Japanese Journal of Behavior Therapy

In articles on the Japanese Journal of Behavior Therapy, the reporting quality of research methods and results is often insufficient, even though researchers are responsible for the completeness and accuracy of their reports. This issue can be resolved through the use of reporting guidelines such as the CONSORT (Consolidated Standards of Reporting Trials) statement, which can also help researchers design study protocols better. The present paper attempts to enhance understanding of CONSORT recommendations, in order to improve the content of clinical trial protocols of nonpharmacological treatments. It focuses on 5 critical CONSORT requirements (i.e., trial registration, primary outcome, harms, precise details of interventions, and sample size calculations), and provide a detailed explanation as well as several examples from published papers for each.

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Poorly designed observational study often produces results difficult to interpret. Researcher should minimize the measurement error and confounding to make research findings meaningful. The STROBE statement (Strengthening the Reporting of OBservation studies in Epidemiology statement), the reporting guideline for observational study, is useful in designing research carefully. This issue aimed at explanation 5 critical points to design observational study according to the STROBE statement (i.e., clearly defined purpose, explanation of the scientific background and rationale for the research, sample size calculations, precise details of measurement, and confounder), and providing detailed examples from published papers for each.

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The present study examined effects of Social Skills Training (SST) including self-monitoring for children with developmental disorders. Elementary school first graders (N=3; 2 boys, 1 girl) were given 6 sessions of SST. The target social skills included initiation of conversation and responses to peers. In the self-monitoring procedure, the children checked by themselves whether they had carried out the target social skills when they were at school, and their parents reinforced them at home. Effects of the training were measured by behavioral observations during free play; social skills were also measured by their teacher's assessments. The results indicated that all participants increased the initiation of conversation and responses to peers after SST. The effects were maintained after 1 month. Moreover, the teachers assessments revealed similar effects in social skills. One factor that may have promoted maintenance of the effects was that the participants' parents continued reinforcing the children's target social skills even after the end of the SST.

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The aim of the present study was to evaluate effectiveness of a cognitive behavioral program for reducing depression of elementary school children (Grades 5, 6). Children (N=217, 10 to 11 years old) were allocated to either a school-based intervention group or a control group. The intervention program focused on mastering various coping and relaxation techniques. Before and after the intervention, the participants were assessed with standardized assessments, including the Child Self-reported Measurement of Depression and the Self-reported Measurement of Coping. The results indicated that the participants with depression (high-depression group) who received the intervention showed a significantly greater decrease in depressive symptoms at the post-intervention measurement compared to their pre-intervention scores. The scores on coping increased at post-intervention compared to pre-intervention. Especially, "problem solving," "seeking social support," and "distraction" coping scores showed significant change. These results suggest that a program focused on using a variety of coping and relaxation techniques may be effective at treating depression in children. Overall, this study appears to support the benefits of a school-based program for depression among children.

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