the evolution of positive behavior support in our society: a functional analysis
DESCRIPTION
The Evolution of Positive Behavior Support in Our Society: A Functional Analysis. Anthony Biglan Senior Scientist, Oregon Research Institute Director, Center on Early Adolescence [email protected]. Overview. The power and potential of PBS Evolution of cultural practices - PowerPoint PPT PresentationTRANSCRIPT
1
The Evolution of The Evolution of PositivePositive Behavior Support in Our Behavior Support in Our Society: A Functional Society: A Functional Analysis Analysis
Anthony BiglanSenior Scientist,
Oregon Research Institute Director, Center on Early Adolescence
2
The power and potential of PBS Evolution of cultural practices Principles for intentional efforts to
influence cultural practices and their implications for PBS
OverviewOverview
3
Out of School Suspensions per 100 Students EnrolledElementary School (K-6) 2004-05
0
2
4
6
8
10
N = 56 N = 89
Not using SWPBS Using SWPBS
Ave
rage
OSS
per
100
Stu
dent
s E
nrol
led
4
Power and Potential of PBSPower and Potential of PBS
Making schools a culture of respect, cooperation, and caring
5
Power and Potential of PBSPower and Potential of PBS PBS may eventually become an important cultural
innovation for the larger society
It is a step toward A society with
Consensus about standards for social-relations Well-ordered organizations
Clear about expectations Highly reinforcing of effort Highly supportive socially
Children who grow up in a PBS culture May be able to create a larger society of caring, respect, and
cooperation
6
PBS Has Expanded the Unit Analysis of Behavior Analysis
The practices of whole schools, not simply the behavior of individuals
Requires new analytic tools
7
The ChallengesThe Challenges Efficacy
Staff team building Verbal behavior Psychological functioning
Increasing understanding of cognitive and social development
Role of verbal behavior in children Early adolescence—brain, social competition, conflict,
deviant peer groups Effective support of families
Effectiveness
8
The ChallengesThe Challenges
Dissemination—research needed! Maintenance—research needed Extensions
Families Community settingsBusiness and nonprofit organizations
9
Useful to see the evolution of PBS within the context of the evolution of other cultural practices.
10
Why? We don’t usually see slow change. We aren’t aware of how many practices
that we would consider appalling were once commonplace.
If we understand the factors that influence the selection of better practices we might increase the rate of improvement in society.
11
PBS: Part of Larger MovementPBS: Part of Larger Movement
Ensure the wellbeing of people through science.
Positively reinforcing Less punitive To help young people develop
successfully
12
Broader Context for PBSBroader Context for PBS Public health The rise of the behavioral sciences
Individual behavior across the range of human problems
Natural movement outward to the study of social systems within which individual behavior occurs.
13
Some HistorySome History Public health developed with efforts to
control epidemic disease Cholera Typhoid fever Small pox Bubonic Plague (Yersinia pestis)
Killed one- to two-thirds of Western Europeans between 1346 and 1349
Continued in Europe for next 300 years (http://www.bacteriamuseum.org/niches/features/plague.shtml)
14
Contagion Was Recognized Contagion Was Recognized
But mechanism of contagion not understood Miasma Conjunction of the planets Famine Fate Beggars Prostitutes Jews
Cause: bacterium transmitted by fleas from rats to humans (contagious in humans)
15
Slowly, Public Health OfficialsSlowly, Public Health Officials
Identified ways to track and control epidemics
Incidence of illness and death were systematically recorded
Those arriving from overseas or areas with plague were isolated for 40 days (quaranta giorni; hence, quarantine)
Were granted extraordinary powers
16
John Snow and the Pump Handle
The Ghost Map The Broad Street Pump Cleaning up the water Germ theory and medical treatment had
virtually no role
17
Fundamentals of the Public Fundamentals of the Public Health Framework that Health Framework that EmergedEmerged
Focus on wellbeing of entire populations Target for intervention the most prevalent
and costly problems Surveillance: identify cases and ongoing
monitoring of incidence and prevalence of problems in defined populations
18
Fundamentals of a Public Fundamentals of a Public Health FrameworkHealth Framework
Employ ALL means available to affect incidence and prevalence Treatment and preventionThrough social marketing, programs and
policies An infrastructure to support public health
19
Public Health Now Extends Public Health Now Extends Well Beyond EpidemicsWell Beyond Epidemics
Chronic diseases Health conditions causing disease Health behaviors Youth problem behavior
20
Public Health Practices Have Public Health Practices Have EvolvedEvolved
Practices were retained when they were Practices were retained when they were successful in reducing morbidity and successful in reducing morbidity and mortalitymortality
21
The Behavioral The Behavioral Sciences Have Also Sciences Have Also Evolved Evolved
22
Some Bold ClaimsSome Bold Claims
Behavioral science has made more progress in the last 50 years than in the prior 2,000.
