This report stresses the need for behavioral analysts to become more responsible in "setting" behavioral objectives in educational and therapeutic settings. Traditionally, behavior analysis concentrated on how behavior is learned and how it can be taught, but not on which behaviors should be learned. Four steps are outlined in the analysis process, the first having to do with determining what behaviors are needed, and the other three having to do with the planning, implementation, and evaluation of behavior change procedures. Applied behavioral analysts, perhaps because of the laboratory origins of their approach to problems, have often ignored the processes and issues involved in "setting" behavioral objectives. Suggestions are made regarding how behavioral analysts can become knowledgeable, skilled, and responsible through professional identification, training programs, and research and professional literature. A preoccupation with diagnosis is not generally recommended for analysts, although a greater concern for this aspect of the field is indicated. (Author/PC)