Recent articles on behavior analysis have suggested that the field is drifting in several unfortunate directions, becoming less laboratory-based, less analytic, and more technical, at the expense of conceptual rigor. A number of authors have suggested that one countercontrol to these trends is a return to an animal-based laboratory-apprenticeship model of behavioral education. The present article contends that this model is now unworkable for a number of disciplines utilizing applied behavior analysis and some educational alternatives more viable for incorporation into the curricula of non-psychological human service professions are proposed.
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