Extending CABAS® components to reading and mathematics: making text speak and math verbal

Purpose The purpose of this paper is to examine how the Comprehensive Application of Behavior Analysis to Schooling (CABAS®) functions as a cybernetic system that applies the science of teaching to every component of schooling, integrating curriculum design, teacher training, supervision and decision-making into a single framework and extend behaviour-analytic pedagogy to the teaching of reading and mathematics in both special and general education contexts. Design/methodology/approach The authors describe the key components of the CABAS® model, such as learn units, the Teacher Performance Rate/Accuracy measure, decision protocol and teacher rank modules, that operate as mechanisms of the education system. The authors further discuss how these components are applied to teaching reading and mathematical literacy to young learners, two domains essential to students’ academic success. Findings Evidence from CABAS® schools demonstrates that this systematic approach can lead to progress for all parties in the system: teachers, parents, supervisors and, most importantly, students. Specifically, the systematic application of CABAS components produces desirable learning outcomes in reading and mathematics. Practical implications This paper offers guidance for applying behaviour analysis systematically and teaching reading and mathematical literacy for young learners. Originality/value This review advances the discussion of educational pedagogy beyond isolated interventions toward a comprehensive systems perspective in teaching reading and math. This study illustrates how behavioural science can drive sustainable education evolution, even in diverse cultural contexts.