ROBERT H. HORNER - Indiana University …futures/futures2012_files/horner.pdfRobert H. Horner/Vita...

Robert H. Horner/Vita Page 1

Revised January 20, 2011

ROBERT H. HORNER

Alumni-Knight Endowed Professor, Special Education

Director, Educational and Community Supports

University of Oregon

Eugene, Oregon 97403-1235

(541) 346-2462

EDUCATION:

1975-1978 Ph.D., University of Oregon

(Special Education)

1974-1975 M.S., Washington State University

(Experimental Psychology)

1967-1971 B.A., Stanford University

(Psychology)

PROFESSIONAL EXPERIENCE:

2009-2011 Member, Institute of Education Sciences

Social and Behavioral Education Research Scientific Review Panel

2006-2008 Acting Associate Dean for Research and Outreach, College of Education,


1995-2000 Head

Department of Special Education and Community Resources


1995-1999 Member, NIH

HUD-3 Study Section

Chair 1998-99

2004-Present Alumni-Knight Endowed Professor

Department of Special Education and Clinical Sciences




1991-2004 Professor

Department of Special Education


1985-1991 Associate Professor



1978-1984 Assistant Professor



1986-Present Director, Educational and Community Supports, formerly

Specialized Training Program

Center on Human Development, University of Oregon

1983-84 Acting Director, Specialized Training Program

Center on Human Development


1978-86 Associate Director, Specialized Training Program

Center on Human Development


1975-78 Research Coordinator, Workshop for severely and

profoundly retarded adults,

Specialized Training Program


1974-75 Research Assistant

Department of Psychology

Washington State University

1973-74 Child Therapist

Peninsula Children's Center

Palo Alto, California

1971-73 Teaching Parent

Therapeutic Homes, Inc.

Modesto, California



PUBLICATIONS:

Books and Book Chapters

Horner, R., & Anderson, C. (in press). Applied Behavior Analysis. In Psychology of Classroom

Learning: An Encyclopedia. London: Thomson.

Horner, R. H., & Anderson, C. M. (in press). Applied behavior analysis. In E. Anderman (Ed.),

Psychology of Classroom Learning: An Encyclopedia. Detroit, MI: Macmillan

Reference.

Horner, R., & Spaulding, S. (in press). Rewards. Psychology of Classroom Learning: An

Encyclopedia. London: Thomson.

Horner, R. H., Dunlap, G., Beasley, J., Fox. L., Bambara, L., Brown, F., Butkus, S., Carr. E. G.,

Finn, C., Fletcher, R., Fox, S., Halle, J., Harris, J., Insel, T., Long, E., McGill-Smith, P.,

Sailor, W., Titgemeyer, R., Velasco, L., Wacker, D., & Walker, H. (in press). Positive

support for behavioral, mental health, communication, and crisis needs. In K. C. Lakin &

A. Turnbull (Eds.) (2005), National goals and research for people with intellectual and

developmental disabilities (pp. 93-107). Washington, DC: American Association on

Mental Retardation.

Horner, R. H., Albin, R. W., Todd, A. W., Newton, J. S., & Sprague, J. R. (2010). Designing

and Implementing Individualized Positive Behavior Support. In M. E. Snell & F. Brown

(Eds.), Instruction of Students with Severe Disabilities (7th

Ed.). Upper Saddle River, NJ:

Pearson Education, Inc.

Horner, R., & Spaulding, S. (2010). Single-case Research Designs. In N. J. Salkind (Ed.),

Encyclopedia of Research Design (pp. 1386-1394). Thousand Oaks, CA: Sage

Publications.

Horner, R. (2010). Forward. In G. Colvin (Ed.), Defusing Disruptive Behavior in the

Classroom. Thousand Oaks, CA: Sage Publications.

Lo, Ya-yu, Algozzine, B., Algozzine, K., Horner, R., & Sugai, G. (2010). School-wide

positive behavior support. In B. Algozzine, A. P. Daunic, & S. W. Smith (Eds.),

Preventing Problem Behaviors. Thousand Oaks, CA: Sage Publications



Swain-Bradway, J., & Horner, R. (2010). High school implementation of the behavior education

program. In D. Crone, L. Hawken, & R. Horner (Eds.), Responding to Problem Behavior

in Schools: The Behavior Education Program (2nd

Ed). New York, NY: Guilford Press.

Crone, D., Hawken, L., & Horner, R. (2010). Responding to Problem Behavior in Schools: The

Behavior Education Program (2nd

.Ed). New York, NY: Guilford Press.

Sugai, G., Horner, R., Fixsen, F., Blasé, K. (2010). Developing Systems-Level Capacity

for RtI Implementation: Current Efforts and Future Directions. In T. A. Glover & S.

