Originally published in 1977, these examples of research and scholarly argument were collected in honor of Professor Sidney W. Bijou. In the language of academics, they constitute a Festschrift: a festival of scholarly writing, performed to celebrate the career of a person who produced, and stimulated others to produce, exactly such contributions throughout a long, valuable, and productive professional history. Since 1955, Dr Bijou had worked almost exclusively within the approach variously labelled as the functional analysis of behavior, the experimental analysis of behavior, operant conditioning, or Skinnerian psychology. From his point of view, it seems clear, the first of these labels was the correct one. It was the principle of objective, direct, observable analysis that attracted him.

What is single-case research? How can single-case methods be used within sport and exercise? Single-case research is a powerful method for examining change in outcome variables such as behaviour, performance and psychological constructs, and for assessing the efficacy of interventions. It has innumerable uses within the context of sport and exercise science, such as in the development of more effective performance techniques for athletes and sportspeople and in helping us to better understand exercise behaviours in clinical populations. However, the fundamental principles and techniques of single-case research have not always been clearly understood by students and researchers working in these fields. Single-Case Research Methods in Sport and Exercise Psychology is the first book to fully explain single-case research in the context of sport and exercise. Starting with first principles, the book offers a comprehensive introduction to the single-case research process, from study design to data analysis and presentation. Including case studies and examples from across sport and exercise psychology, the book provides practical guidance for students and researchers and demonstrates the advantages and common pitfalls of single-case research for anybody working in applied or behavioural science in a sport or exercise setting.

Speech and Language: Volume 5, Advances in Basic Research and Practice is a collection of papers dealing with clinical issues, theories, and pathology of language and speech. Several papers discuss developmental apraxia of speech, relapse of stuttering therapy, the single subject research design, and the implications of the physiologic, acoustic, and perceptual aspects of coarticulation. Other papers analyze language development, language training, the three aspects of voice quality element, and the issue of disputed communication origins. One paper notes that intervention programs for stuttering produces mostly short-term benefits. The paper discusses the known risks of relapse following the end of stuttering therapy and the independent variables that influence this risk. Another paper examines voice quality in terms of perceptual, acoustic, and physiologic features of the different voice modes. By using the "Black Box" model, in which frequency, intensity, laryngeal waveform, pharyngeal prefiltering, and formant frequency can be controlled, the paper shows that a measure of interaction among all the controls exist. For example, a voice mode represented by a laryngeal waveform and pharyngeal prefiltering still interacts with frequency and intensity. Therefore, knowledge of the differences in physiology that attend to each voice mode can be valuable in effecting changes in voice production. The collection will prove valuable for linguists, speech therapists, neurologists, neuropsychologists, neurolinguists, speech pathologists, or investigators whose works involve linguistics, learning, communications, and syntax.

Differential psychology, or the psychology of individual differences as it is better known, is perhaps the single most important basic psychological science that underlies professional practice in psychology. The recent age of behaviorism all but ignored individual differences, but in this decade the study has emerged from relative dormancy with a new vitality, fueled by new concepts, technologies, statistics, and new viewpoints on old ideas that are moving us forward. This work is intended to be a review of as well as a primer on many of these advances and new approaches to the study of individual differences. The venerable, interesting, and often controversial Eysenck opens the volume with a review of recent results and new techniques for unlocking the physiological basis of what is commonly understood to be intelligence. Eysenck and his students, in his London laboratory, have been fostering advances in this field for more than four decades. Their latest work could be the most exciting of Eysenck's illustrious, scholarly career. Eysenck's eye-opening, innovative work on the relationship between evoked potentials and performance on traditional psychometric measures, presented with a new slant, is certain to attract much attention in coming years. Eysenck and Barrett's chapter is followed by a closely related work by Arthur Jensen, who gives us a revitalizing look at the concepts of Sir Francis Galton, the founder of the psychology of individual differences.

