Positive Behavioral Support: Including People with Difficult Behavior in the Community Koegel Ph.D. MA CCC-SLP, Dr. Lynn Kern; Koegel Ph.D., Dr. Robert L. and Dunlap Ph.D., Glen

This strategy-packed resource demonstrates how people with challenging behavior can be fully included at home, at school, and in the community. Based on solid research, it offers state-of-the-art intervention techniques and explores the planning and assistance needed to implement nonaversive inclusion strategies. Compelling case studies that illustrate successful integration make this person- and family-centered book essential for everyone involved with people with difficult behavior.

Ann Kaiser, Ph.D. is the Susan W. Gray Professor of Education and Human Development at Vanderbilt University. She is the author of more than 175 articles on early intervention for children with autism and other development communication disabilities. Her research focuses on therapist- and parent-implemented naturalistic interventions.

Lynn Kern Koegel, Ph.D., CCC-SLP, is a clinical professor at the Stanford School of Medicine. She has been active in the development of programs to improve communication in children with autism, including the development of first words, grammatical structures, pragmatics, and social conversation. In addition to her published books and articles in the area of communication and language development, she has developed and published procedures and field manuals in the area of self-management and functional analysis that are used in school districts and by parents throughout the United States and have been translated in other major languages. Dr. Lynn Koegel is the author of Overcoming Autism and Growing Up on the Spectrum with parent Claire LaZebnik, published by Viking/Penguin and available in most bookstores. In addition, she appeared on ABC's hit show “Supernanny” working with a child with autism.

Robert Koegel, Ph.D., is a senior researcher at the Stanford School of Medicine. His research is in the area of autism, specializing in language intervention, family support, and school integration. He has published over 200 articles and papers relating to the treatment of autism, and several books on the treatment of autism and positive behavioral support. He is the Founding Editor of the Journal of Positive Behavior Interventions. Models of his procedures are used in public schools and in parent education programs throughout the world. He has trained many health care and special education leaders in the United States and abroad.

Glen Dunlap, Ph.D., has been involved with individuals with disabilities for more than 45 years and has served as a teacher, administrator, researcher, and university faculty member. He has directed numerous research and training projects and has been awarded dozens of federal and state grants to pursue this work. He has authored more than 250 articles and book chapters, co­edited numerous books, and served on 15 editorial boards. He was one of the founders of the Association for Positive Behavior Support, and served terms as treasurer and president of that organization. He is also the lead author on each of the books in the PTR series. Dr. Dunlap was a founding editor of the Journal of Positive Behavior Interventions and served for 10 years as the editor of Topics in Early Childhood Special Education. Dr. Dunlap lives in Reno, NV and is affiliated with the University of Nevada, Reno.

Dr. Lise Fox is a professor in the Department of Child and Family Studies at the University of South Florida in Tampa, Florida, and is Co-Director of the Florida Center for Inclusive Communities: A University Center for Excellence in Developmental Disabilities. Dr. Fox is one of the developers of the Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children and has authored 95 books, book chapters, and articles. She has developed and managed numerous technical assistance, research, model demonstration, and personnel preparation projects in the areas of early childhood special education, state capacity building, implementation of the Pyramid Model, preventing and addressing challenging behavior, and Positive Behavior Support. She is the director of the National Center for Pyramid Model Innovations.

Richard W. Albin, Ph.D., is Associate Professor of Educational and Community Supports in the College of Education at the University of Oregon.

Jacki L. Anderson, Ph.D., received her doctorate from the University of Wisconsin in the areas of communication disorders, child and family studies, and individuals with severe disabilities. She has more than 30 years of experience conducting in-service training activities around the country and has taught for 28 years in the Department of Educational Psychology at California State University East Bay (CSUEB). The education specialist teacher preparation program at CSUEB is a dual-credential program through which students receive both general and special education credentials. Program graduates are known for their excellence in providing effective and innovative educational practices and positive behavior supports. Dr. Anderson's areas of specialization include positive behavior support, teacher training, and inclusive education/life for individuals with severe disabilities. She has been awarded federal funds to pursue these interests via research and training projects; has published the results in textbooks, training manuals, and journal articles; and is on the editorial boards of Research and Practice for Persons with Severe Disabilities and Journal of Positive Behavior Intervention. Dr. Anderson is actively involved in a variety of professional organizations and policy-making committees, including as a founding member, vice president, and board member of the Association for Positive Behavior Support (APBS); chair of the executive committee and executive vice president of the International TASH organization; former president and current board member of CAL-TASH; president of the board for Casa Allegra Community Services (providing supported living, integrated work, and microenterprise services for individuals with severe disabilities); and a member of several advisory committees to local school districts.

Stephen Camarata, Ph.D., Professor, Hearing and Speech Sciences, Vanderbilt University School of Medicine, 1215 21st Avenue South, Suite 8310, Nashville, TN 37232
Stephen Camarata is a nationally and internationally renowned clinician-scientist who studies late-talking children. His research focuses on the assessment and treatment of speech and language disorders in children with disabilities such as autism, Down syndrome, and specific language impairment. He also studies children whose late onset of talking appears to be a natural developmental stage rather than a symptom of a broader developmental disability.