Vaughn (Eds.), The Promise of Response to Intervention: Evaluating the Current Science

and Practice. New York, NY: Guilford Press.

Sailor, W., Dunlap, G., Sugai, G., Horner, R. (Eds.). (2009). Handbook of Positive Behavior

Supports. In. M. Roberts (Series Ed.), Handbook of Clinical Child Psychology. New

York, NY: Springer.

McIntosh, K., Horner, R. H., & Sugai, G. (2009). Sustainability of systems-level evidence-based

practices in schools: Current knowledge and future directions. In W. Sailor, G. Dunlap,

G. Sugai, & R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 327-352).

New York, NY: Springer.

Sugai, G., & Horner, R. H. (2009). Defining and describing schoolwide positive behavior

support. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of Positive

Behavior Support (pp. 307-326). New York, NY: Springer.

Newton, J. S., Horner, R. H., Algozzine, R., Todd, A., & Algozzine, K. (2009). Using a

problem-solving model to enhance data-based decision making in schools. In W. Sailor,

G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of Positive Behavior Support (pp.

551-580). New York, NY: Springer.

Tobin, T., Dickey, C. R., Horner, R., & Sugai, G. (2008). Comprehensive implementation of the

three tiered prevention approach to school-wide behavior support: An elementary school

case study. In C. Greenwood, T. Kratochwill, & M. Clements (Eds.), Elementary School-

wide Prevention Models: Real Models and Real Lessons Learned (pp. 87-114).

Sugai, G., Horner, R. H., & McIntosh, K. (2008). Best practices in developing a broad scale

system of school-wide positive behavior support. In A. Thomas & J. Grimes (Eds.), Best

practices in school psychology (5th Ed.) (pp. 756-780).

Chard, D., Harn, B., Sugai, G., Horner, R., Simmons, D. C., & Kame’enui, E. (2008). Core

features of multi-tiered systems of reading and behavioral support. In C. Greenwood, T.



Kratochwill, & M. Clements (Eds.), Schoolwide Prevention Models: Lessons Learned in

Elementary Schools (pp. 31-60). New York, NY: Guilford Press.

Greenwood, C., Horner, R., & Kratochwill, T., (2008). Introduction. In C. Greenwood, T.

Kratochwill, & M. Clements (Eds.), Schoolwide Prevention Models: Lessons Learned in

Elementary Schools (pp. 3-30). New York, NY: Guilford Press.

Odom, S., Horner, R., Snell, M., & Blancher, J. (2007). Handbook of Developmental

Disabilities. New York, NY: The Guilford Press.

Odom, S., Horner, R., Snell, M., & Blancher, J., (2007). The construct of developmental

disabilities. In S. Odom, R., Horner, M. Snell, & J. Blancher (Eds.), Handbook of

Developmental Disabilities (pp. 3-14). New York, NY: The Guildford Press.

Sprague, J. R., & Horner, R. H. (2006). School-wide positive behavioral supports. In S. R.

Jimerson & M. J. Furlong (Eds.), The handbook of school violence and school safety (pp.

413-427). Mahwah, NJ: Erlbaum.

Sugai, G., Kame’enui, E. J., Horner, R. H., Simmons, D. C., & Coyne, M. (2005). Effective

instructional and behavioral support systems: A school-wide approach to discipline and

early literacy. In T. Hehir (Ed.), Five goals for special education in preparing today’s

children for tomorrow’s world. Washington, DC: Office of Special Education Programs.

Sugai, G., Horner, R. H., Sailor, W., Dunlap, G., Eber, L., Lewis, T., Kincaid, D., Scott, T.,

Barrett, S., Algozzine, R., Putnam, R., Massanari, C., & Nelson, M. (2005). School-wide

positive behavior support: Implementers’ blueprint and self-assessment. Eugene, OR:

University of Oregon.

Horner, R. H., Albin, R. W., Newton, J. S., Todd, A.W. & Sprague, J. R. (2005). Positive

behavior support for individuals with severe disabilities. In M. E. Snell & F. Brown

(Eds.), Instruction of students with severe disabilities (6th

Ed.) (pp. 206-250). Upper

Saddle River, NJ: Merrill-Prentice-Hall.

Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive

behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students

with problem behaviors: Designing positive behavior plans (pp. 359-390). New York,

NY: Guilford Press.

Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to problem behavior in

schools: The behavior education program. New York, NY: Guilford.



Neef, N. A., Iwata, B. A., Horner, R. H., Lerman, D., Martens, B. A., & Sainato, D. S. (Eds.)

