ABSTRACT
Several years ago we carried out a survey of initial teacher training courses, the results from which suggested that less than half of the teachers in training in 1978 would have encountered even the slightest mention of behaviour modification in their one, three or four years of training (Schwieso and Hastings, 1981). Since then the picture has surely changed. If the spate of books written for teachers on the subject is anything to go by, we suspect that the attention paid to behaviour modification in both initial and in-service teacher education has increased considerably.
