Dyadic vs. Systems Theory
Dyadic:
- 2 party relationships
- Traditional ABA
- Focuses on the individual
Systems Thinking:
- Overall organization and process for execution
- All the factors that contribute to successful outcomes
Weaknesses of Dyadic:
- narrow focus
- undesired effects on the environment
- behavior change may not last
- How to identify? Lack of progress or behavior not generalizing
Levers of Change:
- Behavior - What we want and how to do
- Process - How we are supposed to do
- Organizational Levers - Why we do
Weaknesses of Systems Approach:
- Too much emphasis on process and not on the human component
- We must learn the art of interaction
Healthy systems integrate both approaches.
Behavior change is not sustainable without identifying and addressing barriers.
Barriers to Implementation - there are 31 of them.
- Top 3 barriers are managing problem behaviors, remembering to implement, and competing responsibilities.
- Other barriers are school culture, conflicting beliefs, administrative support, and structure and time.
Change Resistance:
- Education: The less education an individual has obtained, the less likely a person is to accept change.
- Age: The older someone is, the less likely the person is to accept change.
- Tenure: The longer someone has been employed, the less likely the person is to accept change.
- Role conflict: When expectations of a job are incompatible with a person’s skill set, or willingness to assert additional effort, the person is less likely to accept change.
Framework for Intervention:
- Organizational level- Funds available, materials, space and equipment, organizational health. External level- District community, government, federal policies, etc.
- Intervention level- Complexity, time, materials, number of people and resources needed. The more complex it is, the worse the integrity.
- Implementer level- Implementer competency, professional development, competing responsibilities for other tasks/students.
Strategies to Address:
- Modify intervention
- Modify timing
- Re-teaching expectations/intervention
- Problem-Most strategies are simply aimed at re-teaching expectations. This doesn’t solve the problem in a non-supportive environment.
5 Emerging Themes:
- Establishing supportive culture
- Admin leadership and support
- Attending to structure and use of time
- Providing ongoing support for professional development
- Facilitating family and student involvement
Feedback = Task Engagement: (Variable leads to Outcome)
- Task significance leads to Higher task dedication
- Task autonomy leads to Higher task dedication
- Frequent feedback leads to Higher task dedication
- Perception of tasks as unnecessary leads to Job burnout
- Employees prone to burnout leads to Less likely to use critical thinking skills used for problem-solving
- Staff not aligned with company mission leads to Job burnout/failure to thrive
6 Boxes:
Expectations and Feedback: Information about what to do and produce, how to do it
- Align expectations with consequences. ASK if people know what to do!
- Provide Feedback
Tools & Resources: The environmental and human resources needed to do a job.
Supportive physical space and ergonomics, sufficient time to do the job
Consequences and Incentives: Formal and informal, tangible or intangible results of behavior that increase or decrease its likelihood of occurrence.
Skills and Knowledge: Specific capabilities or expertise that the individual must use to perform a job. “Never assume that training is the solution. Training without a foundation in the “first three boxes” will probably not work or be cost-effective”
Selection and Assignment: Having the right people for specific jobs, based on their social skills, personality, willingness to learn, etc.
Motives and Preferences: What types of incentives, work, and other job factors people prefer.
- Check to see if the person is inherently interested in the work.
- The success of a behavior plan is mostly dependent on someone’s willpower. And that load is much lighter when shared by many people.
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