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

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. 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

5. 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)

6. 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.

7. 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

8. “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

9. 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

10. “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

11. “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

12. “…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

13. “…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

14. 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)

15. 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

16.  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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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.