ABSTRACT
Although the formal application of “learning theory” to clinical problems is widespread, the literature on this topic reflects a basic cleavage. Wolpe (1958) and Eysenck (1960) typify the use of the classical conditioning paradigm in the treatment of neurotic disorders, while Lindsley and Skinner (1954), King, Merrell, Lovinger, and Denny (1957), and Ferster (1961) exemplify the use of operant conditioning in the treatment of psychotic behavior. On the assumption that both “operants” and “respondents” enter into all therapeutic processes, the writers hypothesized that the deliberate and strategic use of both classical and operant conditioning procedures would have greater therapeutic effect than exclusive reliance on techniques derived from either procedure alone. The therapeutic utility of this rationale became obvious in the treatment of a severely disturbed (nonpsychotic) school-phobic child.
