Abstract
The current perspectives on school-based behavioral interventions presented in this mini-series are underpinned by the authors' compelling arguments to employ these interventions primarily because they believe that they are the most effective in promoting children's academic and social competencies. Unquestionably the arguments presented in support of behavioral interventions are sound in that they are firmly based on science. However, what is amiss is why the scientifically based technology of behavior has not progressed more rapidly and gained a more dominant influence in educational practice. This commentary provides a reaction to the articles and a tenable explanation for this paradox.
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