Dissemination of Direct Instruction: Ponder These while Pursuing That

We happy few but why so few is a question initially posed by Skinner and subsequently posed by many members of the behavior-analytic community, and advocates for Direct Instruction (DI) are no exception. On the contrary, the limited extent to which DI has been adopted by the educational community is an abiding source of frustration for DI devotees. This article contains little information about DI, which parallels the amount its author has to share. Instead the article focuses on five concepts, attention to which could improve disseminative efforts for behavior analysis in general and DI in particular. The five concepts are social validity, marketing, being behavior analytic, the behavioral dynamics of training, and politics. Failure to address any or all of these could supply at least a partial answer to the question posed by Skinner and subsequently by like-minded behavior analysts and DI advocates.