Effective interventions exist for virtually every significant behavioral or psychological problemExperimental evaluations show greater
benefit than alternative practices do
23
For example…For example…
Children’s behavior Adolescent problem behavior** Depression Anxiety Marital discord Smoking cessation
** Biglan, Brennan, Foster, Holder, Miller, Cunningham et al. (2004). Helping adolescents at risk: Prevention of multiple problems of youth. New York: Guilford Press
24
For example…For example… Alcoholism Drug abuse Health-related issues
Pain Exercise Overeating Diabetic control
Sexual dysfunction
25
For example…For example…
Prejudice Burnout Innovation in the work place
26
Decidedly PragmaticDecidedly Pragmatic
Science in general is a set of practices for solving problems
Interventions in behavioral sciences are retained, refined, or abandoned based on their utility
Contrasts with the traditional view of science as “determining what really is”
27
Some Progress Has Been Made in Understanding Cultural Evolution
28
A Growing Literature A Growing Literature on Cultural Evolutionon Cultural Evolution
Biglan, A. (1995). Changing cultural practices: A contextualist framework for intervention research. Reno, NV: Context Press.
Biglan, A. (2003). Selection by consequences. Prevention Science, 4(4), 213-232 .
Diamond, J. (1999) Guns, germs, and steel: The fates of human societies. New York: Norton.
Diamond, J. (2004). Collapse: How societies choose to fail or succeed. New York: Viking Adult.
29
A Growing LiteratureA Growing Literature Harris, M. (1979). Cultural materialism: The
struggle for a science of culture. New York: Simon & Schuster.
Ponting, A. (1991). A green history of the world: The environment and the collapse of great civilizations. New York: Penguin Books.
Glenn S.S. (2004). Individual behavior, culture, and social change. The Behavior Analyst, 27, 133-152.
Wilson, D.S. (2003). Darwin's cathedral: Evolution, religion, and the nature of society. Chicago: UC Press.
30
However…However…
Despite enormous progress in the behavioral sciences and some progress in our understanding of cultural evolution, we have yet to translate what we know into widespread benefit to society
31
We lack a science for We lack a science for intentionalintentional change of change of cultural practices cultural practices
32
UnderstandableUnderstandable
On the frontiers of what we know An aversion to being the handmaidens
of Imperialism Who decides?
33
But Who Can Look at the Current But Who Can Look at the Current World Without Wishing Things World Without Wishing Things Were Different?Were Different?
Public health Reducing crime Human rights International security Childrearing and education
34
Religious intolerance Government that fails to work for the
common good Sustainable practices
Could Practices Be Different? Could Practices Be Different?
35
Nonscientific methods of solving our problems have failed
Capitalism Technology Democracy Religion
36
Why not apply science to the problem of how to influence cultural practices, as we have done with such success in the physical world and with the behavior of individuals?
