Applying behavior analysis to school violence and discipline problems: Schoolwide positive behavior support

School discipline is a growing concern in the United States. Educators frequently are faced with discipline problems ranging from infrequent but extreme problems (e.g., shootings) to less severe problems that occur at high frequency (e.g., bullying, insubordination, tardiness, and fighting). Unfortunately, teachers report feeling ill prepared to deal effectively with discipline problems in schools. Further, research suggests that many commonly used strategies, such as suspension, expulsion, and other reactive strategies, are not effective for ameliorating discipline problems and may, in fact, make the situation worse. The principles and technology of behavior analysis have been demonstrated to be extremely effective for decreasing problem behavior and increasing social skills exhibited by school children. Recently, these principles and techniques have been applied at the level of the entire school, in a movement termed schoolwide positive behavior support. In this paper we review the tenets of schoolwide positive behavior support, demonstrating the relation between this technology and applied behavior analysis.     

Developmental psychology and mental retardation. Integrating scientific principles with treatment practices

The current debates about "best practices" within mental retardation reflect key unresolved issues about the nature of mental retardation and the goals of treatment programs. The central axiom proposed is that better integration of basic principles about human development with treatment practices for children will yield substantial benefits to individuals and society. To illustrate the format for this proposed integration, three principles have been abstracted from scientific inquiry in human development: (a) targeted environmental prevention, (b) metacognitive conveyance, and (c) ecological dominion. A contextual analysis, using special education as an example of a major treatment setting, indicates that application of these developmental principles is likely to reduce the prevalence of mild retardation (as currently defined), to minimize social and behavioral problems, and to foster improved levels of environmental mastery (adaptive success) for many children with low IQs and cognitive deficiencies. Consistent with these developmental principles, the current construct of mental retardation is judged inadequate, and an alternative diagnostic strategy is proposed. This strategy is based on repeated developmental profiling of a child and his or her biosocial environmental history.     

Behavioral Gerontology: State of the Science

Baer, Wolf and Risley's (1968) dimensions of applied behavior analysis are used as an organizing framework to review and discuss current research on the application of behavioral principles to the solution of social problems faced by older adults. Implications for future research are discussed.     

Behavior modification in the classroom: a rejoinder to Winett and Winkler

Winett and Winkler aptly criticized the "appropriate" behaviors that behavior modifiers have chosen to change. However, after reviewing 14 Journal of Applied Behavior Analysis articles concerning behavior modification in the classroom, they made the sweeping over-generalization that "as currently practised, behavior modification has done very little to change the deplorable state of our schools." Finally, they suggest a free classroom in which learning is accompanied by "singing, laughing, and whistling." A number of studies not mentioned by Winett and Winkler are here presented to illustrate the innovative ways in which behavior modification has been utilized to change the complexion of classrooms from the elementary school to the college level. A strawman model child as purportedly seen by behavior modifiers was built by Winett and Winkler, but this author could not find one instance in the literature where the teacher or behavior modifier desired the behavior thus depicted by the straw-man model child. Furthermore, this author questions the desirability of the "informal" or "free" classroom approach for children with marked social and academic problems. Nonetheless, the general admonition of Winett and Winkler should definitely by taken seriously-namely the behavior modifier should seriously question the behaviors he is being asked to change. Finally, a possible integration of reinforcement principles and some aspects of the informal school are discussed.     

Measuring Time Costs in Interventions Designed to Reduce Behavior Problems Among Children and Youth

The economic evaluation of psychosocial interventions is a growing area of research. Though time costs are central to the economist's understanding of social costs, these costs generally have been ignored by prevention scientists. This article highlights the need to measure such costs and then reviews the principles economists use in valuing time. It then considers the specific time costs that often arise in interventions designed to reduce behavior problems among children and youth. These include classroom time devoted to program activities, the time of parents or other caregivers, the time of teachers (outside of the classroom), and the time of volunteers. We consider the economic principles that govern how economists value these inputs and then apply these principles to data from an evaluation of a prominent intervention in the field, the Incredible Years Program. We find that the time costs are potentially rather large and consider the implications for public policy of ignoring them.     

