The ethical issues concerning the use of behavioral procedures are founded on concerns relating to behavioral control. One major recurring ethical issue is that of coercion. The focus of this paper centers on the question: Ought behavioral programs to be employed even when they might be against the volition of the participant? A theoretical and administrative overview of client consent is presented. The need for incorporating self-control procedures into behavioral programming is emphasized. The theoretical position taken is one which emphasizes that environment and human behavior are bound in a reciprocal interaction process. It is suggested that the term behavior analysis replace behavior modification because of its focus on an analysis of the interaction between environment and human behavior rather than on any single procedure which superimposes control of one on the other without respecting the interaction process. A suggested revision of teacher-training in behavioral procedures is offered. The need for additional emphases is discussed in detail. These emphases include complete behavioral assessment, knowledge of teacher modeling effects, consideration of antecedent events prior to contingency manipulation, a more thorough understanding of consequent conditions, and incorporation of the long-range objective of the student as the locus of control in any behavioral program. (Author)