ABSTRACT

This conceptual paper begins with the problem that when school-based behavioral intervention is organized primarily around student problem behavior and behavior intervention plans, actual instruction, curriculum, teacher behavior, and school implementation systems may become disconnected from analysis and intervention. By reviewing the behavior-analytic tradition of teaching and the development of special education policy and the behavior-analytic professional system in Korea, the paper examines how the analytic framework and implementation system of school-based behavioral support need to shift. On this basis, it articulates Educational Behavioral Intervention as a school-based behavior-analytic conceptual framework. Educational Behavioral Intervention analyzes and adjusts functional relations among student responses, teacher behavior, instructional tasks, and consequences within the curriculum and everyday school life. It seeks not only to prevent and reduce problem behavior but also to teach repertoires required for learning, communication, self-management, and participation, while enabling teachers and schools to revise intervention and instruction according to students’ actual responses. The framework shifts the focus of analysis from student problem behavior to instructional contingencies, the focus of outcomes from behavior reduction to the development of educationally meaningful repertoires and participation, the focus of professional support from plans produced by external specialists to performance retained within the school, and interprofessional relations from jurisdictional competition to role alignment. To specify this framework, the paper presents six core principles, seven case-level criteria, role alignment, and a multilevel cyclical model, and clarifies its relations with school-based ABA, FBA/BIP, PBS/PBIS, and SST/CABASR. It concludes by examining the scope and limitations of the concept and proposing research priorities concerning instructional contingencies, teacher performance, student outcomes, and systems for delivering professional support. The value of Educational Behavioral Intervention lies not in adding a new treatment package, but in enabling behavior-analytic expertise to be enacted through sustainable teacher and school practices that improve students’ learning and participation.

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