Behavioral models of schooling have existed since the work of Edward Lee Thorndike, Frederick Lister Burk and Sidney Pressey. The behavioral approach took an important step forward with the book by B.F. Skinner, The technology of teaching (1968) on programmed instruction. For laypeople and professional practitioners, the behavioral approach to education was exclusively associated with this type of technology. However, in the mid 60s and 70s, direct instruction, personalized instruction, and precision teaching represented some of the most important contributions of the behavioral approach to schooling. Since then, other models like CABAS® or Morningside model of generative instruction have been proposed. The purpose of this paper is threefold. First, it describes the characteristics of these models and their contributions to the field of special education. Second, it discusses some studies in behavioral education which have been attempted in some French schools in Canada. The third purpose is to challenge the validity of the socioconstructivist school reforms that have been established in Québec and other countries over the past 15 years. Compared with behavioral models of schooling, those reforms have never presented empirical-evidence to support their claims or their efficiency with disabled children.