaxation may not only produce whole body's relaxation, but enable subjects to notice how to relax muscle tension. In order to be aware of their own EMG changes exactly, subjects must try to reduce their mental tension through their volitional strategy for relaxation. In the present experiment, EMG-BF and deep respiration method which is one of strategies for relaxation were both used, and compared with each other. This experiment was run to reveal that subjects volitional activities might play an important role in the feedback training for deep relaxation. In the first session of the present experiment, all the subjects were asked to relax their whole bodies, especially their right shoulders by their own method. EMG was induced from trapezius. Any intentional body movement was not allowed. From the second to the forth session they were trained to relax their bodies under three conditions; (a) Biofeedback (BF), (b) deep respiration (R), and (c) control (C). In the fifth session, they were instructed to relax under the same condition as that of the first session. Immediately after each session they all were requested to rate their feeling on 4 point-scale, (1) subjective feeling of right shoulder's relaxation, (2) feeling of success, (3) subjective feeling of whole body's relaxation, and (4) mental calmness. Results obtained from the present study indicated that BF-group could immediately reduce their EMG, but they could not reduce them successfully without BF in the 5th session. On the other hand,R-group could succeed in reducing their EMG without deep respiration. R-group increased both scores of subjective feeling of bodily relaxation and feeling of success remarkably through all sessions. However, scores of thesame items of BF-group rather decreased. The other items had same tendency across all groups. The reason why BF-group did not succeed in retention of BF relaxation was that there was a big discrepancy between EMG reduction and subjective feeling of relaxation in BF-group. On the others hand, R-group reduced their EMG, and increased subjective feeling of relaxation. R-group, however, succeeded in EMG reduction without deep respiration. These results indicate that EMG feedback only would have not any directive relation with subject volitional activities trying to reduce their EMG. It was concluded that retention of BF relaxation training might require relaxation exercises, and BF which would be contingent on exercises.

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The application of behavior therapy to the treatment of stuttering were reviewed with emphasis on the techniques of therapy. In the past decade, the following behavior therapy techniques have been applied to the treatment of stuttering, such as shadowing, rhythmic speech, DAF, masking, systematic desensitization, assertion training, modeling, operant conditioning, and biofeedback. The recent trends of behavioristic approach to stuttering are as follows : (1)introduction of selfcontrol techniques, (2) introduction of cognitive theory, (3) combined use of behavioristic approach and other therapeutic theories, (4) giving importance to both generalization and maintenance of the therapeutic effects established in the clinic. Although this review suggests that behavior therapy have contributed to modify stuttering, there seems to be few reports basing on the following two points : (1) presenting evidence-which aspects of stuttering does a given technique suppress, (2) exploring the factors which have led to impede progress through the cases resulted in failure treatment.

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In the previous volume of this journal, Mr. Sakuma and I reported a paper entitled "Motivation in operant therapy with autistic children". I completely agreed with the effectiveness of Sakuma's "Onbu-Dakko mettod", which made use of physical contact stimuli such as holding the child in the arms or carring the child on the back. But lacking the detailed quantitative analysis, the evidence for the effectiveness of his method was not convincing. In the present paper, I had two objectives : one was to reanalyze his data from quantitative point of view. The other was to make clear the difference of my standpoint from his. After the preyions article was written the difference in our approach to behavior therepy has gradually become evident. I have been keeping a narrow-band standpoint but he has changed his standpoint from the narrow-band to the broad-spectrum one. In this paper, I took a critical attitude toward Sakuma's way of using the concept of motivation in that he tended to use various motive-names in his therapy of autistic children. What seems to me the most important thing to do in behavior therapy practice is to clarify the methods to operate the drive or emotional states of the children rather than to list the names of motives.

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The patient was a 9-year-old boy. Besides suffering from periodic vomiting, he had cerebral palsy showing left-sided hemiparesis, pes equinovarus, slurring of speech and mental retardation. At the age of 4, his vomiting suddenly occurred when he waked from his sleep and was frightened at seeing his father, who had been away from home about 4 months, standing beside him. Since that time his periodic vomiting had persisted. Through behavioral analysis following facts were noticed, 1. His vomiting was considered to be elicited mostly by psychological strain or physical exhaustion. 2. He was brought up under the overprotection of his parents because of his physical and mental handicaps. And consequently, it seemed that his development of social adaptation was extremely disturbed. So, even the simple task in school and home life caused him easily to fall into the state of psychological tension and physical exhaustion which were eliciting stimuli of vomiting. Based on the results of these behavioral analysis, following behavioral techniques were carried out. 1. Through daily practice and encouragement to take care of himself in his home life and to make the circle of his friendship larger and larger in his school life by using operant conditioning techniques, we aimed at that he did not easily yield to psychological strain and physical exhaustion which were eliciting stimuli of vomiting. 2. We instructed the patient's parents to take neutral attitudes toward the symptoms and conplaints of the patient and how to behave toward his desirable bihaviors. Using these and other related procedures, we succeeded in the treatment of this case. And until now, he has been keeping good conditions in his health and school adaptation.

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