PBS Together

Moving from a Pathological to a Constructional Approach to Positive Behaviour Support in Australian Disability Services

with John Wooderson and Oliver Roschke 

In this webinar, co-presenters Oliver Roschke and John Wooderson unpack the constructional approach to Positive Behaviour Support (PBS) and why it matters in contemporary practice. They explore how constructional approaches differ from traditional, problem-focused (pathological) models, and trace the history of PBS alongside its current challenges under the NDIS in Australia.

Together, Oliver and John highlight the importance of the therapeutic contract, explain the difference between participant-focused and provider-focused PBS, and share compelling case examples.

Listeners will leave with practical takeaways for reframing PBS practice, building lives of dignity and autonomy, and applying constructional principles within the current NDIS framework.

Secure your spot today and be part of shaping the future of PBS practice.
🗓 Date:  30 September 2025
⏰ Time: 12-1pm AEST (NSW, QLD, VIC, TAS, ACT)
                 11:30-12:30pm ACST (SA, NT)
                 10-11am AWST (WA)


     meet the presenter

John Wooderson, PhD.

Director of Learning and Performance at the Kameleon Group

 John Wooderson (PhD, BCBA-D) has over three decades of experience across education, disability, and behaviour support services. He has held senior clinical and leadership roles including Director of Learning and Development at the Queensland Centre of Excellence for Behaviour Support and is currently Director of Learning and Performance at the Kameleon Group. His research and practice focus on performance improvement systems, constructional approaches to PBS, and non-coercive alternatives to restrictive practices.
meet the presenter

Oliver Roschke, MA. 

Head of Service Quality and Performance at Lojic
Oliver Roschke (MA, BCBA, CBA) brings more than 20 years of international experience across education, residential care, supported living, and specialist behaviour support services in the UK, Ireland, New Zealand, and Australia. He is currently Head of Service Quality and Performance at Lojic, and serves as an Independent Specialist with the NSW Department of Communities and Justice. Oliver’s expertise lies in rights-focused practice, restrictive practice reduction, and embedding constructional PBS models across complex service systems.

Check out some of Dr. Horner's recent publications:

Kittelman, A., Strickland-Cohen, M. K., McGrath Kato, M., McIntosh, K., & Horner, R. H. (2025). Check-In/Check-Out Participation Patterns Within U.S. Schools. Journal of Positive Behavior Interventions, 0(0). https://doi.org/10.1177/10983007241312419

Kittelman, A., Cohen Lissman, D., Strickland-Cohen, M. K., McGrath Kato, M., Flannery, K. B., Horner, R. H., Izzard, S., St. Joseph, S., & Mowery, A. (2023). CICO-Secondary: A Single-Case Experimental Study in High School. Journal of Positive Behavior Interventions, 26(2), 89-100. https://doi.org/10.1177/10983007231200542 

Massar, M. M., Horner, R. H., Kittelman, A., & Conley, K. M. (2022). Mechanisms of Effective Coaching: Using Prompting and Performance Feedback to Improve Teacher and Student Outcomes. Journal of Positive Behavior Interventions, 25(3), 169-184. https://doi.org/10.1177/10983007221133524 

Kittelman, A., Strickland-Cohen, M. K., Conley, K. M., & Horner, R. H. (2022). Allocating Resources for Tier 2 and 3 Implementation Within Positive Behavioral Interventions and Supports. TEACHING Exceptional Children, 57(1), 14-22. https://doi.org/10.1177/00400599221125889

Halle, J. W., & Horner, R. H. (2021). Introduction to an Agenda for Advancing the Field of Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 46(3), 131. https://doi.org/10.1177/15407969211030966

Kittelman, A., Horner, R. H., & Rowe, D. A. (2020). Selecting Evidence-Based Practices to Improve Learning and Behavior. TEACHING Exceptional Children, 53(2), 96-98. https://doi.org/10.1177/0040059920964684

Monzalve, M., & Horner, R. H. (2020). The Impact of the Contextual Fit Enhancement Protocol on Behavior Support Plan Fidelity and Student Behavior. Behavioral Disorders, 46(4), 267-278. https://doi.org/10.1177/0198742920953497

Sugai, G., & Horner, R. H. (2019). Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations. Exceptional Children, 86(2), 120-136. https://doi.org/10.1177/0014402919855331

