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

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

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

Main Messages Never stop development of the rigorous, precise science of human behavior. Expand the unit of analysis Expand the research methods/questions to address socially important concerns. Combine technologies to address societal needs (match societal outcomes, and scale) Adapt applications to make effective practices accessible

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)

Six Key Features to Achieve Large-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 process as well as outcome 4. Make ABA principles more accessible 5. Focus on sustained effects 6. Define procedures for scaling-up effective practices.

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

“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

Positive Behavior Support “Positive behavior support is the application of behavior analysis to the intensely social problems created by behaviors such as self-injury, aggression, property destruction, pica, defiance and disruption. It is an approach that blends values about the rights of people… with a practical science about how learning and behavior change occur.” Horner, 2000

“The PBS approach is founded on this science of human behavior.” “PBS is not a new intervention package or a new theory of behavior, but an application of behaviorally based systems approach to enhance the capacity of schools, families and communities to design effective environments that improve the fit or link between research-validated practices and environments in which teaching and learning occur.” “The PBS approach is founded on this science of human behavior.” Sugai et al., 2000

“The goal of PBS is to apply behavioral principles in the community … to reduce problem behaviors and build appropriate behaviors that result in durable change and rich lifestyle. The foundation of PBS lies in early efforts to apply principles of behavior to improve the lives of children with severe behaviors.” Carr et al., 1999

“…PBS has grown beyond an emphasis on avoiding certain procedures into a clear approach that embraces the technical contributions of applied behavior analysis, demands results that are of lifestyle importance, and requires that procedures be practical for use in homes, schools communities, and workplaces.” Horner, Albin, Sprague & Todd, 2000

“…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

What is School-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)

School-wide Positive Behavior Support: Current Implementation 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

 Tertiary Prevention: Specialized Individualized SCHOOL-WIDE 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

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

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

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

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

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

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

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.