37
Your Effort to Develop and Your Effort to Develop and Disseminate PBS Practices Disseminate PBS Practices
An excellent example of the need to learn
how to influence cultural practices
An excellent opportunity to further develop
a science of cultural change
38
Five Principles for Cultural ChangeFive Principles for Cultural Change
Derived from The literature on cultural evolution
Behavior analysis, including Relational Frame Theory
Acceptance and Commitment Therapy
Tentative and theoretical
Need to be experimentally evaluated
39
40
The PrinciplesThe Principles
Functional analysis of relevant cultural practices Measure the practice and its influences Influence organizational practices by
altering metacontingencies and influencing the behavior of organization members
Influence the behavior of individuals in the population
Strengthen the practices of organizations that support the desired cultural practices
41
Principle 1: Principle 1: Organizational practices are selected and maintained by their material consequences
42
ExamplesExamples
Agriculture Male dominance Capitalism Auto industry’s quality control Religion Sustainability
43
The MetacontingencyThe Metacontingency
The relationship between the interlocking behaviors of two or more people (the action of a group or organization) and an outcome affecting whether the behavior continues
If sustaining outcomes are not achieved, the practice diminishes or ends
If a practice achieves an outcome, it may continue and be adopted by other groups Who observe its success Who are progeny of the group that began it
44
Metacontingencies for the practices of schools?
What determines whether existing practices will continue to be funded?
Public support of public education--Or lack thereof.
Unlike business organizations or even most nonprofits, schools are largely shielded from direct interference in their practices.
Chubb and Moe—the bureaucratization of schools to maintain reforms
Funding is not contingent on specific practices
45
Metacontingencies for the practices of schools?
One reason for advocacy for free market principles Vouchers Charter schools
46
Metacontingencies are lacking
To select effective teaching practices To select effective behavior
management practices
47
Principle 1a: Analyze Behavior of Principle 1a: Analyze Behavior of Organization Members that Organization Members that Subserve Organizational ActionsSubserve Organizational Actions
Shared beliefs about PBS? Shared beliefs about work load? Stated mission and goals? Shared values? A culture of resistance? A culture of cooperation and caring?
48
Principle 2: Principle 2: Monitor targeted practices and the factors believed to influence them..
49
Obesity in U.S. Adults, 1985Obesity in U.S. Adults, 1985
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
50
Obesity Trends,1986Obesity Trends,1986
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
51
Obesity Trends,* 1987Obesity Trends,* 1987
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
52
Obesity, 1988Obesity, 1988
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
53
Obesity, 1989Obesity, 1989
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
54
Obesity,1990Obesity,1990
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
55
Obesity, 1991Obesity, 1991
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
56
Obesity, 1992Obesity, 1992
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
57
Obesity, 1993Obesity, 1993
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
58
Obesity, 1994Obesity, 1994
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
59
Obesity, 1995Obesity, 1995
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
60
Obesity, 1996Obesity, 1996
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
61
Obesity, 1997Obesity, 1997
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
62
Obesity, 1998Obesity, 1998
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
63
Obesity, 1999Obesity, 1999
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
64
Obesity, 2000Obesity, 2000
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
65
Obesity, 2001Obesity, 2001
Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10
66
67
The foundation for the management of our economy is an extensive system for monitoring economic indicators.
