Piaget's theory of intellectual development provides educators of handicapped individuals with an instructional framework that views development as an ordinal sequence in which later forms of complex behavior are derived from earlier and less complex response forms. Piagetian-based curricular attempts in special education may have to begin with a system for representing the individual's current level of behavioral organization and designing environmental interactions that expand the constructions of the individual into reorganized, more complex forms. While Piagetian theory can define the content of instruction for handicapped people, it is the application of the principles of applied behavior analysis that guides the teacher in the systematic arrangement of instructional events necessary to produce behavioral change.
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