Dunlap, G., Carr, E. G., Horner, R. H., Koegel, R. L., Sailor, W., Clarke, S., Koegel, L. K., Albin, R. W., Vaughn, B. J., McLaughlin, D. M., James, K. M., Todd, A. W., Newton, J. S., Lucyshyn, J., Griggs, P., Bohanon, H., Choi, J. H., Vismara, L., Minjarez, M. B., … Fox, L. (2019). A Descriptive, Multiyear Examination of Positive Behavior Support. Behavioral Disorders, 35(4), 259-279. https://doi.org/10.1177/019874291003500401

Horner, R. H., & Dunlap, G. (2018). Future Directions for Tash: Combining Values and Science. Research and Practice for Persons with Severe Disabilities, 37(2), 111-115. https://doi.org/10.1177/154079691203700206

Horner, R. H., Ward, C. S., Fixsen, D. L., Sugai, G., McIntosh, K., Putnam, R., & Little, H. D. (2018). Resource Leveraging to Achieve Large-Scale Implementation of Effective Educational Practices. Journal of Positive Behavior Interventions, 21(2), 67-76. https://doi.org/10.1177/1098300718783754

Horner, R. H., & Halle, J. W. (2018). Commentary on “Perspectives on the State of the Art (and Science) of Selected Life-Span Services”. Research and Practice for Persons with Severe Disabilities, 43(2), 90-93. https://doi.org/10.1177/1540796918759766

McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., Kittelman, A., Hoselton, R., & Horner, R. H. (2018). Factors Predicting Sustained Implementation of a Universal Behavior Support Framework. Educational Researcher, 47(5), 307-316. https://doi.org/10.3102/0013189X18776975

Horner, R. H., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, K., Cusumano, D., & Preston, A. (2018). A Randomized Waitlist Controlled Analysis of Team-Initiated Problem Solving Professional Development and Use. Behavioral Disorders, 43(4), 444-456. https://doi.org/10.1177/0198742917745638

Kratochwill, T. R., Levin, J. R., & Horner, R. H. (2017). Negative Results: Conceptual and Methodological Dimensions in Single-Case Intervention Research. Remedial and Special Education, 39(2), 67-76. https://doi.org/10.1177/0741932517741721

Horner, R. H., & Sugai, G. (2017). Future Directions for Positive Behavior Support: A Commentary. Journal of Positive Behavior Interventions, 20(1), 19-22. https://doi.org/10.1177/1098300717733977

Todd, A. W., Algozzine, B., Horner, R. H., Preston, A. I., Cusumano, D., & Algozzine, K. (2017). A Descriptive Study of School-Based Problem-Solving. Journal of Emotional and Behavioral Disorders, 27(1), 14-24. https://doi.org/10.1177/1063426617733717

Pinkelman, S. E., & Horner, R. H. (2016). Improving Implementation of Function-Based Interventions: Self-Monitoring, Data Collection, and Data Review. Journal of Positive Behavior Interventions, 19(4), 228-238. https://doi.org/10.1177/1098300716683634

Smolkowski, K., Girvan, E. J., Mcintosh, K., Nese, R. N. T., & Horner, R. H. (2016). Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students. Behavioral Disorders, 41(4), 178-195. https://doi.org/10.17988/bedi-41-04-178-195.1

McIntosh, K., Massar, M. M., Algozzine, R. F., George, H. P., Horner, R. H., Lewis, T. J., & Swain-Bradway, J. (2016). Technical Adequacy of the SWPBIS Tiered Fidelity Inventory. Journal of Positive Behavior Interventions, 19(1), 3-13. https://doi.org/10.1177/1098300716637193 

Strickland-Cohen, M. K., Kennedy, P. C., Berg, T. A., Bateman, L. J., & Horner, R. H. (2016). Building School District Capacity to Conduct Functional Behavioral Assessment. Journal of Emotional and Behavioral Disorders, 24(4), 235-246. https://doi.org/10.1177/1063426615623769

Algozzine, B., Horner, R. H., Todd, A. W., Newton, J. S., Algozzine, K., & Cusumano, D. (2015). Measuring the Process and Outcomes of Team Problem Solving. Journal of Psychoeducational Assessment, 34(3), 211-229. https://doi.org/10.1177/0734282915592535

Singer, G. H. S., Horner, R. H., Dunlap, G., & Wang, M. (2015). Standards of Proof: TASH, Facilitated Communication, and the Science-Based Practices Movement. Research and Practice for Persons with Severe Disabilities, 39(3), 178-188. https://doi.org/10.1177/1540796914558831