The relationship between research and design of AIDS prevention program

The global threat of AIDS requires massive public educational campaigns that employ social and behavioral sciences such as psychology, sociology, and anthropology because sexual behavior possesses a social dimension. Research is concerned with what stimulates behavioral change, what are the prerequisites of learned behavior, and what enables personal control over the environment and future. Educational programs designing strategies for AIDS prevention require social and behavioral science content and input. Interdisciplinary provides general principles with psychological, social, and cultural aspects of human behavior. Without knowledge about psychological processes (thinking, perception, speech, aspects of personality, and interactive behavior) and social processes (economic conditions, social networks, and resources) which are implicated in health problems and also in AIDS, these educational programs cannot produce credible results. These programs and their subsequent implementation require their application in practice in a systemic and consistent fashion. Evaluations are also needed to make sure that the applied processes for behavioral change conform to methodological criteria that ensure their effectiveness. These types of studies are more complex than pure AIDS research which is aimed at finding a cure.     

Child-focused behavioral assessment and modification

Argues that behavioral principles have been translated into practice with children too literally and that a more integrative framework is required to guide assessment and treatment. The framework advocated is Staats's (1996) psychological behaviorism. This is a consistently behavioristic, positivist paradigm, using multilevel theory to emphasize the integration of social learning, developmental, and personality principles. Psychological behaviorism thus allows for a much more expansive approach than has typically been the case within child behavior therapy. Given the complexity of this perspective, I selected four broad tenets of the theory and suggested their implications for clinical contexts. The further translation from clinical models to specific clinical practices is quite difficult but may yield more flexible and substitutable practices than do unidimensional treatment outcome studies. Of special importance, the principles demonstrate how children themselves can retain the central focus of child behavioral assessment and modification. Specific practices still need to be constructed according to an understanding of the multiple sources of influence on children as well as the culture of childhood itself.     

Chronic pain: a reformulation of the cognitive-behavioural model.

The last few decades has seen psychological theories of chronic pain dominated by behavioural concepts and particularly, by the operant model as described by Fordyce et al. (1968: Fordyce, W., Fowler, R., & DeLateur, B. (1968) An application of behavior modification technique to a problem of chronic pain. Behaviour Research and Therapy, 6, 105-107, 1976: Fordyce, W.E. (1976) Behavioral methods for chronic pain and illness. St Louis, MO: C. V Moseby). More recently, cognitive constructs have been included, giving the impression that the operant theory of chronic pain has been replaced by a cognitive-behavioural theory (CBT). Given the fact that CBTs were introduced essentially to overcome some inherent problems with operant theory, it is notable that they are still very much based on operant theory and continue to be founded upon operant principles. Further, the extent to which CBTs (at this stage) have included contemporary cognitive research has been limited. This paper argues that it is of questionable validity to continue to include problematic concepts (e.g., operant principles) into a revised theory (e.g., CBT). Instead, consistent with research from other areas (particularly the anxiety disorders), chronic pain and the problems associated with it may be better explained by a reformulated cognitive-behavioural theory which although not ignoring the observable behaviours of pain patients and their associations with social reinforcers, interprets these phenomena from a cognitive perspective. Thus, a modified CBT is proffered, focusing more directly on patients' thoughts about, and appraisals of, their pain. Evidence in support of such a theory is provided, as are suggestions for further research and the implications such a theory has for treatment.     

Social‐Psychological Theories and Adolescent Health Risk Behavior

This paper reviews several psychosocial theories that have been applied to the study of adolescent health behavior. Some of these theories have existed for several decades and, though not originally intended for this purpose, have proven quite useful in predicting and explaining many different types of health‐relevant behaviors. During the last 10–15 years, however, there has been a significant increase in the application of social psychological theories to the examination of what is increasingly being seen as a social‐psychological phenomenon: health risk behavior among adolescents. This interest has been prompted, in part, by an appreciation of the value of dual‐processing principles in explaining these behaviors, and, in particular, a recognition that much adolescent health risk behavior: a) is not always planful or premeditated, and b) involves both heuristic and analytic processing. The paper includes discussion of how dual‐processing principles and social‐psychological theories can inform intervention efforts.     

