George Sugai, Ph.D., is Carole J. Neag Endowed Professor in Special Education in the Neag School of Education at the University of Connecticut, with expertise in behavior analysis, classroom and behavior management, schoolwide discipline, function-based behavior support, positive behavior support, and educating students with emotional and behavioral disorders. He has been a teacher in the public schools, treatment director in a residential program, and program administrator. Dr. Sugai conducts applied school and classroom research and works with schools to translate research into practice. He is currently codirector of the Center on Positive Behavioral Interventions and Supports at the University of Connecticut and University of Oregon. Rob Horner, Ph.D., is professor of special education at the University of Oregon. Dr. Horner brings a 25-year history of research, grants management, and systems change efforts related to school reform and positive behavior support. Dr. Horner has published more than 150 professional papers and 6 texts. He has directed more than $20 million dollars in federal grants, and currently codirects the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports and the OSEP Research and Demonstration Center on Schoolwide Behavior Support. Dr. Horner also codirects the Positive Behavior Research and Support research unit at the University of Oregon. During the past 10 years Dr. Horner has directed projects working directly with schools and school administrators in the development of systems for embedding schoolwide systems of positive behavior support.Glen Dunlap, Ph.D., is a research professor in the Division of Applied Research and Educational Support at the University of South Florida, where he works on several research, training, and demonstration projects in the areas of positive behavior support, child protection, early intervention, developmental disabilities and family support. Dr. Dunlap has been involved with individuals with disabilities for more than 30 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 175 articles and book chapters, coedited four books, and served on 15 editorial boards. Dr. Dunlapwas a founding editor of the Journal of Positive Behavior Interventions and was recently named the editor of Topics in Early Childhood Special Education. In 2005, he moved to Reno, Nevada, where he continues to work on research and training projects as a member of the faculty at the University of South Florida. Wayne Sailor, Ph.D., is a Professor in the Department of Special Education, School of Education, University of Kansas; a Senior Scientist with the Beach Center on Disability, Life Span Institute, University of Kansas; and a Courtesy Professor with the Department of Applied Behavioral Science, University of Kansas. Dr. Sailor's focus of interests are full integration of students with severe disabilities through school restructuring processes; and service integration strategies for health, social, and educational services for all children at the school site. He has done extensive research on schoolwide applications of positive behavior support and, in particular, uses of empowerment evaluation in whole school reform. His most recent research is focused on a structural school reform model call the schoolwide applications model (SAM), which is being field tested in the Ravenswood City School District, East Palo Alto, California, and in the New Orleans, Louisiana Recovery School District.

From the reviews: "Provides a fascinating insight into ways in which positive behaviour support has been, and could be, developed and applied. ... if you want to see the potential range of application of positive behaviour support, and the various components which may be involved, then you will find this fascinating. And if you are interested in the theoretical trajectory which has been followed by behaviourism, this book will give you plenty of food for thought." (Jenny Webb, International Journal of Positive Behavioural Support, Vol. 2 (1), Spring, 2012)

