Implementing Applied Behavior Analysis at Scales of Social Significance

1. Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut www.pbis.org

2. Goals • Define an expanded role for ABA in our society • Focus on large-scale implementation • Use School-wide Positive Behavior Support as one example of large-scale implementation

3. Expanding the Contributions of Applied Behavior Analysis • The value of a science of human behavior • Basic principles that help us describe, interpret and establish effective patterns of behavior • Applications • Schools • Families • Medicine • Business • Social Systems

4. Concerns • While behavior analysis is among the most powerful tools for achieving social change, too often ABA is viewed as relevant only within a narrow range of applications • Developmental disabilities, Autism (ASD) • Aggression, Self-injury, Severe Disability • “There is little doubt that behavior analysis as a field is somewhat beleaguered…” • J.E.R. Staddon, 2004 (Behavior Analyst) • Behavior analysis has been examined and rejected by the main elements of our society… • Todd Risley, 2002 (National Conference)

5. Six Key Features to AchieveLarge-scale Application of Evidence-based Practices • 1. Focus on comprehensive outcomes defined by the values of the social system • 2. Expand the unit of analysis • 3. Measure processas well as outcome • 4. Make ABA principles more accessible • 5. Focus on sustained effects • 6. Define procedures for scaling-up effective practices.

6. Positive Behavior Support • Focus on change in lifestyle as well as reduction in problem behavior • Evidence-based practice • Antecedent-based, as well as consequence-based, intervention (Prevention) • Functional Behavioral Assessment • Multi-component/ Multi-method Interventions • Data-based decision-making

7. “Were it not for the past 35 years of research in applied behavior analysis, PBS could not have come into existence.” • Carr et al., 2002

8. “…a great deal of PBS is applied behavior analysis, and it is acknowledged that the practices of many behavior analysts are fully consistent with PBS.” • Dunlap, 2004

9. What isSchool-wide Positive Behavior Support? • School-wide PBS is: • A systems approach for establishing the social culture and individualized behavioral supports needed for schools to achieve both social and academic success while preventing problem behavior • Evidence-based features of SW-PBS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual interventions. • Administrative leadership – Team-based implementation (Systems that support effective practices)

10. School-wide Positive Behavior Support:Current Implementation • School-wide Positive Behavior Support • 5600 schools in 40 states • Team • Coach • Curriculum emphasizing prevention: Define and teach appropriate social behavior to all students • Formal system for rewarding appropriate behavior • Intensive, individual interventions based on behavioral function • On-going data collection and use of data for active decision-making

11. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings  ~80% of Students

12. School-wide PBS • 1. Focus on comprehensive valued outcomes • Social competence • Academic achievement • Safety • 2. Expand the unit of analysis • Whole school • Classroom • Groups of “at-risk” students • Individual students needing intensive support

13. School-wide PBS • 3. Measurement • Include both process and outcome measures • Outcomes: Office Discipline Referrals/Academics • Process (implementation): Team Checklist • Research: System-wide Evaluation Tool (SET) • Distinguish between measurement for science and measurement for social implementation SWIS TIC data NC Beh SET data

14. School-wide PBS • 4. Make Evidence-based Practices Accessible • Use the language of the implementation context • Combine technologies needed to achieve valued outcomes. • ABA + Person-centered planning + Organizational Systems + Bio-Medical • Collaborate with other disciplines • Mental Health, Juvenile Justice, School Psychology, Sociology • Study implementation as well as application • Function-based intervention • Contextual fit McIntosh McKenna Ingram Benazzi Bergstrom

15. School-wide PBS • 5. Implement to produce sustained effects • Define conditions for implementation • Implement to high fidelity • Embed policies, contingencies to support implementation • Establish tools that reduce cost of implementation in subsequent years. • Embed strategies for continuous regeneration • Iterative measurement • Use of data for decision-making and adaptation FRMS Longitudinal

16. School-wide PBS • 6. Define practices for scaling up • Effectiveness • Efficacy • Documentation via randomized control-group Design • Provide research outcomes that address multiple audiences • Families • Administrators • Teachers • Scientist from all disciplines Scale Model Jennifer Doolittle 90 School study

17. Summary • Never stop development of the rigorous, precise science of human behavior. • Expand the unit of analysis to address socially relevant outcomes • Address the full set of outcomes defined as important for a context • Expand the research methods/questions to address socially important concerns. • Sustainability • Scalability

18. Summary • Combine technologies to address societal needs (match societal outcomes, and scale) • Build on our commitment to (a) measurement of behavior, and (b) application of basic behavioral principles.