Association for Behavior Analysis International

This symposium will look at the potential for improving societal problems using applied behavior analysis across the globe. First, the two papers examine contextual and cultural concerns that should be pertinent to behavior analysts. Secondly, how do we use our technology and ethical values to improve society? Finally, both papers will review how our ethics code should influence this work. The first paper (Smilak & Putnam, under review) examines the colonization of African nations from a Skinnerian perspective and its impact on the current functioning of African populations. Next, a brief review of the research will be presented. Finally, suggestions will be outlined for behavior analysts interested in international dissemination, specifically looking at the role of participatory community development in alleviating colonial relations between these regions. The second paper will use a multi-tiered data-based decision-making framework to address community issues using applied behavior analytic principles. This type of framework has been used extensively in schools. A brief review of the literature will be presented of its use in community settings. Finally, suggestions will be outlined for behavior analysts interested in using this framework in addressing social problems.

Knowledge of cultural applied behavior analysis, multitiered system of support organizational behavior management

The multi-tiered framework is derived from behavior analytic theory. It is employed as a system-wide intervention system to effectively remediate behavioral, academic, and organizational problems on a large scale. With the advent of legislative reform in federal education policy in 1997, schools were required to ensure a continuance of evidence-based practices (EBP), firmly grounded on the principles of applied behavior analysis, to remediate school-related issues (Horner & Sugai, 2015). With this come challenges, such as employing a systematic framework that could adapt to each unique school culture. However, after 20 years of research and development, most schools today utilize MTSS, mainly because it aligns EBP standards with respect to each unique school environment (Hollenback, 2007). Similarly, public policy implementation has recently entered the same predicament with the advent of the Evidence-Based Policy Act of 2018 (Kane, 2019). Public policy implementation is now grappling with the conundrum of finding a universal fit for contextually diverse populations (Oliver et al., 2014). This paper describes the implication of the Evidence-Based Policy Act of 2018 on public policy implementation, the current need for universal applications of EPB, and how the multi-tiered framework can address these standards while simultaneously adapting to diverse community circles that are inherent in policy implementation.