Vocational rehabilitation for people with severe mental health problems is poorly developed in the UK.Although there is a clear evidence base indicating the effectiveness of approaches to helping people with severe mental health problems gain and retain employment there is generally a lack of awareness of this evidence. As a result there has been a lack of implementation within routine clinical practice of the most effective approaches to improving employment outcomes for such individuals.

Techniques of behavioral self-control were employed in a class where a high level of ontask behavior had been established with externally administered reinforcement procedures. The behavioral self-control techniques maintained behavior at its ongoing high level both immediately following the externally administered reinforcement treatments and during follow-up treatments after five and seven weeks. Variability in on-task behavior was reduced during the behavioral self-control phases of the study.Classroom behavior that is independent of teacher control or control by any agent external to the learner is a commonly acknowledged primary goal of education. A practical means of attaining this goal lies in the development of procedures of behavioral self-control in classroom settings.A conceptual base for the analysis of selfcontrol is offered below in terms of four behavioral components. Bandura and Perloff (1967) outlined a similar conceptual system. The components are:(1) self-assessment-the individual may examine his own behavior and decide whether or not he has performed a specific behavior or class of behaviors.( 2) Various recent studies have employed one or more, but not all, of these components. For example, the self-monitoring procedures of McFall (1970) and Thomas, Abrams, and Johnson (1971) incorporated both self-recording and self-assessment. Usually, the behavioral self-control components are combined with experimenter imposed restrictions (Kanfer, Bradley, and Marston, 1962;Kanfer and Duerfeldt, 1967).While there is a considerable body of literature dealing with the components of behavioral self-control (Kanfer and Marston, 1963;Marston, 1964;Goldiamond, 1965;Bandura and Whalen, 1966;Bandura, Grusec, and Menlove, 1967;Masters, 1968;Chapman, Smith, and Layden, 1971) only a few studies have been conducted in classroom settings. Lovitt and Curtiss (1969) found that with a 12-yr-old student, higher rates of responding occurred when the student arranged the contingency requirements than when the teacher specified them. The contingency manager, not the reinforce-105 1973, 63, [105][106][107][108][109][110][111][112][113] NUMBER 1 (SPRING 1973)

Self-determined, experimenter-determined, and chance-determined token reinforcement treatments were compared with a no-token treatment, in terms of effect on the learning of history and geography material in the classroom. Each treatment was assigned to one of four heterogeneous classes of Grade nine girls. An initial baseline period preceded the differential reinforcement period, and a token withdrawal period followed. Subsequently, the self-determined treatment was employed in all three token reinforcement classes, before a final baseline period occurred. Findings included a similarity of initial baseline performance for all classes, an equal superiority of self-determined and experimenter-determined treatments to chance-determined and no-token treatments, and significant improvement from initial baseline to final baseline for self-determined and experimenter-determined treatments, but not chance-determined and no-token treatments. Differential token reinforcement experience was found to influence subsequent rate of self-determined token reinforcement.

AUCKLAND PSYCHOLOGICAL SERVICEBehavioral self-control procedures, composed of self-assessment, self-recording, selfdetermination and administration of reinforcement, were introduced into a regular third-grade classroom immediately after a baseline period. The procedures produced a small and unstable increase in the level of on-task behavior in eight of the nine subjects. After a second baseline period, a cueing procedure was introduced, using a chart specifying on-task behavior. This enabled within-lesson changes in on-task behavior to be posted clearly for the children. The cueing procedure combined with the selfcontrol procedures produced a high and stable increase in on-task behavior in all subjects.Several studies have effectively used behavioral self-control procedures (e.g., Broden, Hall, and Mitts, 1971;Lovitt and Curtiss, 1969). Bandura and Perloff (1967) and Glynn, Thomas, and Shee (1973) put forward a conceptual base for the analysis of behavioral selfcontrol that incorporates the following four components:(1) Self-assessment. The individual may examine his own behavior and decide whether or not he has performed a specific behavior or class of behaviors. (2) Self-recording. The

This paper discusses highloft perpendicular-laid nonwovens made with cotton, poly ester, and bicomponent bonding fibers rather than the usual synthetic fibers. Compres sional resistance and subsequent recovery properties (when the deforming forces are removed) of perpendicular-laid highlofts are compared to those made by conventional cross-laid technology. A simple thickness measurement instrument is used as a highloft compressibility gauge. The perpendicular-laid fabrics show higher compressional resis tance and their recovery properties are superior to those of cross-laid fabrics. Low cotton-content highlofts containing up to 20% cotton have a compressional behavior and dimensional stability similar to 100% synthetic fiber fabrics. These low cotton-content highlofts are economical to produce and have improved biodegradability.