68
TOTAL OUTPUT, INCOME, AND SPENDING(National Bureau of Economic Research)Gross Domestic Product 1
TEXTPDF
Real Gross Domestic ProductImplicit Price Deflators for Gross Domestic Product
2TEXTPDF
Gross Domestic Product and Related Price Measures:Indexes and Percent ChangesNonfinancial Corporate Business—Output, Price, Costs, and Profits
3TEXTPDF
National IncomeReal Personal Consumption Expenditures
4TEXTPDF
Sources of Personal Income 5TEXTPDF
Disposition of Personal Income 6TEXTPDF
Farm Income 7TEXTPDF
Corporate Profits 8TEXTPDF
Real Gross Private Domestic Investment 9TEXTPDF
Real Private Fixed Investment by TypeBusiness Investment
10TEXTPDF
69
EMPLOYMENT, UNEMPLOYMENT, AND WAGES
Status of the Labor Force 11TEXTPDF
Selected Unemployment Rates 12TEXTPDF
Selected Measures of Unemployment and UnemploymentInsurance Programs
13TEXTPDF
Nonagricultural Employment 14TEXTPDF
Average Weekly Hours, Hourly Earnings, and Weekly Earnings—Private Nonagricultural IndustriesEmployment Cost Index—Private Industry
15TEXTPDF
Productivity and Related Data, Business Sector 16TEXTPDF
70
PRODUCTION AND BUSINESS ACTIVITY
Industrial Production and Capacity Utilization
17TEXTPDF
Industrial Production—Major Market Groups andSelected Manufactures
18TEXTPDF
New ConstructionNew Private Housing and Vacancy Rates
19TEXTPDF
Business Sales and Inventories—Manufacturing and Trade
20TEXTPDF
Manufacturers' Shipments, Inventories, and Orders
21TEXTPDF
71
PRICES
Producer Prices 22TEXTPDF
Consumer Prices—All Urban Consumers
23TEXTPDF
Changes in Producer Prices for Finished GoodsChanges in Consumer Prices—All Urban Consumers
24TEXTPDF
Prices Received and Paid by Farmers 25TEXTPDF
72
MONEY, CREDIT, AND SECURITY MARKETS
Money Stock and Debt Measures 26TEXTPDF
Components of Money StockAggregate Reserves and Monetary Base
27TEXTPDF
Bank Credit at All Commercial Banks 28TEXTPDF
Sources and Uses of Funds, Nonfarm NonfinancialCorporate BusinessConsumer Credit
29TEXTPDF
Interest Rates and Bond Yields 30TEXTPDF
Common Stock Prices and Yields 31TEXTPDF
73
FEDERAL FINANCEFederal Receipts, Outlays, and Debt
32TEXTPDF
Federal Receipts by Source and Outlays by Function
33TEXTPDF
Federal Sector, National Income Accounts Basis
34TEXTPDF
74
INTERNATIONAL STATISTICS
Industrial Production and Consumer Prices—Major Industrial CountriesU.S. International Trade in Goods and Services
35TEXTPDF
U.S. International Transactions 36TEXTPDF
U.S. International Transactions—Continued 37TEXTPDF
75
So, why shouldn’t we systematically monitor the wellbeing of children and adolescents?
76
PBS Monitoring Within PBS Monitoring Within SchoolsSchools
SET
SWIS
Student reports?
Oregon Healthy Teens
Teacher psychological functioning?
Nurses’ office visits?
77
PBS Monitoring of the
Population of Schools Prevalence of schools that are monitoring
Prevalence of schools with high fidelity
PBS
Prevalence of schools with less than X%
of students with multiple problem
behaviors.
78
Principle 3Principle 3
Influence the practices of
organizations by
A. Altering the metacontingencies for
groups and organizations
B. Influencing the behavior of
organization members
79
3A. Metacontingencies for PBS?3A. Metacontingencies for PBS?
Traditionally, punitive policiesRequire schools to implement it
Loss of funds for failure to do so
80
Shape Implementation via Shape Implementation via Metacontingencies Metacontingencies
SWIS implementation
Organizational goal-setting process
Training in PBS
Maintenance—FTE devoted to PBS
maintenance, with monitoring of data on its
maintenance
State-level staff!
