Male Japanese quail were classically conditioned to display courting behavior at the sound of a buzzer, a previously neutral stimulus. The buzzer (conditioned stimulus) was paired with the presentation of a female quail (unconditioned stimulus) for a number of trials. The courting display, invariably elicited from the male by the presentation of the female, began to appear in part to the conditioned stimulus as early as the fifth pairing. All components of the display were elicited from all birds by the conditioned stimulus alone within 32 pairings of the conditioned and unconditioned stimuli.

A component analysis of consultation is proposed as a way of integrating information derived from different theoretical positions and individual consultation styles. Research reports, case studies, and descriptions of consultation models are reviewed here to identify critical elements. Mental health, organization development, action research, and behavioral and ecological models are included, and planning, entry, diagnosis, goal setting, implementation, evaluation, maintenance, withdrawal, and follow‐up are identified as important phases. Each component is discussed in terms of the specific behaviors to be performed by the consultant.

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The purpose of this study was to investigate the relationship between interactive video based teacher ratings and direct classroom observation of social skills. The behaviour of 2 5 randomly selected grade seven children aged between 11 and 12 years was rated by nine teachers using items from an interactive video social skills rating scale (Bain 1989). A video camera was then placed in each of the teacher's classrooms for one week to sample the actual behaviour of the target children. Measures obtained showed correlations ranging from -0.39 to 0.7 7, whilst percentage agreement between rated and actual behaviour varied from 28% to 74% over the course of the study.Indirect ratings by parents and teachers represent a popular technique for the assessment of a range of behaviours including hyperactivity and conduct disorder. A large number of indirect rating scales have been developed for use in educational settings to provide information on student classroom and general social behaviour (eg Conners 1969; McCarney, Leigh and Cornbleet 1983). So far there has been only one application of interactive video in this area that we know of (Bain 1989). Linear video technology is frequently used in the assessment of social skill and has been described in the assessment literature as analogue or contrived observation (Kazdin 198 1). Analogue observation involves making ratings based on direct observation from videotaped role plays and is an approach which has been subjected to criticism regarding the extent to which role play is a valid representation of an individual's behaviour in a real social situation (Bellack, Hersen and Turner 1978). The application described in the present study involves the combined use of video and computer for the purpose of making indirect teacher ratings of social skill. The study sought to investigate the extent to which interactive video (IV) based ratings of social skill represents a valid measure of the actual classroom behaviour of students.Rationale for the application of interactive video In our study, we provided IV-based information to the raters (teachers) to help them recaI1 how students in their own classes actually behave. This information took the