Table 2 Conceptual Relations among School-Based ABA, FBA/BIP, PBS/PBIS, SST/CABAS^®, and Educational Behavioral Intervention

Approach	Primary Focus of Analysis and Key Outcomes	Relation to Curriculum and Teachers	Relation to Educational Behavioral Intervention
School-Based ABA	Analysis and modification of socially significant behavior-environment relations in schools; functional relations, behavior change, and generalization	May include instruction, teacher behavior, and school organization, as well as student behavior, within the scope of analysis	Provides the scientific principles and methodological foundation
FBA/BIP	Identification of the function of individual behavior and development of function-based intervention plans; problem behavior, replacement behavior, and implementation data	Can be linked to the curriculum and IEPs, but assessment results and written plans alone do not ensure integration in practice	Provides essential assessment and intervention-design tools, but is not sufficient in itself
PBS/PBIS	PBS emphasizes quality of life, contextual fit, and social validity, whereas PBIS emphasizes prevention, tiered support, team-based decision making, and schoolwide systems	Includes the explicit teaching of expected behavior, preventive environmental adjustments, and implementation through school organizational systems	Provides the preventive and organizational foundation
SST/CABAS®	SST focuses on modifying instructional strategies in response to student learning, whereas CABAS® addresses the behavior-analytic operation of student, teacher, and school-organizational systems; major outcomes include learning rates and teacher performance	Directly analyzes curriculum, instructional contingencies, teacher performance, and teacher education	Provides the direct foundation in the science of teaching
Educational Behavioral Intervention	Focuses on instructional contingencies within the curriculum and on the performance of teachers and schools in designing, implementing, and revising them; student behavior, learning, and participation are treated as primary outcomes	Treats the functional integration of the curriculum, IEPs, actual instruction, and school life as a defining condition	Serves as a conceptual framework that connects the principles and tools of existing approaches within instruction, professional support, and school implementation systems

※ Note. These approaches are not mutually exclusive and may be applied together within the same case. This table is an author-developed synthesis comparing the relative analytic focus of each approach and its relationship to Educational Behavioral Intervention. Representative sources include Baer et al. (1968), Carr and Durand (1985), Carr et al. (2002), Greer and McDonough (1999), Greer et al. (2024), Horner and Sugai (2015), Iwata et al. (1994), Kern et al. (1994), and Selinske et al. (1991).