Tales from Existential Oceans: Terror Management Theory and How the Awareness of Our Mortality Affects Us All

Terror management theory is a social psychological theory that draws from existential, psychodynamic, and evolutionary perspectives to understand the often potent influence that deeply rooted concerns about mortality can have on our sense of self and social behavior. The present article presents a brief introduction to the theory, comments on critiques and alternative explanations, and highlights where the theory came from, where it has been, and a few places that it might be going. Research is reviewed that uses this analysis to understand conscious and unconscious processes of psychological defense, the role of relationships and basic structuring of reality for managing existential distress, the integration of these ideas with motives for creativity and psychological growth, as well as a number of applied directions that help to make sense of pressing social problems.     

Socialization: Insights from Social Cognition

Socialization is the process by which individuals are assisted to become members of their social groups. Findings from social cognition and cross-cultural psychology offer two major insights into the socialization process. First, basic social cognitive principles imply that the immediate environment functions as a socialization agent by activating and inhibiting knowledge structures and thereby shaping cognition and behavior. Second, because the immediate environment factors into cognition and behavior, socialization efforts should involve the modification of the environment for optimal effect. We discuss various examples of socialization through the configuration of the immediate environment, such as rituals and use of physical artifacts. Our review links basic social cognitive mechanisms to socialization processes, which are customarily treated at higher levels of analysis.     

The Innate Bases of Fear

This study addressed the effects of children's understanding of social learning principles on divergent areas of behavior: two indices of self-control, grade scores, personality and conduct problems, immaturity, and subcultural delinquency. Using an orthogonal 2 × 2 (Understanding of Social Learning Principles × Age) multivariate analysis of variance on 44 children, we found no significant interaction or a knowledge of social learning principles main effect.     

Do you believe in magic? Infants’ social looking during violations of expectations

Young infants tend to look longer at physical events that have unexpected outcomes than those that have expected outcomes, suggesting that they have knowledge of physical principles such as numerosity and occlusion (Baillargeon & Graber, 1987; Wynn, 1992). Although infants are typically tested in the presence of a caregiver, the social component of violations of expectations has received little attention. The present study investigated social looking during presumably expected and unexpected cognitive/perceptual events. Two experiments replicated the results of well-known physical knowledge experiments on addition/subtraction and occlusion in 6- (Experiments 1 and 2) and 9-month-old infants (Experiment 1), in that infants at both ages looked longer at unexpected than at expected events. Furthermore, infants at both ages initiated more looks at their caregivers' faces during unexpected than expected events. These findings are interpreted as suggesting that infants as young as 6 months of age actively seek to embed their experiences of unexpected physical/cognitive events in a social context.     

Personality and economics: Overview and proposed framework

We sketch a framework for exploring the overlap between, and integration of, personality/temperament/character traits and economics. This integrative framework incorporates the study of the evolution and biology of personality, and an investment model from economics. We offer models of the development of traits and the expression of behavior associated with traits that are environmentally contingent. We demonstrate how economic games offer a well-defined and constrained social context to explore and test predictions concerning traits derived from evolutionary theory. We discuss open areas of research in the integration of personality and economics, such as fundamental identification problems in identifying traits. We finish by proposing an agenda for collaborative research on the personality-economics interface (e.g., examining anti-social behavior, psychometrics of preferences, etc.).     

Translational contributions of the experimental analysis of behavior

It has been argued that to increase societal impact behavioral researchers must do more to address problems of obvious practical importance. The basic science wing of behavior analysis has been described as especially detached from this goal, but is it really necessary that basic science demonstrate social relevance? If so, why hasn''t this occurred more often, and what can be done to improve the status quo? To address these questions and to stimulate discussion about the future of basic behavior science, I describe two widely embraced arguments in favor of pure basic science (that which is undertaken without concern for practical applications); explain why a translational research agenda is likely to better recruit tangible support for basic science; propose that addressing practical problems does not require basic science to abandon its focus on fundamental principles; and identify some possible impediments to translational innovation that may need to be addressed for basic behavior science to increase its translational footprint.     

