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The Evolution of The Evolution of Positive Positive Behavior Support in Our Behavior Support in Our Society: A Functional Society: A Functional Analysis Analysis

Anthony Biglan Senior Scientist,

Oregon Research Institute Director, Center on Early Adolescence

[email protected]

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n The power and potential of PBS n Evolution of cultural practices n Principles for intentional efforts to influence cultural practices and their implications for PBS

Overview Overview

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Out of School Suspensions per 100 Students Enrolled Elementary School (K6) 200405

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N = 56 N = 89

Not using SWPBS Using SWPBS

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olled

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Power and Potential of PBS Power and Potential of PBS

n Making schools a culture of respect, cooperation, and caring

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Power and Potential of PBS Power and Potential of PBS n PBS may eventually become an important cultural innovation for the larger society

n It is a step toward ¨ A society with

n Consensus about standards for socialrelations n Wellordered organizations

¨ Clear about expectations ¨ Highly reinforcing of effort ¨ Highly supportive socially

n Children who grow up in a PBS culture ¨ May be able to create a larger society of caring, respect, and cooperation

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PBS Has Expanded the Unit Analysis of Behavior Analysis

n The practices of whole schools, not simply the behavior of individuals

n Requires new analytic tools

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The Challenges The Challenges n Efficacy ¨ Staff team building

n Verbal behavior n Psychological functioning

¨ Increasing understanding of cognitive and social development n Role of verbal behavior in children n Early adolescence—brain, social competition, conflict, deviant peer groups

¨ Effective support of families n Effectiveness

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The Challenges The Challenges n Dissemination—research needed! n Maintenance—research needed n Extensions ¨Families ¨Community settings ¨Business and nonprofit organizations

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Useful to see the evolution of PBS within the context of the evolution of other cultural practices.

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Why? n We don’t usually see slow change. n We aren’t aware of how many practices that we would consider appalling were once commonplace.

n If we understand the factors that influence the selection of better practices we might increase the rate of improvement in society.

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PBS: Part of Larger Movement PBS: Part of Larger Movement

n Ensure the wellbeing of people through science.

n Positively reinforcing n Less punitive n To help young people develop successfully

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Broader Context for PBS Broader Context for PBS n Public health n The rise of the behavioral sciences ¨ Individual behavior across the range of human problems

n Natural movement outward to the study of social systems within which individual behavior occurs.

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Some History Some History n Public health developed with efforts to control epidemic disease ¨ Cholera ¨ Typhoid fever ¨ Small pox ¨ Bubonic Plague (Yersinia pestis)

n Killed one to twothirds of Western Europeans between 1346 and 1349

n Continued in Europe for next 300 years (http://www.bacteriamuseum.org/niches/featu res/plague.shtml)

http://www.bacteriamuseum.org/niches/features/plague.shtml

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Contagion Was Recognized Contagion Was Recognized n But mechanism of contagion not understood

¨ Miasma ¨ Conjunction of the planets ¨ Famine ¨ Fate ¨ Beggars ¨ Prostitutes ¨ Jews

n Cause: bacterium transmitted by fleas from rats to humans (contagious in humans)

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Slowly, Public Health Officials Slowly, Public Health Officials

n 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)

n Were granted extraordinary powers

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John Snow and the Pump Handle

n The Ghost Map n The Broad Street Pump n Cleaning up the water n Germ theory and medical treatment had virtually no role

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Fundamentals of the Public Fundamentals of the Public Health Framework that Health Framework that Emerged Emerged

n Focus on wellbeing of entire populations n Target for intervention the most prevalent and costly problems

n Surveillance: identify cases and ongoing monitoring of incidence and prevalence of problems in defined populations

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Fundamentals of a Public Fundamentals of a Public Health Framework Health Framework

n Employ ALL means available to affect incidence and prevalence ¨Treatment and prevention ¨Through social marketing, programs and policies

n An infrastructure to support public health

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Public Health Now Extends Public Health Now Extends Well Beyond Epidemics Well Beyond Epidemics

n Chronic diseases n Health conditions causing disease n Health behaviors n Youth problem behavior

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Public Health Practices Have Public Health Practices Have Evolved Evolved

n n Practices were retained when they were Practices were retained when they were successful in reducing morbidity and successful in reducing morbidity and mortality mortality

