ABSTRACT
With few or no exceptions, the goals of both treatment and instruction (or training) are long-term goals. In the case of instruction, we would like the conditions of instruction and practice to yield knowledge and skills that are durable and flexible – that is, knowledge and skills that are not only accessible within the instructional context, but that are also accessible in the various post-instructional real-world settings to which they are applicable. In the case of treatment, we would like therapy to be structured in a way that produces long-term changes in behaviour – that is, changes that last beyond the end of treatment and are not confined to the treatment context.
