Reflecting on 25 years of the comprehensive application of behaviour analysis to schooling (CABAS®) model in the UK

Purpose This paper aims to describe the core components of the CABAS® model, highlighting the specific features that have underpinned the success of Jigsaw CABAS School. It also considers the school’s role in informing and shaping the continued development of the wider CABAS framework. Design/methodology/approach The paper centres on learn units to criterion data, verbal behaviour development assessments and the staff training programme. It examines how these elements have collectively supported the school’s effectiveness and contributed to sustained learner progress. Findings The CABAS model provides a robust measurement framework that ensures each learner’s individualised curriculum is appropriately tailored, with targets that are both ambitious and achievable. The positive impact of specific components of the CABAS system on learner progress is described, including the implementation of a curriculum that measures beyond learning directly taught skills. Additionally, the staff training programme, specifically the CABAS rank system, has enhanced staff expertise, thereby further supporting learner progress. Originality/value Measurement of the alignment of the curriculum with learners’ current levels of ability is a critical factor in supporting learner success. It is valuable to consider whether components of the CABAS system can be incorporated within other models of pedagogy.