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The Behavioral The Behavioral Sciences Have Also Sciences Have Also Evolved Evolved

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Some Bold Claims Some Bold Claims n Behavioral science has made more progress in the last 50 years than in the prior 2,000.

n Effective interventions exist for virtually every significant behavioral or psychological problem Ëxperimental evaluations show greater benefit than alternative practices do

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For example… For example… n Children’s behavior n Adolescent problem behavior** n Depression n Anxiety n Marital discord n 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

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For example… For example… n Alcoholism n Drug abuse n Healthrelated issues ¨ Pain ¨ Exercise ¨ Overeating ¨ Diabetic control

n Sexual dysfunction

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For example… For example…

n Prejudice n Burnout n Innovation in the work place

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Decidedly Pragmatic Decidedly Pragmatic n Science in general is a set of practices for solving problems

n Interventions in behavioral sciences are retained, refined, or abandoned based on their utility

n Contrasts with the traditional view of science as “determining what really is”

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Some Progress Has Been Made in Understanding Cultural Evolution

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A Growing Literature A Growing Literature on Cultural Evolution on Cultural Evolution

n Biglan, A. (1995). Changing cultural practices: A contextualist framework for intervention research. Reno, NV: Context Press.

n Biglan, A. (2003). Selection by consequences. Prevention Science, 4(4), 213232 .

n Diamond, J. (1999) Guns, germs, and steel: The fates of human societies. New York: Norton.

n Diamond, J. (2004). Collapse: How societies choose to fail or succeed. New York: Viking Adult.

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A Growing Literature A Growing Literature n Harris, M. (1979). Cultural materialism: The struggle for a science of culture. New York: Simon & Schuster.

n Ponting, A. (1991). A green history of the world: The environment and the collapse of great civilizations. New York: Penguin Books.

n Glenn S.S. (2004). Individual behavior, culture, and social change. The Behavior Analyst, 27, 133152.

n Wilson, D.S. (2003). Darwin's cathedral: Evolution, religion, and the nature of society. Chicago: UC Press.

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However… However… n 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

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We lack a science for We lack a science for intentional intentional change of change of cultural practices cultural practices

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Understandable Understandable n On the frontiers of what we know n An aversion to being the handmaidens of Imperialism

n Who decides?

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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?

n Public health n Reducing crime n Human rights n International security n Childrearing and education

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n Religious intolerance n Government that fails to work for the common good

n Sustainable practices

Could Practices Be Different? Could Practices Be Different?

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Nonscientific methods of solving our problems have failed

n Capitalism n Technology n Democracy n Religion

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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?

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Your Effort to Develop and Your Effort to Develop and Disseminate PBS Practices Disseminate PBS Practices

n An excellent example of the need to learn how to influence cultural practices

n An excellent opportunity to further develop a science of cultural change

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Five Principles for Cultural Change Five Principles for Cultural Change n Derived from

¨ The literature on cultural evolution

¨ Behavior analysis, including n Relational Frame Theory

n Acceptance and Commitment Therapy

n Tentative and theoretical

n Need to be experimentally evaluated

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The Principles The Principles

n Functional analysis of relevant cultural practices n Measure the practice and its influences n Influence organizational practices by ¨ altering metacontingencies and ¨ influencing the behavior of organization members

n Influence the behavior of individuals in the population

n Strengthen the practices of organizations that support the desired cultural practices

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Principle 1: Principle 1: Organizational practices are selected and maintained by their material consequences

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Examples Examples n Agriculture n Male dominance n Capitalism n Auto industry’s quality control n Religion n Sustainability

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The The Metacontingency Metacontingency

n 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

n If sustaining outcomes are not achieved, the practice diminishes or ends

n 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

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Metacontingencies for the practices of schools?

n What determines whether existing practices will continue to be funded? ¨ Public support of public educationOr lack thereof.

n 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

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Metacontingencies for the practices of schools?

n One reason for advocacy for free market principles ¨ Vouchers ¨ Charter schools

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Metacontingencies are lacking

n To select effective teaching practices n To select effective behavior management practices

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Principle 1a: Analyze Behavior of Principle 1a: Analyze Behavior of Organization Members that Organization Members that Subserve Organizational Actions Subserve Organizational Actions

n Shared beliefs about PBS? n Shared beliefs about work load? n Stated mission and goals? n Shared values? n A culture of resistance? n A culture of cooperation and caring?

