Higher Education Training
From 2019 to 2025, ABAI developed and managed a concentration in higher education in culturo-behavior science (CBS). Starting in 2026, the area has been designated for research. The idea emerged in 2018 during the sixth think tank on cultural behavioral studies at the University of North Texas. Subsequently, ABAI formed a task force to determine the educational prerequisites for creating concentration and research in CBS. The task force was coordinated by Mark Mattaini (Jane Addams College of Social Work-University of Illinois at Chicago), Sigrid Glenn (University of North Texas), and Maria Malott (Association for Behavior Analysis International), and included Marcelo Benvenuti (University of São Paulo), Aécio Borba (University of North Texas), Traci Cihon (Western Michigan University), Ramona Houmanfar (University of Nevada, Reno), Ingunn Sandaker (Oslo Metropolitan University), and Laércia Vasconcelos (Universidade de Brasília).
Educational Requirements
This research area has been housed within solid programs of behavior analysis. The CBS task force considered it essential that for training in CBS, students and faculty have a solid understanding of the basic principles in behavior analysis, behavior systems analysis, and experiential learning.
Basic Principles in Behavior Analysis
As a prerequisite, students will demonstrate satisfactory completion of a course in Basic Principles of Behavior Analysis to provide a common language and basic knowledge. Objectives
- Identify the main concepts of behavior analysis
- Analyze behavior using such concepts
- Discuss the implications of these concepts to experimental and applied research Some recommended readings for a Basic Principle in Behavior Analysis are available here
Some recommended readings for a Behavioral Systems Analysis Course are available here.
Behavioral Systems Analysis
Behavioral Systems Analysis (BSA) is a synthesis of behavior analysis and systems analysis, defined as the analysis of behavior in complex, organized social environments. BSA offers much to promote behavioral solutions for socially significant practices within large social units such as organizations and cultures.
Objectives:
- Explain the conceptual development and technological application of behavioral systems analysis
- Describe conceptual, methodological, and technological strengths and weaknesses associated with this approach
- Integrate themes and topics in behavior analysis that may contribute to the conceptual, methodological, and technological development of BSA
Some recommended readings for a Behavioral Systems Analysis Course are available here.
Experiential Learning (Practicum/Internship)
Experiential learning could focus on myriad topics, depending on the individual program and transdisciplinary opportunities; for instance, public policy advocacy, violence, climate change, science policy, governance, business management, public health, or criminal justice. Below are some areas of application.
Objectives: • Detection of micro-cultural discrepancies between saying and doing • Subcultures and sub-optimalization • Cultural architecture and systems engineering • Policy and cultural dissemination • Cross-sector and multidisciplinary approaches to complex societal challenges
Some recommended readings for experiential learning in CBS are available here.
Higher Education Programs
The following higher education programs developed CBS concentrations and engaged in relevant research and collaboration.
Brazil
Norway
U.S.A.
Over 40 students enrolled in the concentration, and ABAI issued 15 certificates of completion.