(2004). Behavior analysis in education: 2nd

Edition, 1968-2002. From The Journal of

Applied Behavior Analysis. Reprint Series, Volume 3. Lawrence, KS: University of

Kansas, Society for the Experimental Analysis of Behavior.

Newton, J. S., & Horner, R. H. (2004). Emerging trends in methods for research and evaluation

of behavioral interventions. In E. Emerson, C. Hatton, T. Thompson, & T. Parmenter

(Eds.), International handbook of applied research in intellectual disabilities (pp. 495-

515). Chichester, England: Wiley & Sons, Ltd.

Sugai, G., & Horner, R. H. (2004). School-wide positive behavior supports: Achieving and

sustaining effective learning environments for all students. In W. Heward (Ed.), Focus on

behavior analysis in education: Achievements, challenges, and opportunities (pp. 90-

102). Columbus, OH: Prentice.

Horner, R. H., Dunlap, G., Koegel, R. L., Carr, E. G., Sailor, W., Anderson, J., Albin, R. W., &

O’Neill, R. E. (2004). Toward a technology of “nonaversive” behavior support. In L.

Bambara, G. Dunlap, & E. Schwartz (Eds.), Positive behavior support: Critical articles

on improving practice for individuals with severe disabilities (pp. 3-10). PRO-ED and

TASH.

Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools:

Functional behavioral assessment. New York, NY: Guilford.

Freeman, R., Baker, D., Horner, R. H., Smith, C., Britten, J., & McCart, A. (2002). Using

functional assessment and systems-level assessment to build effective behavioral support

plans. In R. H. Hanson, N. A. Wieseler, & C. Lakin (Eds.), Crisis: Prevention &

response in the community. Washington, DC: American Association on Mental

Retardation.

Freeman, R. L., Horner, R. H., & Reichle, J. (2002). Expanding functional assessment

procedures to include physiological measurement in relation to environmental stimuli in

cases involving self-injurious behavior and self-restraint. In S. Schroeder, M. L. Oster-

Granite, & T. Thompson (Eds.), Self-injurious behavior: Gene-brain-behavior

relationships. Washington, DC: APA Books.

Lucyshyn, J. M., Albin, R. W., Horner, R. H., Farnsworth, M., & Farnsworth, T. (2002).

Measuring lifestyle changes during comprehensive positive behavioral support with a

family. In J. M. Lucyshyn, G. Dunlap, & R. W. Albin (Eds.), Families and positive

behavior support: Addressing problem behavior in family contexts. Baltimore, MD: Paul

H. Brookes Publishing Co.



Lucyshyn, J. M., Horner, R. H., Dunlap, G., Albin, R. W., & Ben, K. R. (2002). Positive

behavior support with families. In J. M. Lucyshyn, G. Dunlap, & R. W. Albin (Eds.),

Families and positive behavior support: Addressing problem behavior in family contexts

(pp. 3-43). Baltimore, MD: Paul H. Brookes Publishing Co.

Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive

behavior supports. In J. K. Luiselli & C. Diament (Eds.), Behavior psychology in the

schools: Innovations in evaluation, support, and consultation (pp. 23-50). New York,

NY: Haworth.

Sugai, G., Horner, R. H., & Gresham, F. (2002). Behaviorally effective school environments. In

M. R. Shinn, G. Stoner, & H. M. Walker (Eds.), Interventions for academic and behavior

problems: Preventive and remedial approaches (pp. 315-350). Silver Spring, MD:

National Association for School Psychologists.

Horner, R. H., Albin, R. W., Todd, A. W., Newton, J. S., & Sprague, J. R. (2001). Designing an

Implementing Individualized Positive Behavior Support. In M. E. Snell & F. Brown

(Eds.), Instruction of Students with Disabilities (7th

Ed.). Upper Saddle River, NJ:

Pearson Education, Inc.

Marquis, J. G., Horner, R. H., Carr, E. G., Turnbull, A. P., Thompson, M., Behrens, G. A.,

Magito-McLaughlin, D., McAtee, M. L., Smith, C. E., Anderson Ryan, K., & Doolabh,

A. (2000). A meta-analysis of positive behavior support. In R. Gersten, E. P. Schiller, &

S. Vaughn, (Eds.), Contemporary special education research: Syntheses of knowledge

base on critical instructional issues. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Sugai, G., Sprague, J. R., Horner, R. H., & Walker, H. M. (2000). Preventing school violence:

The use of office discipline referrals to assess and monitor school-wide discipline

interventions. In H. M. Walker & M. H. Epstein (Eds.), Making Schools Safer and

Violence Free: Critical Issues, Solutions, and Recommended Practices (pp. 50-57).