Edward G. Carr, Ph.D., was Professor of Psychology at the State University of New York at Stony Brook, and a research scientist at the Developmental Disabilities Institute on Long island, New York. He worked in the field of developmental disabilities for over 25 years and contributed over 100 publications to the professional literature, primarily in the areas of problem behavior and communication. Dr. Carr lectured extensively and gave workshops throughout the U.S., Canada, and Europe. He served on the editorial boards of 12 journals in the field of developmental disabilities and behavior analysis. Dr. Carr was a Fellow of the American Psychological Association and was listed in American Men and Women of Science. In 1981, he received a Certificate of Commendation from the Autism Society of America for his work on problem behavior, and in 1982 he received an award from the International Society for Research on Aggression for his book In Response to Aggression (co-authored with A.P. Goldstein, W.S. Davidson, and P. Wehr).

Carol Davis, Ed.D., Associate Professor of Special Education, University of Washington, Box 353600, Seattle, Washington 98195. Dr. Davis’s research interests include examining effective instructional practices that facilitate skill acquisition and promote positive behavior of students with moderate to profound disabilities in inclusive settings, identifying variables that contribute to the use of effective strategies by teachers in these settings, and developing systems to support students with severe disabilities to have access to the general education curriculum within the public school setting.

Kathleen M. Feeley, Ph.D., Associate Professor, Department of Special Education and Literacy, C.W. Post Campus, Long Island University, Brookville, New York 11367

Dr. Feeley is the clinical coordinator for the Certifi cate in Autism and Special Education Program at C.W. Post Campus, Long Island University. As the founder and director of the Center for Community Inclusion at C.W. Post Campus, Dr. Feeley provides training and technical assistance to families, school districts, and adult service agencies as they include individuals with developmental disabilities within their communities. She is also Senior Editor for the journal Down Syndrome Research and Practice and is a member of the international research group Research Action for People with Down Syndrome (RAPID), sponsored by Down Syndrome International.

Dr. Horner is the Alumni-Knight Endowed Professor of Special Education at the University of Oregon, where he directs the Educational and Community Supports research unit. He received his undergraduate degree in psychology from Stanford University, his master's degree in experimental psychology from Washington State University, and his doctorate in special education from the University of Oregon. Dr. Horner's research has focused on developing evidence-based interventions that result in socially significant changes for people with and without disabilities. As co-director with Dr. George Sugai of the Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports, Dr. Horner coordinates research and technical assistance activities with multiple partners across the nation.

During the past 20 years, he has worked directly with schools and school administrators in the development of approaches for implementing school-wide systems of positive behavior support. He 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 the Journal of Applied Behavior Analysis and the American Journal on Mental Retardation.

In recognition of his achievements, Dr. Horner has received multiple awards, among them the Society for the Advancement of Behavior Analysis Public Service Behavior Analysis Award (2006), the American Association on Mental Retardation Education Award (2002), the TASH Positive Approaches Award (2000), and the American Psychological Association Fred Keller Educational Research Award (1996).

Susan S. Johnston, Ph.D., Professor, Department of Special Education, University of Utah, 1705 East Campus Center Drive, Room 221, Salt Lake City, Utah 84112

Dr. Johnston conducts research, teaches, and provides technical assistance in the areas of augmentative and alternative communication, early language and literacy intervention, and early childhood special education. During her tenure at the University of Utah, Dr. Johnston served as Associate Dean for Academic Affairs for the College of Education and currently serves as Director of International Initiatives for the College of Education. She received her Master of Arts degree and doctorate in speech-language pathology from the University of Minnesota in Minneapolis.

Craig H. Kennedy, Ph.D., BCBA, Chair, Special Education Department, and Professor of Special Education and Pediatrics, Box 328, Peabody College, Vanderbilt University, Nashville, Tennessee 37203

Dr. Kennedy is Chair of the Special Education Department and Professor of Special Education and Pediatrics at Vanderbilt University and is a Vanderbilt Kennedy Center Investigator. He also is Director of the Vanderbilt Kennedy Behavior Analysis Clinic. Dr. Kennedy received a master of science degree in special education and rehabilitation from the University of Oregon and a doctorate in special education with an emphasis in quantitative sociology from the University of California, Santa Barbara.

Dr. Kennedy has published more than 140 scholarly works, including the book Single-Case Designs for Educational Research (Allyn & Bacon, 2005). He has served as Associate Editor of the Journal of Applied Behavioral Analysis, Journal of Behavioral Education, and Journal of The Association for Persons with Severe Handicaps.

He is a Board Certified Behavior Analyst and Secretary of the Board of Trustees of the Society for the Experimental Analysis of Behavior. He is a member of the American Association on Intellectual and Developmental Disabilities, Association for Behavior Analysis, Society for Neuroscience, and TASH. He also serves on the editorial boards of many highly respected peer-reviewed journals.

