| Before the mid-2010s | Expansion of educational opportunities, therapeutic support, and access to services | Discussions on education and credentialing standards for behavior- treatment personnel and the need for public quality assurance | Clarifying the relationship between therapeutic and welfare services, the school curriculum, and teachers’ roles |
| 2017-2020 | The Fifth Five-Year Plan for Special Education Development formally identified the training of behavior support specialists, positive behavior support, and the improvement of inclusive education as national policy priorities | Development of PBS models reflecting the organizational context of Korean special schools and expansion of preventive, school-wide support | Specifying how policy goals lead to changes in instructional tasks, teacher behavior, and student responses in actual classrooms |
| 2021-2023 | Expansion of training programs provided by metropolitan and provincial offices of education; behavioral intervention guidelines and the Sixth Five-Year Plan further specified individualized support, the roles of support centers, and formal school procedures | Expansion of policy analyses on behavioral support and discussions of the ethics, accountability, and supervision of behavior analysts | Distinguishing and connecting the existence of teams, documents, and professional personnel with the quality of actual implementation |
| 2024-2025 | Discussions on standardizing the preparation and operational system for behavioral intervention specialist teachers | Accumulation of research on competency-based training, performance feedback, supervision, and school-based professional roles | Extending the evidence base beyond course completion and expert consensus to actual teacher performance, student outcomes, and long-term maintenance |