Austin, TX: PRO-ED.

Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., Magito McLaughlin, D., McAtee, M.

L., Smith, C. E., Anderson Ryan, K., Ruef, M. B., & Doolabh, A. (1999). Positive

behavior support for people with developmental disabilities: A research synthesis.

American Association on Mental Retardation Monograph Series. Washington, DC:

AAMR.

Close, D. W. & Horner, R. H. (1999). Architectural design in positive behavioral support. In J.

R. Scotti & L. H. Meyer (Eds.), Behavioral intervention: Principles, models, and

practices. Baltimore, MD: Paul H. Brookes Publishing Co.



Horner, R. H. (1999). Positive behavior supports. In M. L. Wehmeyer & J. R. Patton, (Eds.),

Mental Retardation in the 21st Century. (pp. 181-196). Austin, TX: PRO-ED.

Horner, R. H., Albin, R. W., Sprague, J. R., & Todd, A. W. (1999). Positive behavior support.

In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities, (5th

Ed.)

(pp. 207-243). Upper Saddle River, NJ: Merrill-Prentice-Hall.

Horner, R. H., & Sugai, G. (1999). Developing positive behavioral support systems. In G. Sugai

& T. J. Lewis (Eds.), Developing positive behavioral support for students with

challenging behaviors [Monograph]. Council for Children with Behavioral Disorders.

Lucyshyn, J. M., Olson, D. L., & Horner, R. H. (1999). Building an ecology of support for a

young woman with severe problem behaviors living in the community. In J. R. Scotti &

L. H. Meyer (Eds.), Behavioral intervention: Principles, models, and practices.

Baltimore, MD: Paul H. Brookes Publishing Co.

Reichle, J., Davis, C., Freeman, R., & Horner, R. (1999). Effective behavioral support for

socially maintained problem behavior. In N. A. Weisler, R. H. Hanson, & G. Siperstein

(Eds.), Challenging behavior of persons with mental health disorders and severe

developmental disabilities (pp. 237-259). Washington, DC: American Association on

Mental Retardation.

Repp, A. C., & Horner, R. H. (Eds.) (1999). Functional analysis of problem behavior: From

effective assessment to effective support. Belmont, CA: Wadsworth Publishing.

Sprague, J. R., & Horner, R. H. (1999). Low frequency, high intensity problem behavior:

Toward an applied technology of functional analysis and intervention. In A. C. Repp &

R. H. Horner (Eds.), Functional analysis of problem behavior: From effective assessment

to effective support (pp. 98-116). Belmont, CA: Wadsworth Publishing.

Gresham, F. M., Sugai, G., Horner, R. H., Quinn, M. M., McInerney, M. (1998). Classroom and

schoolwide practices that support children’s social competence: A synthesis of research.

Draft final report for American Institutes of Research and Office of Special Education

Programs. Washington, DC.

O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997).

Functional assessment for problem behavior: A practical handbook. (2nd Ed.). Pacific

Grove, CA: Brooks/Cole Publishing. Translated into Japanese 2003.

Albin, R. W., Lucyshyn, J. M., Horner, R. H., & Flannery, K. B. (1996). Contextual fit for

behavioral support plans: A model for a goodness of fit. In L. K. Koegel, R. L. Koegel,



& G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior

in the community (pp. 81-98). Baltimore, MD: Paul Brookes.

Horner, R. H., Close, D. W., Fredericks, H. D., O'Neill, R. E., Albin, R. W., Sprague, J. R.,

Kennedy, C. H., Flannery, K. B., & Tuesday-Heathfield, L. (1996). Supported living for

people with profound disabilities and severe problem behaviors. In D. H. Lehr & F.

Brown (Eds.), People with disabilities who challenge the system (pp. 209-240).


Horner, R. H., Snell, M., & Flannery, K. B. (1996). Research synthesis on educational strategies

for students with severe intellectual disabilities. (Tech. Rep. No. 3). Monographs of the

National Center to Improve the Tools of Educators. Eugene, OR: University of Oregon,

National Center to Improve the Tools of Educators.

Horner, R. H., Sprague, J. R., & Sugai, G. (April, 1996). Positive behavioral support. In

National Council on Disability, Improving the implementation of the individuals with

disabilities education act: Making schools work for all of America’s children (pp. 711-

737). Washington, DC: Author.

Horner, R. H., Vaughn, B. J., Day, H. M., & Ard, W. R. (1996). The relationship between

setting events and problem behavior: Expanding our understanding of behavioral support.

In L. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including

people with difficult behavior in the community (pp.381-402). Baltimore, MD: Paul

Brookes.

