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College student scores and reliabilities on Rotter's Incomplete Sentences Blank (ISB) for the years 1965, 1970, and 1977 were investigated. Results indicated (a) no significant differences among the three years studied, (b) significant differences between student scores in the present study and the original ISB norms, and (c) high interscorer reliabilities of rescoring protocols after many years.

A behavioral-cognitive intervention, including the use of a schedule, overt and covert reinforcers, and therapist monitoring of progress, was used to treat a graduate student with writer's block. Daily self-recording was used to assess baseline and intervention phases, and indicated that the intervention yielded an immediate and consistent increase in the number of hours of writing, the use of weekdays for writing, and self-rated effectiveness. Clinical considerations involved in the use of the procedure and generalization of the method to other work projects and clients are discussed.The authors wish to thank Dennis Upper, V. A. Medical Center, Brockton, Massachusetts for his helpful comments on earlier drafts of this paper. Portions of this work were completed while the authors were psychology interns at the V. A. Medical Center, Brockton, Massachusetts. Requests for reprints should be addressed to Harold Rosenberg,