81
3B. Influence the Behavior of 3B. Influence the Behavior of Organization MembersOrganization Members
Externally imposed requirements violate what we know about the value of participatory governance
Those of us outside the schools are not always sensitive to needs and burdens of those in the schools
82
Psychological Needs Psychological Needs of Teachers of Teachers
Compared with the general population, teachers are at higher risk forPsychological distressLow job satisfaction (Schonfeld, 1990)Depression and burnout
83
Teachers in schools with high levels of
misbehavior and other stressful conditions Become less interested in teaching
Have higher levels of stress and burnout
Are more likely to leave the field
Psychological Needs Psychological Needs of Teachersof Teachers
84
Psychological Needs of Teachers
Stress among special education teachers
is related to their intention to leave the
field.
Support from principals, other teachers,
and the central office reduce stress and
increase satisfaction
Gersten, Keating, Yovanoff, & Harniss (2001) The Council for Exceptional Children
85
No Evidence on
Effect of teacher stress on resistance to
innovation.
86
Recent Developments in Recent Developments in Clinical Psychology that May Clinical Psychology that May HelpHelp
87
Benefits of Acceptance & Benefits of Acceptance & Commitment Therapy (per RCTs)Commitment Therapy (per RCTs)
Anxiety Depression Epilepsy Psychosis
88
Benefits of Acceptance & Benefits of Acceptance & Commitment Therapy (RCTs)Commitment Therapy (RCTs)
Diabetic control Prejudice Burnout Innovation
89
The Trap of the Dedicated Teacher
Self-image as Caring and Competent (Evaluation)
Difficulties with students, demands on time
Negative thoughts and feelings
Efforts to or control negative thoughts and feelings Drinking
Medication
WORK HARDER!
90
Acceptance vs. Experiential Acceptance vs. Experiential AvoidanceAvoidance
Don’t Worry!
Don’t think about chocolate cake
91
92
Acceptance vs. Avoidance
Research on thought suppression
The Bum at the Door
Acceptance of self
93
Acceptance Exercise Acceptance Exercise
Eyes closed Do one of the following:
Hold your distress as you would a delicate flower Embrace your pain as you would a crying child Sit with your anxiety as you would with a person who
has a serious illness View your distress as you would an incredible painting Honor your sadness as you would a friend by listening Abandon the war with distress as a soldier who puts
down his weapon and walks home
94
ValuesValues
Why did we get into this line of work?
What do you want your life to be about?
What do you want your school, your
community, or your country to be about?
95
Values?Values?
Caring? For self?
For others?
96
Deeper Values of PBS?Deeper Values of PBS? Support development of every youth Creating a society that uses data to
improve human wellbeing Believe in each person’s worth Putting PBS implementation in the larger
context of shared values may: Increase people’s commitment Reduce their tendency to give up when
problems arise.
97
A Values Exercise A Values Exercise Think of when you first began thinking
about teaching or working with kids. Answer these questions:When do you first remember thinking you
wanted to teach or work with children?What do you value most about working with
children?What is really important to you—what do you
most value—about the wellbeing of children? Each person reports to the group about
what the other person said.
98
Committed Action: Committed Action: The Monsters on the The Monsters on the BusBus
99
ACT May Help School Staff ACT May Help School Staff Members to…Members to…
Care for themselves Care for other staff and for students Be more open to innovations such as PBS Accept the difficulties that arise in trying to
bring about change Implement PBS effectively
Therefore, we are integrating it into the BEST Curriculum
100
Does the Recent Work on ACT have implications for work with students?
101
Effects of Middle School Effects of Middle School TransitionTransition
Reduction in academic performance
Lowered self-esteem
Increasing rate of depression
Formation of deviant peer groups
Initiation of substance use and delinquency
102
Teasing and Victimization in Teasing and Victimization in Middle SchoolsMiddle Schools
Higher than in high school
Words that hurt Faggot, queer, ethnic slurs
Defusion
103
Could Acceptance Processes Could Acceptance Processes Work with Adolescents Work with Adolescents
Reduce competition and victimization Reduce motivation to tease
104
Adolescents caring???!!!
