Abstract
Several investigators have successfully applied behavior modification techniques to educational problems. These investigators have followed a simple set of rules: (1) Analyze the problem area into its component parts. For example, reading is a global term for a wide range of component skills. (2) The objectives of instruction should be set in terms of these components and an instructional sequence of components should be designed in which the acquisition of each component is dependent upon the acquisition of the prior components. The acquisition of each component skill is produced through the systematic manipulation of aspects of the environment, most frequently operant response consequences. An example of this approach is provided in which subjects acquire a single phonics discrimination.