ABSTRACT
To understand how a constructional orientation would deal with clinical problems, one must consider the model on which it is based, namely the educational one of programmed instruction, which itself derives directly from the operant laboratory. Increasing in-seat behaviour would be a consequence of establishing additional repertoires. An outcome for the constructional model might instead be to institute teaching procedures to establish literacy, numeracy and so on, so that there would be good reason for the children to be at their desks. I. Goldiamond discusses this issue at great length, arguing that the United States Constitution offers the best safeguards for 'at risk' populations against coercion and ill-treattnent, and that a constructional model is consistent with mutual contracting and limitations of power. One successful programme with constructionally stated outcomes has a clearly pathological component while another successful programme has clearly constructional procedures, but a pathologically stated outcome and rationale.