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Principle 2: Principle 2: Monitor targeted practices and the factors believed to influence them. .

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Obesity in U.S. Adults, 1985 Obesity in U.S. Adults, 1985

Source: Mokdad AH, et al. JAMA 1999, 282:16; 2001, 286:10

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Obesity Trends,1986 Obesity Trends,1986


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Obesity Trends,* 1987 Obesity Trends,* 1987


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Obesity, 1988 Obesity, 1988


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Obesity,1990 Obesity,1990


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The foundation for the management of our economy is an extensive system for monitoring economic indicators.

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TEXT PDF 10

Real Private Fixed Investment by Type Business Investment

TEXT PDF 9 Real Gross Private Domestic Investment

TEXT PDF 8 Corporate Profits

TEXT PDF 7 Farm Income

TEXT PDF 6 Disposition of Personal Income

TEXT PDF 5 Sources of Personal Income

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National Income Real Personal Consumption Expenditures

TEXT PDF 3

Gross Domestic Product and Related Price Measures: Indexes and Percent Changes Nonfinancial Corporate Business—Output, Price, Costs, and Profits

TEXT PDF 2

Real Gross Domestic Product Implicit Price Deflators for Gross Domestic Product

TEXT PDF 1 Gross Domestic Product

TOTAL OUTPUT, INCOME, AND SPENDING (National Bureau of Economic Research)

http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=economic_indicators&docid=10ja04.txt

http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=economic_indicators&docid=10ja04.txt.pdf



















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TEXT PDF 16 Productivity and Related Data, Business Sector

TEXT PDF 15

Average Weekly Hours, Hourly Earnings, and Weekly Earnings— Private Nonagricultural Industries Employment Cost Index—Private Industry

TEXT PDF 14 Nonagricultural Employment

TEXT PDF 13

Selected Measures of Unemployment and Unemployment Insurance Programs

TEXT PDF 12 Selected Unemployment Rates

TEXT PDF 11 Status of the Labor Force

EMPLOYMENT, UNEMPLOYMENT, AND WAGES













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TEXT PDF 21

Manufacturers' Shipments, Inventories, and Orders

TEXT PDF 20

Business Sales and Inventories— Manufacturing and Trade

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New Construction New Private Housing and Vacancy Rates

TEXT PDF 18

Industrial Production—Major Market Groups and Selected Manufactures

TEXT PDF 17

Industrial Production and Capacity Utilization

PRODUCTION AND BUSINESS ACTIVITY











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TEXT PDF 25 Prices Received and Paid by Farmers

TEXT PDF 24

Changes in Producer Prices for Finished Goods Changes in Consumer Prices—All Urban Consumers

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Consumer Prices—All Urban Consumers

TEXT PDF 22 Producer Prices

PRICES









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TEXT PDF 31 Common Stock Prices and Yields

TEXT PDF 30 Interest Rates and Bond Yields

TEXT PDF 29

Sources and Uses of Funds, Nonfarm Nonfinancial Corporate Business Consumer Credit

TEXT PDF 28 Bank Credit at All Commercial Banks

TEXT PDF 27 Components of Money Stock

Aggregate Reserves and Monetary Base

TEXT PDF 26 Money Stock and Debt Measures

MONEY, CREDIT, AND SECURITY MARKETS













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TEXT PDF 34

Federal Sector, National Income Accounts Basis

TEXT PDF 33

Federal Receipts by Source and Outlays by Function

TEXT PDF 32

Federal Receipts, Outlays, and Debt

FEDERAL FINANCE







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TEX T PDF

37 U.S. International Transactions—Continued

TEX T PDF

36 U.S. International Transactions

TEX T PDF

35 Industrial Production and Consumer Prices—Major Industrial Countries U.S. International Trade in Goods and Services

INTERNATIONAL STATISTICS







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So, why shouldn’t we systematically monitor the wellbeing of children and adolescents?

