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| Implementing Behavior Analysis at Scales of Social Importance |
| Friday, October 9, 2020 |
| 11:00 AM–12:00 PM |
| Online |
| Domain: Conceptual |
| Chair: Mark A. Mattaini (Jane Addams College of Social Work-University of Illinois at Chicago) |
| CE Instructor: Mark A. Mattaini, Ph.D. |
| Presenting Author: ROBERT HORNER (University of Oregon) |
| Abstract: The principles of behavior analysis hold great promise for addressing many of the major challenges faced in society. Yet the applications of behavior analysis remain limited in scope and breadth. This session will focus on the large-scale application of applied behavior analysis in educational settings. Emphasis will be given to identifying the core features of effective educational environments, and the process for implementing those features with high fidelity, sustainability, and at scales of social significance. Experience over the past two decades with implementation of positive behavioral interventions and supports (PBIS) in over 27,000 schools will be described. |
| Instruction Level: Intermediate |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) identify three trends currently affecting the adoption of applied behavior analysis in education; (2) define the critical elements needed to operationally define an educational “practice”; (3) describe the central role of “fidelity measurement” for large-scale adoption of behavioral practices; (4) define “contextual fit” as a core component for defining behavioral interventions that are used at scales of social significance. |
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| 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 behavior support, multi-tiered instructional systems, stimulus control, equity in education, and systems change. He has worked for the past 20 years with George Sugai in development and implementation of school-wide positive behavioral interventions and supports (PBIS). Over 27,000 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. Dr. Horner is recipient of multiple awards, including the 2002 AAMR Education Award, the 2006 ABA Public Service in Behavior Analysis Award, the 1996 APA Fred Keller Educational Researcher Award, and the 2014 AERA Distinguished Researcher Award. |
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