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Applied Behavior Analysis and Positive Behavior Support |
| Saturday, January 28, 2012 |
| 8:15 AM–9:15 AM |
| Grand Ballroom |
| Area: AUT; Domain: Applied Research |
| Instruction Level: Intermediate |
| CE Instructor: Robert H. Horner, Ph.D. |
| ROBERT H. HORNER (University of Oregon) |
 Rob Horner is professor of special education at the University of Oregon. He also is the co-director with Dr. George Sugai of the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (SWPBIS), and co-director with Dr. Dean Fixsen, Karen Blase, and George Sugai of the OSEP Technical Assistance Center on State Implementation and Scaling of Evidence-based Practices (SISEP). Dr. Horner was an associate editor of JABA and AJMR and former editor of JASH and JPBI. His research has focused on stimulus control, instructional design for individuals with severe disabilities, generalization, positive behavior support, data-based decision-making, single-case research design, and the implementation and scaling of evidence-based practices. |
| Abstract: The primary focus of this session will be on the implementation of applied behavior analysis in scales of social significance. The principles and practice of applied behavior analysis have dramatic relevance for our society. The goals of American education, health care, and business are tied to understanding and improving behavior. Yet even compelling research demonstrations of the impact of applied behavior analysis have not become an accepted part of major institutions. One emerging exception is adoption of school-wide positive behavior support. As of August 2011 more than 16,000 schools in the USA were actively engaged in implementing school-wide positive behavior support. Two important messages for ABAI members are that a) school-wide positive behavior support is implementation of applied behavior analysis and b) the reasons why schools are adopting school-wide positive behavior support are central to better understanding how to make applied behavior analysis more accessible. Data will be presented from a recent review of seven states that now implement school-wide positive behavior support in more than a third of their schools. Four key features were identified from this review as central to scaling up implementation of school-wide positive behavior support. The relevance of these features for extending applied behavior analysis principles and practices across U.S.A. institutions will be explored. |
| Target Audience: Certified behavior analysts, behavioral consultants, behavioral therapists, clinicians, educational consultants, psychologists, special education teachers, and individuals working with children with autism or other developmental delays. |
| Learning Objectives: 1. Define six variables needed to make ABA more accessible
2. Define Positive Behavior Support as an example of ABA
3 Define a research agenda for expanding the implementation of ABA on a scale of social importance |
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