Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


2008 Education Conference

Event Details

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Invited Paper Session #11
CE Offered: PSY/BACB
Teacher Stress and Collegiality: Overlooked Factors in the Effort to Promote Evidence-Based Practices
Sunday, September 7, 2008
9:45 AM–10:30 AM
Grand Ballroom B
Area: EDC; Domain: Synthesis
Instruction Level: Basic
CE Instructor: Anthony Biglan, Ph.D.
ANTHONY BIGLAN (Oregon Research Institute)
Dr. Biglan has been conducting research on the development and prevention of child and adolescent problem behavior for the past 23 years. His work has included studies of the risk and protective factors associated with tobacco, alcohol, and other drug use (e.g., Biglan & Smolkowski, 2002; Biglan, Duncan, Ary, & Smolkowski, 1995), high-risk sexual behavior (e.g., Biglan et al., 1990; Biglan, Noell, Ochs, Smolkowski, & Metzler, 1995), and anti-social behavior (Biglan, 1995). He has conducted numerous experimental evaluations of interventions to prevent tobacco use both through school-based programs (Biglan, Severson, Ary, Faller, Gallison, Thompson, Glasgow, & Lichtenstein, 1987) and community-wide interventions (Biglan, Ary, Smolkowski, Duncan, & Black, 2000). He has also performed evaluations of interventions to prevent high-risk sexual behavior (Metzler, Biglan, Ary, & Noell, 2000), antisocial behavior (Barrera, Biglan, Ary, & Li, 2001), and reading failure (Gunn, Biglan, Smolkowski, & Ary, 2000). During the 2000-2001 school years, Dr. Biglan led a team of scholars in a review of what is known about the development and prevention of youth problem behaviors. A book summarizing the evidence and defining next steps for research and practice is forthcoming (Biglan, Brennan, Foster, & Holder, 2005).
Abstract: This talk will review the evidence about teachers’ psychological well being and its relationship to educational effectiveness. Teachers experiencing depression and burnout are more likely to leave the field and are less likely to deal effectively with student behavioral problems. Schools with high levels of collegiality have higher levels of teacher well being and--when collegiality is linked to goals and practices that support effective instruction--it is associated with better academic outcomes. Despite the apparent importance of these conditions, however, there are few experimental evaluations of strategies for enhancing teachers well being or schools’ collegiality. One strategy that appears promising involves acceptance-based interventions. The presentation will review existing evidence on such interventions, including evidence that acceptance-oriented interventions can increase the use of evidence-based practices and evidence of its benefit for improving psychological well being.
Target Audience:

Licensed Psychologists and Certified Behavior Analysts

Learning Objectives: N/a



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