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The present study assessed the effects of a contextual demand manipulation (pretreatment assessment versus experiment) and an instructional demand manipulation (high demand for competent behavior versus neutral demand) on the analogue assessment of heterosocial competence. Also assessed was the interaction between each demand manipulation and subject characteristics (high-frequency dating/low heterosocially anxious versus low-frequency dating/high heterosocially anxious college males). Students were assigned randomly to one of four groups receiving differential information and instructions. Students completed a battery of five standard paper-and-pencil questionnaires, responded out loud to 10 taped social situations, and conversed with a female confederate while being videotaped for five minutes. Multivariate analyses revealed highly significant differences between subject groups and between contextual manipulation groups. Univariate analyses revealed that only 3 of the 16 dependent measures, including 2 of the self-reports, were significantly affected by the contextual demand. Results are discussed in light of previous studies of phobic behavior and social skills. Various avenues for future research were presented.

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We describe the conceptualization and development of the Behavior Analysis programs at the Florida Institute of Technology (Florida Tech). From its beginnings as a small master's program in applied behavior analysis (ABA), the Behavior Analysis programs at Florida Tech have now grown to include three Master of Science programs across two campuses, a Ph.D. program in Behavior Analysis, an undergraduate degree (B.A.) in ABA, an online certificate program that has attracted students internationally, and a hybrid (live and online) Master of Arts in Professional Behavior Analysis program at several sites around the USA. These programs are now housed in the first ever School of Behavior Analysis at a Tier 1, nationally ranked private university.

Relatively few studies have evaluated the validity of the various measures used to assess social competence. This study evaluates the predictive validity of the Social Activity Questionnaire and the convergent and discriminant validity of various measures of heterosocial skill and anxiety. The sample consisted of 51 male under-graduates meeting high-dating/low-anxiety criteria and 42 males meeting low-dating/high-anxiety criteria. Multiple measures included a variety of frequently employed self-report measures, global ratings by others of skill and anxiety, specific behaviors, and heart rate. The Social Activity Questionnaire significantly differentiated both criterion groups on several measures. Intercorrelation among all measures reveals a consistent pattern of higher correlations within self-report measures. Issues discussed include method variance, validity, a multiconstruct-multimethod matrix, and average intercorrelations within method, situation, and construct. Suggestions for future research are presented.