ABSTRACT
The major concern becomes one of treating the pathology that is presumed. This focus detracts considerably from efforts to build positive behavior patterns by means of more direct procedures of behavior development and modification. Treatment from this viewpoint focuses on the hypothetical internal factors which are assumed to be causing the problems. An example of attitude is provided by the following report of a special education teacher concerning one of her sixteen-year-old mildly retarded male students. The teacher, with the assistance of psychological report, views the adolescent as emotionally disturbed. In contrast to this internal disorder concept, the learning position views the behavioral inadequacies from an educational viewpoint and utilizes small number of behavioral variables and related principles in an effort to understand and plan for the modification of these inadequacies. Prior to a consideration of these possible contributing factors, it should be valuable to comment briefly on the nature of the behavioral inadequacies which characterize the problem retarded.
