PBIS in Practice: Exploring Its History and Today’s Challenges

with Dr. Robert Horner

It’s been over 40 years since the development of the field of Positive Behaviour Support began. Few individuals have played as fundamental a role in this history as Professor Rob Horner (University of Oregon – USA). From the early fight for the human rights of people with disabilities, to the advocacy for regulation and quality standards in service provision, and the integration of empirically validated behavioural interventions — through to the implementation of School-Wide Positive Behavioural Interventions and Supports (PBIS) in over 26,000 schools across the United States — Professor Horner has been a consistent leader in the field.

He is widely recognised as the author of hundreds of scientific articles and serves as an associate editor of leading journals in the field. His work has had a significant influence on public policy, clinical practice, and education across the globe.

In this webinar, Professor Rob Horner will guide us through the history and current landscape of PBS, inviting us to reflect on today’s challenges and consider what lies ahead. A not-to-be-missed opportunity to engage with one of the founding figures of the field, and the author of many of the articles and books that continue to shape the way we understand the purpose of our work.


🗓 Date: 01st May 2025
⏰ Time: 10-11am AEST (NSW, QLD, VIC, TAS, ACT)
                 9:30-10:30am ACDT (SA, NT)
                 8-9am AWST (WA)

👉 Register now to secure your spot!

PBIS in Practice: Exploring Its History and Today’s Challenges

with dr. ROBERT HORNER
1st may, 10-11am AEsT
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meet the presenter

Dr. Robert Horner

University of Oregon

Rob Horner is an emeritus professor of special education at the University of Oregon.  His research has focused on applied behavior analysis, positive behaviour support, multi-tiered instructional systems, equity in education, and systems change. He has worked for the past 30 years with George Sugai in development and implementation of school-wide positive behavioral interventions and supports (PBIS). Over 26,000 schools are implementing PBIS nationally. Research, evaluation and technical assistance outcomes from this effort indicate that investing in the development of a positive social culture is associated with improved social, behavioral and academic gains for students. Dr. Horner has been the editor of the Journal of the Association for Persons with Severe Handicaps, co-editor of the Journal of Positive Behavior Interventions, and associate editor for both the Journal of Applied Behavior Analysis and the American Journal on Mental Retardation. 

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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