The pedagogical paradigms of Direct instruction (behaviorism/objectivism) and Constructivism are often seen as opposing paradigms at the ends of an instructional design continuum. Unfortunately, this view makes the two approaches mutually exclusive. Designers must use the one at the expense of the other. A previous study proposed that the two…

We review recommendations for sequencing instruction in receptive and expressive language objectives in early and intensive behavioral intervention (EIBI) programs. Several books recommend completing receptive protocols before introducing corresponding expressive protocols. However, this recommendation has little empirical support, and some…