• Overview and History of Positive Behavior Support.- The Intellectual Roots of Positive Behavior Support and Their Implications for Its Development.- Early Childhood, Family, And Community.- Positive Behavior Support and Early Intervention.- Toward an Ecological Unit of Analysis in Behavioral Assessment and Intervention With Families of Children With Developmental Disabilities.- Positive Behavior Support and Early Intervention for Young Children With Autism: Case Studies on the Efficacy of Proactive Treatment of Problem Behavior.- Integrating a Positive behavior Support Approach Within Head Start.- Empirically Supported Intervention Practices for Autism Spectrum Disorders in School and Community Settings: Issues and Practices.- A Programwide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings.- Integrating PBS, Mental Health Services, and Family-Driven Care.- Optimistic Parenting: Hope and Help for Parents With Challenging Children.- Families Facing Extraordinary Challenges in Urban Communities: Systems-Level Application of Positive Behavior Support.- Delivering behavior Support in the Foster Care System.- Schoolwide.- Defining and Describing Schoolwide Positive Behavior Support.- Sustainability of Systems-Level Evidence-Based Practices in Schools: Current Knowledge and Future Directions.- Increasing Family Participation Through Schoolwide Positive Behavior Supports.- Primary-Tier Interventions and Supports.- Secondary-Tier Interventions and Supports.- Function-Based Supports for Individual Students in School Settings.- Implementation of Schoolwide Positive Behavior Support in Urban Settings.- Positive Behavior Support in Alternative Education, Community-Based Mental Health, and Juvenile Justice Settings.- Behavior Supports in Nonclassroom Settings.- Facilitating Academic Achievement Through Schoolwide Positive behavior Support.- Using a Problem-Solving Model to Enhance Data-Based Decision Making in Schools.- Finding a direction for High School Positive Behavior Support.- Systems Change and the Complementary Roles of In-Service and Preservice Training in Schoolwide Positive Behavior Support.- New Directions.- Sustaining Positive behavior Support in a Context of Comprehensive School Reform.- Completing the Continuum of Schoolwide Positive behavior Support: Wraparound as a Tertiary-Level Intervention.- Implementing Function-Based Support Within Schoolwide Positive Behavior Support.- Response to Intervention and Positive Behavior Support.- Erratum.

George Sugai, Ph.D., is Carole J. Neag Endowed Professor in Special Education in the Neag School of Education at the University of Connecticut, with expertise in behavior analysis, classroom and behavior management, schoolwide discipline, function-based behavior support, positive behavior support, and educating students with emotional and behavioral disorders. He has been a teacher in the public schools, treatment director in a residential program, and program administrator. Dr. Sugai conducts applied school and classroom research and works with schools to translate research into practice. He is currently codirector of the Center on Positive Behavioral Interventions and Supports at the University of Connecticut and University of Oregon. Rob Horner, Ph.D., is professor of special education at the University of Oregon. Dr. Horner brings a 25-year history of research, grants management, and systems change efforts related to school reform and positive behavior support. Dr. Horner has published more than 150 professional papers and 6 texts. He has directed more than $20 million dollars in federal grants, and currently codirects the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports and the OSEP Research and Demonstration Center on Schoolwide Behavior Support. Dr. Horner also codirects the Positive Behavior Research and Support research unit at the University of Oregon. During the past 10 years Dr. Horner has directed projects working directly with schools and school administrators in the development of systems for embedding schoolwide systems of positive behavior support.Glen Dunlap, Ph.D., is a research professor in the Division of Applied Research and Educational Support at the University of South Florida, where he works on several research, training, and demonstration projects in the areas of positive behavior support, child protection, early intervention, developmental disabilities and family support. Dr. Dunlap has been involved with individuals with disabilities for more than 30 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 175 articles and book chapters, coedited four books, and served on 15 editorial boards. Dr. Dunlapwas a founding editor of the Journal of Positive Behavior Interventions and was recently named the editor of Topics in Early Childhood Special Education. In 2005, he moved to Reno, Nevada, where he continues to work on research and training projects as a member of the faculty at the University of South Florida. Wayne Sailor, Ph.D., is a Professor in the Department of Special Education, School of Education, University of Kansas; a Senior Scientist with the Beach Center on Disability, Life Span Institute, University of Kansas; and a Courtesy Professor with the Department of Applied Behavioral Science, University of Kansas. Dr. Sailor's focus of interests are full integration of students with severe disabilities through school restructuring processes; and service integration strategies for health, social, and educational services for all children at the school site. He has done extensive research on schoolwide applications of positive behavior support and, in particular, uses of empowerment evaluation in whole school reform. His most recent research is focused on a structural school reform model call the schoolwide applications model (SAM), which is being field tested in the Ravenswood City School District, East Palo Alto, California, and in the New Orleans, Louisiana Recovery School District.