Infants’ preference for prosocial behaviors: A literature review

In 2007, a study carried out by Hamlin, Wynn, and Bloom provided concrete evidence that infants as young as 6 months were capable of social evaluation, displaying an early preference for agents performing a prosocial behavior. Since then the development of early social abilities to judge other’s behavior has been the topic of a growing body of research. The present paper reviews studies conducted between 2007 and 2015 that experimentally examined infants’ social evaluation abilities by testing their preference for agents acting prosocially. We performed a detailed analysis of a corpus of 16 research studies including 59 experimental results, scrutinizing their methods and findings, and identifying their convergent and divergent features. This analysis showed that a preference for agents who perform prosocial behaviors (as opposed to antisocial or neutral) was present in a majority of infants, but some conflicting results have also been reported. The rich interpretation that infants are endowed with mature socio-moral evaluation abilities has not really been sufficiently discussed. In order to deepen this debate, we assessed other studies that have further explored infants’ understanding of the social value of behaviors. Many of the studies provide evidence that young infants manage to identify and prefer the prosocial agent by taking into account the context and agents' mental states beyond the behavior itself.In this study two specific areas are assessed: (1) studies that have previously explored social evaluation abilities beyond a basic preference for prosocial behavior and (2) current theories which attempt to explain how and why such preferences could exist so early in infancy. Future directions for research on social evaluation abilities in infants are also discussed as well as a review of the literature.     

Consumer Decision Making and Image Theory: Understanding Value‐Laden Decisions

Consumers are often confronted with value‐laden decisions that challenge their principles and beliefs. For example, many consumers with strong social responsibility principles consider the effects of general corporate behavior (e.g., political views, environmental disasters) and of the product's manufacture, consumption, or disposal (e.g., animal testing, environmental harm) on society's overall well‐being. Because these product dimensions do not fit easily into traditional decision theories, a new conceptual framework that incorporates and emphasizes the consumer's enduring principles and values is explored in this study. The results indicate that image theory (Beach & Mitchell, 1987) provides a useful structure for describing the decision process in a value‐laden decision context. This study also expands our understanding of image theory by examining all 3 images (values, goals, and strategies) simultaneously in the same decision context for the first time.     

Analyzing the reinforcement process at the human level: Can application and behavioristic interpretation replace laboratory research?

Critics have questioned the value of human operant conditioning experiments in the study of fundamental processes of reinforcement. Contradictory results from human and animal experiments have been attributed to the complex social and verbal history of the human subject. On these grounds, it has been contended that procedures that mimic those conventionally used with animal subjects represent a "poor analytic preparation" for the explication of reinforcement principles. In defending the use of conventional operant methods for human research, we make three points: (a) Historical variables play a critical role in research on processes of reinforcement, regardless of whether the subjects are humans or animals. (b) Techniques are available for detecting, analyzing, and counteracting such historical and extra-experimental influences; these include long-term observations, steady state designs, and, when variables are not amenable to direct control (e.g., age, gender, species), selection of subjects with common characteristics. (c) Other forms of evidence that might be used to validate conditioning principles-applied behavior analysis and behavioristic interpretation-have inherent limitations and cannot substitute for experimental analysis. We conclude that human operant conditioning experiments are essential for the analysis of the reinforcement process at the human level, but caution that their value depends on the extent to which the traditional methods of the experimental analysis of behavior are properly applied.     

The Effect of Residential Neighborhood on Child Behavior Problems in First Grade

Child behavior problems have been identified as being responsible for the greatest reduction in quality of life for children between ages 1 and 19. In this study, we examine whether neighborhood social processes are associated with differences in child behavior problems in an economically and racially diverse sample of 405 urban-dwelling first grade children and whether parenting behavior mediates and/or moderates the effects of neighborhoods. Furthermore, we examine whether neighborhood social processes play the same role with regards to child behavior problems at differing levels of neighborhood economic impoverishment. Results of multivariate multilevel regression analyses indicate that a high negative social climate is associated with greater internalizing problems. High potential for community involvement for children in the neighborhood was associated with fewer behavior problems, but only in economically impoverished neighborhoods. Differences in parenting behavior did not appear to mediate neighborhood effects on behavior problems, and parenting characterized by a high degree of positive involvement was associated with fewer behavior problems in all types of neighborhoods.