The second volume of Advances in Clinical Child Psychology continues the high standards set by the contributing authors of Volume 1. The series has been most fortunate in attracting authors who lead the field of applied child and developmental psychology in theory, research, and practice. Their chapters bring together advances from a wide variety of sub fields in essays that can legitimately be called "major statements." Often these integrative chapters prove to be more than the sum of their parts, not only bringing together information on the most current topics in the field but pointing to new directions as well. Donald Meichenbaum summarized current evidence and theory in his chapter on self-control in children. The cognitive and behavioral and convenient strategies he outlines offer the promise of effective treatment methods, but as he points out, much remains to be learned about these methods. Robert Wahler and his associates outline a new model for the study of generalization of child treatment effects. The model views the family as a system that either supports or inhibits generalization. Suggestions for planning treatments within this framework are provided, as well as an outline for extending this analysis to other levels of systems.

First Published in 1986. This is a collection of essays in honour of Charles C. Spiker due to his personal contribution to the field of experimental child psychology. Each of the contributions to this volume echoes in its way the proclamation that some of the best lessons learned were from Charlie Spiker.

The rapid growth of behavior therapy over the past 20 years has been well doc umented. Yet the geometric expansion of the field has been so great that it deserves to be recounted. We all received our graduate training in the mid to late 1960s. Courses in behavior therapy were then a rarity. Behavioral training was based more on informal tutorials than on systematic programs of study. The behavioral literature was so circumscribed that it could be easily mastered in a few months of study. A mere half-dozen books (by Wolpe, Lazarus, Eysenck, Ullmann, and Krasner) more-or-Iess comprised the behavioral library in the mid- 1960s. Semirial works by Ayllon and Azrin, Bandura, Franks, and Kanfer in 1968 and 1969 made it only slightly more difficult to survey the field. Keeping abreast of new developments was not very difficult, as Behaviour Research and Therapy and the Journal of Applied Behavior Analysis were the only regular outlets for behavioral articles until the end of the decade, when Behavior Therapy and Be havior Therapy and Experimental Psychiatry first appeared. We are too young to be maudlin, but "Oh for the good old days!" One of us did a quick survey of his bookshelves and stopped counting books with behavior or behavioral in the titles when he reached 100. There were at least half again as many behavioral books without those words in the title.

As the cornerstone of applied behavior analysis, functional assessment is supported by a burgeoning literature that focuses on identification of and interventions for aggressive, self-injurious, and other challenging behaviors. Although the number of research studies continues to grow, full-length volumes on using functional assessment to address these behaviors remain few and far between. Comprehensive in coverage, Functional Assessment for Challenging Behaviors expands the knowledge base by providing information on all aspects of its topic. This unique volume addresses basic questions in salient detail, from types and rates of challenging behaviors to populations that warrant functional assessment. In addition, it examines typical assessment techniques, including interview, scaling, experimental, and in vivo methods. The use of functional assessment in treatment planning – and in combination with other interventions – is covered in depth. An especially timely chapter identifies key ethical and legal concerns in working with challenging behavior populations. Coverage includes: The history of behavior analysis and functional assessment. The nature, prevalence, and characteristics of challenging behaviors. Interview and observation methods in functional assessment and analysis. Experimental functional analysis for challenging behaviors. Treatment methods commonly used with functional assessment. Using functional assessment in treatment planning. Functional Assessment for Challenging Behaviors is an essential resource for researchers, scientist-practitioners, and graduate students in clinical child and school psychology, pediatric psychiatry and medicine, social work, rehabilitation, and developmental psychology.

First Published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.

This volume represents a beginning effort to compile a history of educational psychology The project began, innocuously enough, several years ago when we decided to add mon material about the history of educational psychology to the undergraduate course we were teaching. What seemed like a simple task became very complex as we searched in vain for a volume dealing with the topic. We ended up drawing on various histories of psychology that devoted anywhere from a few paragraphs to several pages to the topic and on a very few articles addressing the issue. We were startled, frankly, by the apparent lack of interest in the history of our field and decided to attempt to compile a history ourselves. As is the case with any edited volume, the contributing authors deserve credit for its positive features. They uniformly made every effort asked of them and taught us much about educational psychology. Any errors or omissions are our responsibility alone.