From the reviews: "Provides a fascinating insight into ways in which positive behaviour support has been, and could be, developed and applied. ... if you want to see the potential range of application of positive behaviour support, and the various components which may be involved, then you will find this fascinating. And if you are interested in the theoretical trajectory which has been followed by behaviourism, this book will give you plenty of food for thought." (Jenny Webb, International Journal of Positive Behavioural Support, Vol. 2 (1), Spring, 2012)

• Overview and History of Positive Behavior Support.- The Intellectual Roots of Positive Behavior Support and Their Implications for Its Development.- Early Childhood, Family, And Community.- Positive Behavior Support and Early Intervention.- Toward an Ecological Unit of Analysis in Behavioral Assessment and Intervention With Families of Children With Developmental Disabilities.- Positive Behavior Support and Early Intervention for Young Children With Autism: Case Studies on the Efficacy of Proactive Treatment of Problem Behavior.- Integrating a Positive behavior Support Approach Within Head Start.- Empirically Supported Intervention Practices for Autism Spectrum Disorders in School and Community Settings: Issues and Practices.- A Programwide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings.- Integrating PBS, Mental Health Services, and Family-Driven Care.- Optimistic Parenting: Hope and Help for Parents With Challenging Children.- Families Facing Extraordinary Challenges in Urban Communities: Systems-Level Application of Positive Behavior Support.- Delivering behavior Support in the Foster Care System.- Schoolwide.- Defining and Describing Schoolwide Positive Behavior Support.- Sustainability of Systems-Level Evidence-Based Practices in Schools: Current Knowledge and Future Directions.- Increasing Family Participation Through Schoolwide Positive Behavior Supports.- Primary-Tier Interventions and Supports.- Secondary-Tier Interventions and Supports.- Function-Based Supports for Individual Students in School Settings.- Implementation of Schoolwide Positive Behavior Support in Urban Settings.- Positive Behavior Support in Alternative Education, Community-Based Mental Health, and Juvenile Justice Settings.- Behavior Supports in Nonclassroom Settings.- Facilitating Academic Achievement Through Schoolwide Positive behavior Support.- Using a Problem-Solving Model to Enhance Data-Based Decision Making in Schools.- Finding a direction for High School Positive Behavior Support.- Systems Change and the Complementary Roles of In-Service and Preservice Training in Schoolwide Positive Behavior Support.- New Directions.- Sustaining Positive behavior Support in a Context of Comprehensive School Reform.- Completing the Continuum of Schoolwide Positive behavior Support: Wraparound as a Tertiary-Level Intervention.- Implementing Function-Based Support Within Schoolwide Positive Behavior Support.- Response to Intervention and Positive Behavior Support.- Erratum.

George Sugai, Ph.D., is Carole J. Neag Endowed Professor in Special Education in the Neag School of Education at the University of Connecticut, with expertise in behavior analysis, classroom and behavior management, schoolwide discipline, function-based behavior support, positive behavior support, and educating students with emotional and behavioral disorders. He has been a teacher in the public schools, treatment director in a residential program, and program administrator. Dr. Sugai conducts applied school and classroom research and works with schools to translate research into practice. He is currently codirector of the Center on Positive Behavioral Interventions and Supports at the University of Connecticut and University of Oregon. Rob Horner, Ph.D., is professor of special education at the University of Oregon. Dr. Horner brings a 25-year history of research, grants management, and systems change efforts related to school reform and positive behavior support. Dr. Horner has published more than 150 professional papers and 6 texts. He has directed more than $20 million dollars in federal grants, and currently codirects the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports and the OSEP Research and Demonstration Center on Schoolwide Behavior Support. Dr. Horner also codirects the Positive Behavior Research and Support research unit at the University of Oregon. During the past 10 years Dr. Horner has directed projects working directly with schools and school administrators in the development of systems for embedding schoolwide systems of positive behavior support.Glen Dunlap, Ph.D., is a research professor in the Division of Applied Research and Educational Support at the University of South Florida, where he works on several research, training, and demonstration projects in the areas of positive behavior support, child protection, early intervention, developmental disabilities and family support. Dr. Dunlap has been involved with individuals with disabilities for more than 30 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 175 articles and book chapters, coedited four books, and served on 15 editorial boards. Dr. Dunlapwas a founding editor of the Journal of Positive Behavior Interventions and was recently named the editor of Topics in Early Childhood Special Education. In 2005, he moved to Reno, Nevada, where he continues to work on research and training projects as a member of the faculty at the University of South Florida. Wayne Sailor, Ph.D., is a Professor in the Department of Special Education, School of Education, University of Kansas; a Senior Scientist with the Beach Center on Disability, Life Span Institute, University of Kansas; and a Courtesy Professor with the Department of Applied Behavioral Science, University of Kansas. Dr. Sailor's focus of interests are full integration of students with severe disabilities through school restructuring processes; and service integration strategies for health, social, and educational services for all children at the school site. He has done extensive research on schoolwide applications of positive behavior support and, in particular, uses of empowerment evaluation in whole school reform. His most recent research is focused on a structural school reform model call the schoolwide applications model (SAM), which is being field tested in the Ravenswood City School District, East Palo Alto, California, and in the New Orleans, Louisiana Recovery School District.

