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

Dec 22, 2015

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

Implementing Applied Behavior Analysis at Scales of Social Significance

Rob Horner and George SugaiUniversity of Oregon- University of Connecticut

www.pbis.org

Page 2: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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

Page 3: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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

Page 4: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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)

Page 5: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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 process as well as outcome

4. Make ABA principles more accessible

5. Focus on sustained effects

6. Define procedures for scaling-up effective practices.

Page 6: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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

Page 7: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

“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

Page 8: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

“…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

Page 9: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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)

Page 10: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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

Page 11: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Page 12: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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

Page 13: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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

SET dataNC Beh

Page 14: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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

Bergstrom

Benazzi

Ingram

McIntosh

McKenna

Page 15: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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

Page 16: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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

90 School study

Jennifer

Doolittle

Page 17: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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

Page 18: Implementing Applied Behavior Analysis at Scales of Social Significance Rob Horner and George Sugai University of Oregon- University of Connecticut .

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.