ABSTRACT
The case to be described in this article illustrates many of the points of difference between the behavioral school and more traditional therapies. In particular, the issue of the medical-disease model versus the learning theory model of psychopathology is clearly visible, especially as it relates to the problem of symptom substitution. This contrast is possible because the author did not approach the case from the viewpoint of the behavioral therapist although the final treatment plan can, in an admittedly post hoc manner, be analyzed in these terms. The basic aim of the paper is to demonstrate that an a priori consideration of learning theory would have been advantageous in this case and in many of the problems that are referred to the school psychologist.