From the reviews: "Provides a fascinating insight into ways in which positive behaviour support has been, and could be, developed and applied. ... if you want to see the potential range of application of positive behaviour support, and the various components which may be involved, then you will find this fascinating. And if you are interested in the theoretical trajectory which has been followed by behaviourism, this book will give you plenty of food for thought." (Jenny Webb, International Journal of Positive Behavioural Support, Vol. 2 (1), Spring, 2012)

• Overview and History of Positive Behavior Support.- The Intellectual Roots of Positive Behavior Support and Their Implications for Its Development.- Early Childhood, Family, And Community.- Positive Behavior Support and Early Intervention.- Toward an Ecological Unit of Analysis in Behavioral Assessment and Intervention With Families of Children With Developmental Disabilities.- Positive Behavior Support and Early Intervention for Young Children With Autism: Case Studies on the Efficacy of Proactive Treatment of Problem Behavior.- Integrating a Positive behavior Support Approach Within Head Start.- Empirically Supported Intervention Practices for Autism Spectrum Disorders in School and Community Settings: Issues and Practices.- A Programwide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings.- Integrating PBS, Mental Health Services, and Family-Driven Care.- Optimistic Parenting: Hope and Help for Parents With Challenging Children.- Families Facing Extraordinary Challenges in Urban Communities: Systems-Level Application of Positive Behavior Support.- Delivering behavior Support in the Foster Care System.- Schoolwide.- Defining and Describing Schoolwide Positive Behavior Support.- Sustainability of Systems-Level Evidence-Based Practices in Schools: Current Knowledge and Future Directions.- Increasing Family Participation Through Schoolwide Positive Behavior Supports.- Primary-Tier Interventions and Supports.- Secondary-Tier Interventions and Supports.- Function-Based Supports for Individual Students in School Settings.- Implementation of Schoolwide Positive Behavior Support in Urban Settings.- Positive Behavior Support in Alternative Education, Community-Based Mental Health, and Juvenile Justice Settings.- Behavior Supports in Nonclassroom Settings.- Facilitating Academic Achievement Through Schoolwide Positive behavior Support.- Using a Problem-Solving Model to Enhance Data-Based Decision Making in Schools.- Finding a direction for High School Positive Behavior Support.- Systems Change and the Complementary Roles of In-Service and Preservice Training in Schoolwide Positive Behavior Support.- New Directions.- Sustaining Positive behavior Support in a Context of Comprehensive School Reform.- Completing the Continuum of Schoolwide Positive behavior Support: Wraparound as a Tertiary-Level Intervention.- Implementing Function-Based Support Within Schoolwide Positive Behavior Support.- Response to Intervention and Positive Behavior Support.- Erratum.