This paper reviews studies of the application of self-control procedures to the symptoms of schizophrenia. The authors argue that, while there are few well-controlled studies on their effectiveness, there are many cognitive-behavioural techniques which show promise for assisting clients to develop greater mastery over a number of symptoms. Surveys also show that many persons with schizophrenia spontaneously use their own methods to gain some control over their symptoms. While much further research is needed in this area, clinicians need to empower clients with schizophrenia to explore and enhance their self-control skills.

The goal of the Murdoch Early Intervention Program (MEIP) was to replicate the intensive early intervention program designed by Lovaas for children with severe developmental disability and autism. This paper describes the objectives, methods, and the results as of 24 months. Although MEIP differs from Lovaas's model in several respects, and the children have been generally less capable at the outset, results are interpreted tentatively as being as predicted. Four of 9 experimental children have shown signs of approaching normal levels of functioning whereas 1 of 5 control children has made significant progress. Improvements in the remainder of the children are rated as moderate to minimal. These preliminary results are presented to encourage others working with children with autism and other difficult-to-teach children to publish their methods and results. The small number of children in any one locality, and the high cost of controlled studies indicates the necessity for accumulating findings across service providers.

Five tutor-tutee pairs of 13-year-old students who were below average in reading participated in a program of remediated reading using the Pause, Prompt, and Praise procedures. Whereas previous research has shown that these procedures can be learned concurrently by peer tutors, this study showed that the procedures can also be learned successively. Data indicate that the five tutors readily learned to implement all components of the procedure, and that both tutors and tutees made major gains in reading accuracy and comprehension.

Difficulties can arise in correctly diagnosing clients who present with mood and anxiety disturbances. Unless a detailed history is taken and a comprehensive interview performed, errors of diagnosis are likely to occur which may result in aversive consequences. To illustrate this likelihood, two cases of persons exhibiting anxiety and mood disturbance are briefly reported. The first case involved a prior diagnosis of psychogenic disorder (Mood Disorder). However, further investigation of the client's symptoms revealed that the anxiety and depression were secondary and caused by an underlying organic disorder. The second case involved a prior diagnosis of a physically based disorder presenting with anxiety and depression (Multiple Sclerosis). However, further investigation of the client's symptoms revealed that the somatic symptoms were secondary and the mood and anxiety disturbance were primary symptoms. A model is presented as a guide to better understand the diagnostic process, comments upon the need for a detailed history and interview are offered, and problems arising from incorrect diagnoses are discussed.

The long-term outcome (mean follow-up period 5.7 years) for 20 patients with anorexia nervosa was assessed on a comprehensive battery of self-report inventories and a structured clinical interview. Two thirds of the cohort were improved to a clinically significant degree at follow-up, but the majority still showed higher than normal scores on inventories of anorexic symptomatology, social maladjustment, anxiety, and hostility. The remaining one third were unimproved and demonstrated a broad range of impairment including distorted attitudes toward eating, overconcern about body shape, poor social functioning, high levels of anxiety, hostility, depression, and external locus of control. Moderate to strong correlations were found across outcome measures. Longer duration of eating difficulties before presentation was a strong predictor of poor long-term outcome, suggesting a chronic relapsing form of the disorder occurred in a subgroup of patients.

This study examined the effectiveness of lectures, prompts, and contracts in promoting maternal safety behaviours. The term maternal safety behaviours refers to any actions that mothers perform which will help prevent injuries to children, such as supervising toddlers near a swimming pool or storing poisons so that they are out of reach. Fifty-six mothers participated in a safety education program in one of four groups: (a) waiting-list control, (b) standard safety lecture, (c) lecture plus prompts (check-list), and (d) lecture plus prompts and contract. The results indicated that while there were no significant differences between groups in mothers' self-reported behaviours 6 to 8 weeks after the intervention, a consistent trend in the predicted direction was found. The results are discussed in relation to the need to develop more effective educational strategies based on behavioural techniques to promote parental safety within a minimal intervention framework.