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PBS Monitoring Within PBS Monitoring Within Schools Schools

n SET

n SWIS

n Student reports?

n Oregon Healthy Teens

n Teacher psychological functioning?

n Nurses’ office visits?

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PBS Monitoring of the Population of Schools

n Prevalence of schools that are monitoring

n Prevalence of schools with high fidelity PBS

n Prevalence of schools with less than X% of students with multiple problem behaviors.

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Principle 3 Principle 3

n Influence the practices of organizations by A. Altering the metacontingencies for

groups and organizations

B. Influencing the behavior of organization members

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3A. Metacontingencies for PBS? 3A. Metacontingencies for PBS?

n Traditionally, punitive policies ¨Require schools to implement it

¨Loss of funds for failure to do so

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Shape Implementation via Shape Implementation via Metacontingencies Metacontingencies

n SWIS implementation

n Organizational goalsetting process

n Training in PBS

n Maintenance—FTE devoted to PBS maintenance, with monitoring of data on its maintenance

n Statelevel staff!

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3B. Influence the Behavior of 3B. Influence the Behavior of Organization Members Organization Members

n Externally imposed requirements violate what we know about the value of participatory governance

n Those of us outside the schools are not always sensitive to needs and burdens of those in the schools

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Psychological Needs Psychological Needs of Teachers of Teachers

n Compared with the general population, teachers are at higher risk for ¨Psychological distress ¨Low job satisfaction (Schonfeld, 1990) ¨Depression and burnout

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n 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 Teachers of Teachers

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Psychological Needs of Teachers

n Stress among special education teachers is related to their intention to leave the field.

n Support from principals, other teachers, and the central office reduce stress and increase satisfaction

Gersten, Keating, Yovanoff, & Harniss (2001) The Council for Exceptional Children

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No Evidence on

n Effect of teacher stress on resistance to innovation.

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Recent Developments in Recent Developments in Clinical Psychology that May Clinical Psychology that May Help Help

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Benefits of Acceptance & Benefits of Acceptance & Commitment Therapy (per Commitment Therapy (per RCTs RCTs) )

n Anxiety n Depression n Epilepsy n Psychosis

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Benefits of Acceptance & Benefits of Acceptance & Commitment Therapy ( Commitment Therapy (RCTs RCTs) )

n Diabetic control n Prejudice n Burnout n Innovation

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The Trap of the Dedicated Teacher

n Selfimage as Caring and Competent (Evaluation)

n Difficulties with students, demands on time

n Negative thoughts and feelings

n Efforts to or control negative thoughts and feelings ¨ Drinking

¨ Medication

¨ WORK HARDER!

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Acceptance vs. Experiential Acceptance vs. Experiential Avoidance Avoidance

n Don’t Worry!

n Don’t think about chocolate cake

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Acceptance vs. Avoidance

n Research on thought suppression

n The Bum at the Door

n Acceptance of self

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Acceptance Exercise Acceptance Exercise

n Eyes closed n 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

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Values Values

n Why did we get into this line of work?

n What do you want your life to be about?

n What do you want your school, your community, or your country to be about?

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Values? Values?

n Caring? ¨ For self?

¨ For others?

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Deeper Values of PBS? Deeper Values of PBS? n Support development of every youth n Creating a society that uses data to improve human wellbeing

n Believe in each person’s worth n Putting PBS implementation in the larger context of shared values may: ¨ Increase people’s commitment ¨ Reduce their tendency to give up when problems arise.

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A Values Exercise A Values Exercise n 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?

n Each person reports to the group about what the other person said.

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Committed Action: Committed Action: The Monsters on the The Monsters on the Bus Bus

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ACT May Help School Staff ACT May Help School Staff Members to… Members to…

n Care for themselves n Care for other staff and for students n Be more open to innovations such as PBS n Accept the difficulties that arise in trying to bring about change

n Implement PBS effectively

Therefore, we are integrating it into the BEST Curriculum

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Does the Recent Work on ACT have implications for work with students?

