Foundation Education as a Means for Disseminating Behavioural Innovation to Nonpsychologists

Abstract

Proponents of behavioural intervention have often advocated consultation as a means for disseminating behavioural innovation to nonpsychologists. However, experience suggests that the benefits of consultative arrangements are mostly localised, and that widespread dissemination is unlikely to be achieved through this process. The current “crisis in education” in the United States is given as an example of the limited effectiveness of dissemination through consultation. An alternative approach is examined, which aims to disseminate behavioural science knowledge to nonpsychologist practitioners during the formative stages of their professional education. This alternative, dissemination through foundation education, is illustrated by describing recent initiatives at La Trobe University. Several potential concerns that behaviour analysts may have about the dissemination of behavioural innovation to nonpsychologists are examined, including concern that behavioural scientists may lose their distinctiveness, the fear that behavioural scientists may be “giving away” valuable expertise, the conviction that behavioural scientists must retain control over behavioural innovation, the belief that dissemination will result in misuse of behavioural innovation, and the claim that it is futile to disseminate behavioural science knowledge because it is not valued by other health professionals. These various concerns were found to be unwarranted.