Some Promising Dimensions for Behavioral Community Technology

Abstract

In recent years, the search for effective and replicable approaches to planned change in communities has escalated. Applied behavior analysts have participated in these efforts to remedy existing community problems and to increase the capacities of community residents to meet their goals. Examples of behavioral technologies for community settings are described and their advantages are noted. Criteria for more contextually appropriate community technologies are suggested and strategies for developing behavioral methods according to these criteria are described. This paper outlines some promising dimensions for behavioral community technology and discusses several possible limitations to a behavioral approach to addressing societal problems.

Teaching job-related social skills to learning disabled adolescents

“…All instructional materials were designed in a standardized format consisting of written specifications for the task, examples of appropriate perform ance of the task, rationales for .each task, and a study guide (Fawcett & Fletcher, 1977;Fawcett, Fletcher & Mathews, 1980;Fawcett, Mathews, Fletcher, Morrow & Stokes, 1976). The training followed a standardized format (Mathews & Fawcett, 1977) that consisted of reading the prepared materials, practice, and corrective feedback (see Footnote 2).…”

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“…One subspecialty area within applied behavior analysis that has concerned itself with the study of larger subject populations has been termed "behavioral community psychology" (Briscoe, Hoffman, & Bailey, 1975;Fawcett, Mathews, & Fletcher, 1980;Glenwick & Jason, 1980). The dissemination of existing technologies of behavior change to expanding spheres of influence as large as the community and evenutally to state and national levels would most plausibly proceed through demonstration and community levels of analysis prior to large-scale implementation.…”

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“…Also important, however, are the following: (a) work to refine existing programs to improve their fit with existing organizational and community settings, (b) extensive attention to social validity, and (c) the integration of prevention activities more seamlessly with intensive work with high-risk individuals, who ought not to be ignored in systemic projects, which they can reciprocally influence. Fawcett, Mathews, and Fletcher (1980) (see also Fawcett, 1991) outline the requirements of "contextually appropriate behavioral technology" (p. 505), arguing that acceptable, sustainable community programs must be Factors such as simplicity and sustainability are important challenges in prevention programming. Complex programs, even if constructed from a set of well-supported components, may require extensive outside support, and still may prove difficult to implement with fidelity (e.g., Skroban et al, 1999).…”