PBIS Is (Not) Behavior Analysis: a Response to Horner and Sugai (2015)

Abstract

I comment on Horner's and Sugai's article regarding the lessons learned from implementing Positive Behavioral Interventions and Support (PBIS)-that is, the things to consider when attempting to extend other works in behavior analysis to the likes of mainstream society. In adopting a critical eye toward the PBIS model, I comment first on the need for dissemination of behavioral principles to a public audience, and then outline the suggestions made by the authors for enhancing acceptance across disciplines. I clarify the definition of PBIS presented by the authors, and summarize the benefits and drawbacks associated with the conceptual argument surrounding the contention that PBIS is a behavior analytic approach to system-wide change, and argue instead for the distinction of elements in the PBIS model and their respective empirical effectiveness. I refer to other works in behavior analysis that are relevant to the current discussion and offer additional considerations for behavior analysts interested in forging ahead with endeavors that aim increase dissemination, particularly those that incorporate a culmination of alternative professional practices.

Practices Reflecting Functional Communication Training for Students With or At Risk for Emotional and Behavioral Disorders: Systematically Mapping the Literature

“…These articles primarily were concerned with reaching audiences outside of ABA, and suggested authors should consider submitting to outlets such as pediatric medicine (Friman, 2014), higher education, general science, and other professional organizations (Schlinger, 2014), social psychology (Reed, 2014), and the popular press (i.e., trade books; Vyse, 2014). We suggest similar efforts may be required for stakeholders who support children with EBD, and encourage those who do conduct interdisciplinary work to follow Loukus’s (2015) advice to communicate in plain English.…”

“…Perhaps part of this success is attributable to a focus on disseminating classical ABA practices using language that is accessible to nonpractitioners (e.g., Scott, Alter, & McQuillan, 2010), both for conducting FBA and developing behavior support plans. Critics of this practice lament the loss of technical precision in PBIS, whereas advocates laud the benefits of making concepts and procedures accessible to teachers and other stakeholders (Critchfield, 2015; Loukus, 2015).…”

Reducing Threats to Validity by Design in a Nonrandomized Experiment of a School-Wide Prevention Model

“…Putnan and Kostner (2015, p. 99) agree that instead of starting with functional behavior analysis (FBA) at the individual level, SWPBS starts with focusing ῾on the school as the unit of analysis and reserves analysis at the individual level to advanced tiers (specifically, tier 3)'. Loukas (2015) suggests, however, that one may have something to learn from how the ABA principles and methods are included within the SWPBS framework. She argues that in order to achieve greater societal impact, ABA should be more flexible, multi-component and generic.…”