McIntosh, K., Kim, J., Mercer, S. H., Strickland-Cohen, M. K., & Horner, R. H. (2014). Variables Associated With Enhanced Sustainability of School-Wide Positive Behavioral Interventions and Supports. Assessment for Effective Intervention, 40(3), 184-191. https://doi.org/10.1177/1534508414556503

Strickland-Cohen, M. K., & Horner, R. H. (2014). Typical School Personnel Developing and Implementing Basic Behavior Support Plans. Journal of Positive Behavior Interventions, 17(2), 83-94. https://doi.org/10.1177/1098300714554714

Hitchcock, J. H., Horner, R. H., Kratochwill, T. R., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2014). The What Works Clearinghouse Single-Case Design Pilot Standards: Who Will Guard the Guards? Remedial and Special Education, 35(3), 145-152. https://doi.org/10.1177/0741932513518979

Strickland-Cohen, M. K., McIntosh, K., & Horner, R. H. (2014). Effective Practices in the Face of Principal Turnover. TEACHING Exceptional Children, 46(3), 19-25. https://doi.org/10.1177/004005991404600302

Horner, R. H., Kincaid, D., Sugai, G., Lewis, T., Eber, L., Barrett, S., Dickey, C. R., Richter, M., Sullivan, E., Boezio, C., Algozzine, B., Reynolds, H., & Johnson, N. (2013). Scaling Up School-Wide Positive Behavioral Interventions and Supports: Experiences of Seven States With Documented Success. Journal of Positive Behavior Interventions, 16(4), 197-208. https://doi.org/10.1177/1098300713503685 

Dunlap, G., Kincaid, D., Horner, R. H., Knoster, T., & Bradshaw, C. P. (2013). A Comment on the Term “Positive Behavior Support”. Journal of Positive Behavior Interventions, 16(3), 133-136. https://doi.org/10.1177/1098300713497099

Ross, S. W., & Horner, R. H. (2013). Bully Prevention in Positive Behavior Support: Preliminary Evaluation of Third-, Fourth-, and Fifth-Grade Attitudes Toward Bullying. Journal of Emotional and Behavioral Disorders, 22(4), 225-236. https://doi.org/10.1177/1063426613491429

Gage, N. A., Freeman, J., Horner, R. H., Sugai, G., Lewis, T. J., & Strickland-Cohen, K. (2013). Funding Support for School-Wide Positive Behavioral Interventions and Support Implementation and Scale-Up: A Descriptive Study of Nine States. Journal of Disability Policy Studies, 25(3), 164-174. https://doi.org/10.1177/1044207313488943

Loman, S. L., & Horner, R. H. (2013). Examining the Efficacy of a Basic Functional Behavioral Assessment Training Package for School Personnel. Journal of Positive Behavior Interventions, 16(1), 18-30. https://doi.org/10.1177/1098300712470724 

Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2012). Single-Case Intervention Research Design Standards. Remedial and Special Education, 34(1), 26-38. https://doi.org/10.1177/0741932512452794 

Coffey, J. H., & Horner, R. H. (2012). The Sustainability of Schoolwide Positive Behavior Interventions and Supports. Exceptional Children, 78(4), 407-422. https://doi.org/10.1177/001440291207800402 

Sanford, A. K., & Horner, R. H. (2012). Effects of Matching Instruction Difficulty to Reading Level for Students With Escape-Maintained Problem Behavior. Journal of Positive Behavior Interventions, 15(2), 79-89. https://doi.org/10.1177/1098300712449868 

Algozzine, B., Newton, J. S., Horner, R. H., Todd, A. W., & Algozzine, K. (2011). Development and Technical Characteristics of a Team Decision- Making Assessment Tool: Decision Observation, Recording, and Analysis (DORA). Journal of Psychoeducational Assessment, 30(3), 237-249. https://doi.org/10.1177/0734282911423884

Ross, S. W., Romer, N., & Horner, R. H. (2011). Teacher Well-Being and the Implementation of School-Wide Positive Behavior Interventions and Supports. Journal of Positive Behavior Interventions, 14(2), 118-128. https://doi.org/10.1177/1098300711413820

Check more articles here.

What you will learn in the webinar

Following the session, participants will be able to:

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