L'enfant terrible meets the educational crisis.

Dougan (1992) wrote a position paper. The author said behavior analysis already owns a ready-made science of teaching. The paper urged the field to market that science to schools.

No new data were collected. The piece restated earlier claims that our teaching technology beats common classroom practice.

The paper found no fresh results. Instead, it restated that behavior analysis gives teachers better, tested tools. The author claimed schools just do not know about them.

The main message: we have the goods, but we pitch them poorly.

Lerman (2024) extends this call. Where Dougan (1992) said "market better," Lerman hands you a step-by-step blueprint for training teachers, cops, and nurses.

Eagle (1985) made a similar export pitch seven years earlier. That paper told economists to borrow behavior principles; Dougan (1992) tells educators the same thing.

Morris (2014) gives the how-to. After Dougan (1992) asked for better marketing, Morris (2014) shows exactly how to place behavior-analytic articles in mainstream education journals.

You already use task analysis, reinforcement, and data sheets. This paper says stop keeping them in-clinic. Package your lessons for teachers the way Lerman (2024) packages training for outsiders. Next time a teacher asks for help, hand over a tiny, ready-to-run pilot with graphs. Show one skill growing fast. That single demo is the marketing Dougan (1992) said we never do.