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Effects of Middle School Effects of Middle School Transition Transition

n Reduction in academic performance

n Lowered selfesteem

n Increasing rate of depression

n Formation of deviant peer groups

n Initiation of substance use and delinquency

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Teasing and Victimization in Teasing and Victimization in Middle Schools Middle Schools

n Higher than in high school

n Words that hurt ¨ Faggot, queer, ethnic slurs

n Defusion

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Could Acceptance Processes Could Acceptance Processes Work with Adolescents Work with Adolescents

n Reduce competition and victimization n Reduce motivation to tease

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Adolescents caring???!!! n This is an area that cries out for research n Increase students’ participation in talking about PBS and the school’s values

n Increase students’ commitment to overarching, shared values that countervail the processes that promote teasing and victimization

n Decrease their experiential avoidance

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Principle 4: Influence the Behavior of Individuals in the Population

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What is the prevalence of the following beliefs?

n “Government is bad; it takes your money” n “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.]”

n “Government (including schools) cannot solve the problems of people; it is part of the problem.”

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How about these beliefs and values?

n “I want our community to be one that strives to be sure that every young person develops successfully.”

n “There are many effective interventions that can prevent many of the problems that young people have.”

n “Government can and should be accountable.” n “I will gladly pay taxes to have schools become more effective.”

n “I am willing to have my taxes raised to pay for health care for all young people.

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Cialdini on Social Influence

n Making overarching values salient can increase the likelihood of an advocated behavior.

n We need to increase the prevalence of explicitly held values that are supportive of PBS and other efforts to increase youth wellbeing.

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Principle 5: Strengthen Principle 5: Strengthen Organizations that Organizations that Work for Change Work for Change

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Cultural Change Requires Cultural Change Requires

n Organizations’ dedicated to achieving change ¨Public health—American Public Health Association

¨Tobacco useACS Ëducation—Campbell Collaboration, APBS ¨Sustainability—Union of Concerned Scientists

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Challenges for Advocacy Challenges for Advocacy Organizations Organizations

n 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

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Challenges for Advocacy Challenges for Advocacy Organizations Organizations

n 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

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Challenges to Organizations Challenges to Organizations Advocating for the Common Advocating for the Common Good Good

n Achieving targeted changes typically does not directly benefit advocacy organizations ¨ Tobacco control organizations

¨ Conservation organizations

n Financial support for the organizations efforts may be limited

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What about APBS? What about APBS? n Clear mission? n Network with other organizations n Make sure your actions Ächieve material resources needed to continue and expand the promotion and improvement of PBS

¨Continue to contribute efficiently to your mission

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Strategic Alliances

n Network with and/or influence other organizations ¨The Campbell Collaboration ¨The Coalition for Evidence Based Policy ¨Department of Education ¨NIH ¨NEA? AFT? Annie E. Casey? School Administrators

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Society for Prevention Research—An Invitation from the President

n 15th Annual Meeting "Advancing ScienceBased Prevention: Creating Real World Solutions" Washington, D.C. May 30 June 1, 2007

n http://www.preventionresearch.org/

http://www.preventionresearch.org/

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Society for Prevention Research n Our experience with ¨ DC meetings ¨ Allied Organizations

n Standards of Evidence http://www.preventionresearch.org/commlmon.p hp#SofE

n Community Monitoring Monograph n Braided funding

http://www.preventionresearch.org/commlmon.php

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An Invitation from the President of SPR

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In sum, n PBS is a very important development in efforts to improve human wellbeing.

n In addition to it improving behavior in schools, it can contribute to the society becoming more cooperative and caring.

n PBS is succeeding because it is derived from very careful research on the behavior of individual students.

n PBS is developing a systems approach to schools.

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Further Progress Will Require

n Research on individual student behavior ¨Their verbal (relational) responding regarding

n Themselves n Their peers n Their school n Adultexpected behavior n Peerexpected behavior

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Further Progress Will Require

n Better understanding of the psychological processes of teachers ¨ How to support their acceptance and commitment ¨ How to build teams

n Integration of PBS with Effective Family Support n Analysis and experimental work on the influence of

metacontingencies on schools adoption, implementation, and maintenance of PBS

n Better understanding of how to increase the prevalence of support for PBS, schools, and a caring society.

n Better understanding of how to strengthen APBS and its impact on all of the above.

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TheThe E Evovolutlutionion o of f - APBSapbs.org/Archives/Conferences/fourthconference/Files/Tony_B... · TheThe E Evovolutlutionion o of f ... ¤ Typhoid fever ... n Government that