ABSTRACT
An inappropriate use of the classical model would also impede therapeutic progress. The very acts of inducing relaxation, employing "emotive imagery", and giving reassurance may provide positive reinforcement for dependent behavior. Although the division between classical and operant procedures became clearly discernible toward the terminal phases of treatment, many situations arose which necessitated the deliberate choice of one or other paradigm. The therapeutic utility of this rationale became obvious in the treatment of a severely disturbed school-phobic child. It became apparent that the school phobia was comprised of two separate factors: avoidance behavior motivated by intense fear of the school situation, and avoidance behavior maintained by various secondary reinforcers, mainly attention from parents, siblings, and therapists. The adjunctive use of a tranquilizer seemed to be of limited therapeutic value. The therapists kept in close communication with the parents, who were encouraged to telephone whenever situational crises arose.
