Newsletter
Volume 31 | 2008 | Number 3
Implementing Evidence-Based Practices at Socially Important Scales
By Dr. Robert H. Horner, University of Oregon
The principles of applied behavior analysis have guided the design of a growing array of organizational models and intervention strategies addressing issues such as development of core academic skills, reducing problem behavior, improving productivity, and enhancing parent effectiveness. While a compelling body of research now exists to validate the principles of behavior analysis, and the interventions they inspire, the implementation of these tools remains isolated. Too often applied behavior analysis is viewed as an approach only relevant for fringe populations or extreme behavior problems. A major challenge exists today if we are to make behavior analysis an embedded part of society, and a technology that is applied at scales of social importance. Our experience with implementation of school-wide positive behavior support provides one perspective that may be useful.
During the past ten years George Sugai has led an effort to extend applied behavior analytic logic to the issue of social behavior in schools. At this time over 7,500 schools across 44 states are actively engaged in implementation of school-wide positive behavior support. This multi-tiered prevention model includes (a) operational definition and instruction of behavioral expectations for all students in a school, (b) systematic strategies for reinforcing appropriate behavior, (c) predictable and consistent consequences for problem behavior that are designed to reduce the social rewards typically associated with those behaviors, (d) functional behavioral assessment and intensive individualized interventions for students with more severe needs, and (e) the collection and use of data for active decision-making. Research results from large-scale evaluations, single-case analyses and randomized controlled trials now document that implementation of school-wide positive behavior support is associated with both reductions in problem behavior and improved academic outcomes.
The more lasting message from our experience with school-wide positive behavior support is what we have learned about implementing evidence-based practices at socially important scales. Basic lessons learned include:
- Build behavioral interventions that are sufficiently comprehensive to produce change in very highly valued outcomes.
- Produce change in outcomes that are of high value to many people
- Produce effects that are much better than what is traditionally available
- Expand the unit of analysis to meet the level of societal significance
- We need to not only describe the effects of our technology for individual behavior, but for whole schools, communities, businesses, families
- Collect and use data for decision-making
- Build efficient, valid and reliable data collection and summarization systems
- Collect data on “fidelity” as well as “outcomes”
- Collect data with both “research rigor” and “clinical efficiency”
- Make behavioral principles accessible
- Use rigorous language to build the science, but use accessible language to implement the technology.
- Implement behavioral technology with the same level of care and discipline that was used to build the technology.
- Define the variables that affect high fidelity implementation
- Implement with features that will improve sustainability
- The process of scaling-up effective practices is different from the process of initial implementation in demonstration contexts.
In summary, behavior analysis is a compelling science with phenomenal potential for contributing to an array of social challenges. Conducting science to validate the principles and practices of behavior analysis is necessary but insufficient for large-scale social adoption of behavioral technology. If we wish to see behavior analysis applied at scales of social importance we need to attend to variables beyond those with which we are most comfortable.