PBS Together

How to Start Your PBS Practitioner Journey

with Tracey Lawson

Are you ready to take your first steps towards becoming a Positive Behaviour Support (PBS) Practitioner? This webinar is designed to give you a clear, practical roadmap to get started — and to help you feel confident about meeting the requirements set by the NDIS Quality and Safeguards Commission.

We’ll start by demystifying the application process. You’ll learn how to apply directly through the NDIS Commission, what the ‘Alternative Pathway’ involves, and how to present a strong portfolio of evidence if you’re already building your skills. We’ll also break down the supervision and professional development requirements for entry-level practitioners, so you know exactly what to expect from day one.

Next, we’ll explore the key competencies that every PBS Practitioner needs. From understanding the human rights perspective and ethical foundations of the role, to conducting meaningful assessments, collecting and analysing data, and developing person-centred Behaviour Support Plans (BSPs) — we’ll cover the essential skills that will shape your professional practice.

You’ll also gain insight into the NDIS requirements for the role, the regulated timeframes you’ll need to meet, and how to keep growing through reflection and continuous learning.

Supervision is at the heart of building and maintaining your PBS practice. In this session, we’ll unpack what quality PBS supervision looks like (and what it doesn’t), how to get the most out of your supervisory relationship, and how to choose a supervisor who will truly support your professional development goals.

We’ll also share insider tips on finding the right workplace — one that actively supports your learning, upholds ethical practice, and avoids the common pitfalls new practitioners face when starting out.

Finally, you’ll discover how PBS Together’s Bootcamp can guide and support you through every stage of this journey. With targeted online learning, live classes, and ongoing supervision, you’ll have the structure and support you need to develop your skills and thrive in your role. Whether you’re just starting to explore the PBS field, currently studying in a related discipline, or working in a role where PBS skills are becoming essential, this webinar will give you the clarity, direction, and confidence to move forward.

Secure your place today and take the first step in your PBS Practitioner journey.
🗓 Date:  22 August 2025
⏰ Time: 5-6pm AEST (NSW, QLD, VIC, TAS, ACT)
                 4:30-5:30pm ACST (SA, NT)
                 3-4pm AWST (WA)

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meet the presenter

Tracey Lawson

CEO @ PBS Together

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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

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What you will learn in the webinar

Following the session, participants will be able to:

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