Behavior and Social Issues, Volume 7, No. 1, Spring 1997 THE COMPREHENSIVE APPLICATION OF BEHAVIOR ANALYSIS TO SCHOOLING (CABAS®) R. Douglas Greer Columbia University Teachers College ABSTRACT : Using a university-based training model, CABAS provides teacher training, supervisory support and administrative support to implement a system or school-wide program for students with various disabilities including visual impairment, mild to profound mental retardation, autism, learning disabilities, and emotional disturbances and has also been used to mainstream students. CABAS-trained teachers provide academic instruction and classroom behavior management based on a combination of technologies developed through scientific research in applied behavior analysis. These technologies include Direct Instruction, Precision Teaching, and PSI (Personalized System of Instruction) for staff and parent training. Instruction is individualized and based on measurable objectives. Supervisors provide teacher training and assist with data collect in the classroom. Teaching is adjusted as needed based on student performance. In a range of studies over 15 y ears, CABAS students made greater gains than non-CABAS students with smaller special education placement and significant cost reductions. Background The Comprehensive Application of Behavior Analysis to Schooling (CABAS®), developed by R. Douglas Greer and colleagues of Teachers College, Columbia University, is an instructional technology based on the system-wide application of scientifically validated educational practices. A critical factor in school innovation is the capability of schools to implement improved instructional methods and to maintain .their use over time so that effective pedagogical practices characterize the school and do not diminish (or disappear completely) with the passage of time, administrators, and teaching personnel. CABAS® deals with these issues through the incorporation of procedures that address student learning, development of teachers' instructional skills, supervisory support for the practice and use of these skills by teachers in the classroom, and administrative support for these supervisory activities . Involvement of a university-based consultant is an inherent element of the CABAS® model. Implementation of the system addresses the University's need for model classrooms in which graduate students may learn innovative new instructional technologies, with benefits to the school stemming from continuing involvement and support from expert University staff. Currently there are three programs offering this AUTHOR'S NOTE: For further information, please address correspondence to : Robert D. Greer, Ph.D., Columbia University Teachers College, Box 76, New York, NY 10027, Tel : (212)678-3282 , Fax: (212)678-4034, Email : rdg13@columb ia.edu 59