This is an area that cries out for research Increase students’ participation in talking about
PBS and the school’s values Increase students’ commitment to overarching,
shared values that countervail the processes that promote teasing and victimization
Decrease their experiential avoidance
105
Principle 4: Influence the Behavior of Individuals in the Population
106
What is the prevalence of the following beliefs?
“Government is bad; it takes your money” “Those people [insert the name of an ethnic or
racial minority, delinquents, poor people, high risk youth, etc] are beyond hope; they need to [insert your favorite—work harder, get off their duffs, stop complaining, etc.]”
“Government (including schools) cannot solve the problems of people; it is part of the problem.”
107
How about these beliefs and values?
“I want our community to be one that strives to be sure that every young person develops successfully.”
“There are many effective interventions that can prevent many of the problems that young people have.”
“Government can and should be accountable.” “I will gladly pay taxes to have schools become
more effective.” “I am willing to have my taxes raised to pay for
health care for all young people.
108
Cialdini on Social Influence
Making overarching values salient can increase the likelihood of an advocated behavior.
We need to increase the prevalence of explicitly held values that are supportive of PBS and other efforts to increase youth wellbeing.
109
Principle 5: Strengthen Principle 5: Strengthen Organizations that Organizations that Work for Change Work for Change
110
Cultural Change RequiresCultural Change Requires
Organizations’ dedicated to achieving changePublic health—American Public Health
AssociationTobacco use--ACSEducation—Campbell Collaboration, APBSSustainability—Union of Concerned Scientists
111
Challenges for Advocacy Challenges for Advocacy OrganizationsOrganizations
There are entrenched forces whose material wellbeing will be harmed if advocated changes are adopted Tobacco companies Oil companies The health insurance industry The current crime control establishment The education system
112
Challenges for Advocacy Challenges for Advocacy OrganizationsOrganizations
These organizations and networks of
organizations have been shaped by the
material consequences to engage in
lobbying, public relations, member
“education,” political action, and
advertising to ensure that practices that
benefit them will remain unchanged
113
Challenges to Organizations Challenges to Organizations Advocating for the Common Advocating for the Common GoodGood
Achieving targeted changes typically does
not directly benefit advocacy organizations Tobacco control organizations
Conservation organizations
Financial support for the organizations
efforts may be limited
114
What about APBS?What about APBS? Clear mission? Network with other organizations Make sure your actions
Achieve material resources needed to continue and expand the promotion and improvement of PBS
Continue to contribute efficiently to your mission
115
Strategic Alliances
Network with and/or influence other organizationsThe Campbell CollaborationThe Coalition for Evidence Based PolicyDepartment of EducationNIHNEA? AFT? Annie E. Casey? School
Administrators
116
Society for Prevention Research—An Invitation from the President
15th Annual Meeting"Advancing Science-Based Prevention: Creating Real World Solutions"Washington, D.C.May 30 - June 1, 2007
http://www.preventionresearch.org/
117
Society for Prevention Research
Our experience with DC meetings Allied Organizations
Standards of Evidence http://www.preventionresearch.org/commlmon.php#SofE
Community Monitoring Monograph Braided funding
118
An Invitation from the President of SPR
119
In sum, PBS is a very important development in efforts
to improve human wellbeing. In addition to it improving behavior in schools, it
can contribute to the society becoming more cooperative and caring.
PBS is succeeding because it is derived from very careful research on the behavior of individual students.
PBS is developing a systems approach to schools.
120
Further Progress Will Require
Research on individual student behaviorTheir verbal (relational) responding regarding
Themselves Their peers Their school Adult-expected behavior Peer-expected behavior
121
Further Progress Will Require
Better understanding of the psychological processes of teachers How to support their acceptance and commitment How to build teams
Integration of PBS with Effective Family Support Analysis and experimental work on the influence of
metacontingencies on schools adoption, implementation, and maintenance of PBS
Better understanding of how to increase the prevalence of support for PBS, schools, and a caring society.
Better understanding of how to strengthen APBS and its impact on all of the above.