In 1991, Dr. Kennedy received TASH’s Alice H. Hayden Award, and in 1993, he received the B.F. Skinner New Research Award from the American Psychological Association, Division 25. He was also recognized in 2003 for his research excellence by Peabody College at Vanderbilt University.

Donald Kincaid, Ed.D., Assistant Program Director and Professor, Division of Applied Research and Educational Support (DARES), Department of Child & Family Studies, Florida Mental Health Institute, University of South Florida, 13301 Bruce B. Downs Boulevard, MHC 2113A, Tampa, Florida 33612-3899

Dr. Kincaid is the director of the Florida Positive Behavior Support Project and the Principal Investigator of the Prevent-Teach-Reinforce model. He is also a collaborator and principal investigator for the University of South Florida's subcontract with the Technical Assistance Center for Positive Behavioral Interventions and Supports. He also serves as the co-principal investigator on Florida's Center for Inclusive Communities, a University Center for Excellence in Developmental Disabilities. His primary interests are in applying positive behavior support approaches for individual students, classrooms, and entire schools. Much of his professional activity involves coordinating systems change efforts at a local, state, and national level to support the implementation of evidence-based practices. Dr. Kincaid also teaches at the university level and serves on a number of editorial and advisory boards in the area of positive behavior support.

Joseph M. Lucyshyn, Ph.D., is an Assistant Professor in the Department of Educational and Counseling Psychology, and Special Education, Faculty of Education University of British Columbia.

Joe Reichle, Ph.D., Professor, Speech-Language-Hearing Sciences, 115 Shevlin Hall, 164 Pillsbury Drive Southeast, University of Minnesota, Minneapolis, Minnesota 55455

Dr. Joe Reichle holds appointments in the Departments of Speech-Language-Hearing Sciences and Educational Psychology at the University of Minnesota. He is an internationally recognized expert in the areas of augmentative communication and communication intervention for persons with significant developmental disabilities and has written over 100 articles and chapters. Dr. Reichle has co-edited 10 books focused on his areas of expertise. He has served as a co-editor of the flagship journal (Journal of Speech-Language-Hearing Research) of the American Speech-Language and Hearing Association. Dr. Reichle was a former Associate Chair of the Department of Speech-Language-Hearing Sciences. During his 33-year career he has served as a PI, co-PI, and investigator on numerous federally funded projects. Currently, he is the Director of the University of Minnesota's Leadership Training Program in Neurodevelopmental Disabilities.

Todd R. Risley, Ph.D., began his career in the early 1960s at the Institute for Child Development at the University of Washington, where he participated in the original demonstrations of the power of learning principles in influencing young children. With Montrose Wolf and Betty Hart, he introduced the basic procedures of adult attention and time-out now routinely taught and used in teaching and parenting. He also helped introduce the procedures for shaping speech and language widely used in special education. In 1965, Hart and Risley began more than 35 years of collaborative work at the University of Kansas, when they established preschool intervention programs in poverty neighborhoods in Kansas City. Their study of what children actually do and say in day care and preschool and their publications on incidental teaching from the empirical base for contemporary child-centered teaching practices in preschool and special education. Before his death in 2007, Dr. Risley was Professor Emeritus of Psychology at the University of Alaska and Senior Scientist at the Schiefelbusch Institute for Life Span Studies at The University of Kansas. He served on many national boards and commissions, as Editor of the Journal of Applied Behavior Analysis, as President of the Association for Advancement of Behavior Therapy and of the behavioral division of the American Psychological Association, and as Alaska's Director of Mental Health and Developmental Disabilities.

Laura Schreibman, Ph.D., Distinguished Professor of Psychology, University of California, San Diego (UCSD), 9500 Gilman Drive, La Jolla, California 92093. Dr. Laura Schreibman directs the UCSD Autism Intervention Research Program, a federally funded research program focusing on the experimental analysis and treatment of autism. A co-developer of Pivotal Response Training, her general research interests include naturalistic behavioral intervention strategies, development of individualized treatment protocols, analysis of language and attentional deficits, generalization of behavior change, parent training, and issues of assessment. She is the author of three books and more than 120 research articles and book chapters.

Aubyn C. Stahmer, Ph.D., BCBA, Research Scientist, Psychologist, Rady Children’s Hospital, 3020 Children’sWay,MC5033, San Diego, California 92123. Dr. Stahmer is a research scientist and clinical psychologist at Rady Children’s Hospital and the Child and Adolescent Services Research Center. She has published many scholarly articles on inclusion and early intervention services in the area of autism. Her current interests include the study of early intervention systems for children with autism and the translation of evidence-based practices into community settings.

Phillip Strain, Ph.D., is James C. Kennedy Endowed Chair in Urban Education at the Morgridge College of Education and Director of the Positive Early Learning Experiences Center at the University of Denver. Dr. Strain is the author of more than 300 professional papers that have focused on young children with autism, prevention of challenging behavior, and inclusion practices. In his 4 decades in the field, he has been a teacher, early intervention program administrator, and university professor. Dr. Strain’s research on challenging behavior and autism has received more than $80 million dollars in grant support, and this work has garnered multiple career achievement awards.