Sprague, J. R., & Horner, R. H. (1994). Covariation within functional response classes:

Implications for treatment of severe problem behaviors. In T. Thompson & D. B. Gray

(Eds.), Destructive behavior in developmental disabilities: Diagnosis and treatment (pp.

213-242). Thousand Oaks, CA: Sage Publications.

Sugai, G., & Horner, R. H. (1994). Including students with severe behavior problems in general

education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G.

Tindal (Eds.), The Oregon Conference Monograph (Vol. 6) (pp. 102-120).

Horner, R. H. (1993). Foreward. In J. Reichle, & D. Wacker (Eds.), Communicative

alternatives to challenging behavior: Integrating functional assessment and intervention

strategies (pp. xiii-xvi). Baltimore, MD: Paul Brookes.



Horner, R. H., O'Neill, R. E., & Flannery, K. B. (1993). Building effective behavior support

plans from functional assessment information. In M. E. Snell (Ed.), Instruction of

students with severe disabilities (4th Ed.) (pp. 184-214). Columbus, OH: Merrill.

Horner, R. H., Sprague, J. R., & Flannery, K. B. (1993). Building functional curricula for

students with severe intellectual disabilities and severe problem behaviors. In R.

VanHouten & S. Axelrod (Eds.), Behavior Analysis and Treatment (pp. 47-71). New

York, NY: Plenum.

Horner, R. H. (1991). The future of applied behavior analysis for people with severe disabilities.

In L. Meyer, C. Peck, & L. Brown (Eds.), Critical issues in the lives of people with

severe disabilities (pp. 607-615). Baltimore, MD: Paul H. Brookes Publishing Co.

Horner, R. H., Albin, R. W., & O'Neill, R. E., (1991). Supporting students with severe

intellectual disabilities and severe challenging behaviors. In G. Stoner, M. R. Shinn, &

H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 269-

287). Washington, DC: National Association of School Psychologists.

Sprague, J. R., & Horner, R. H. (1991). Determining the acceptability of behavior support plans.

In M. Wang, H. Walberg, & M. Reynolds (Eds.), Handbook of Special Education (Vol.

4) (pp. 125-142). Oxford, London: Pergamon Press.

Bellamy, G. T., Newton, J. S., LeBaron, N. M., & Horner, R. H. (1990). Quality of life and

lifestyle outcomes: A challenge for residential programs. In R. Schalock (Ed.), Quality of

life: Perspectives and Issues (pp. 127-137). Washington, DC: American Association on

Mental Retardation.

Horner, R. H. (1990). Introduction to supported employment methods. In F. R. Rusch (Ed.),

Supported employment: Models, methods, and issues (pp. 83-86). Sycamore, IL:

Sycamore Publishing Company.

O’Neill, R. E., Horner, R. H., Albin, R. W., Storey, K., & Sprague, J. R. (1990). Functional

analysis of problem behavior: A practical assessment guide. Pacific Grove, CA:

Brooks/Cole Publishing.

Albin, R. W., & Horner, R. H. (1988). Generalization with precision. In R. H. Horner, G.

Dunlap, & R. L. Koegel (Eds.), Generalization and maintenance: Lifestyle changes in

applied settings (pp. 99-120). Baltimore, MD: Paul Brookes.



Boles, S., Horner, R. H., & Bellamy, G. T. (1988). Implementing transition: Programs for

supported living. In B. L. Ludlow, A. P. Turnbull, & R. Luckasson (Eds.), Transitions to

adult life for people with mental retardation: Principles and practices (pp. 101-118).


Horner, R. H., & Billingsley, F. F. (1988). The effect of competing behavior on the

generalization and maintenance of adaptive behavior in applied settings. In. R. H.

Horner, G. Dunlap, & R. L. Koegel (Eds.), Generalization and maintenance: Lifestyle

changes in applied settings (pp. 197-220). Baltimore, MD: Paul H. Brookes Publishing

Co.

Horner, R. H., & Dunlap, G. (Eds.) (1988). Behavior management and community integration

for individuals with developmental disabilities and severe behavior problems. Eugene,

OR: University of Oregon, Research and Training Center on Community-Referenced

Behavior Management.

Horner, R. H., Dunlap, G., & Koegel, R. L. (1988). Generalization and maintenance: Life-style

changes in applied settings. Baltimore, MD: Paul H. Brookes Publishing Co. Translated

into Japanese 1993.

Mank, D. M., & Horner, R. H. (1988). Instructional programming in vocational education. In R.

Gaylord-Ross (Ed.), Vocational education for persons with handicaps (pp. 142-173).

Palo Alto, CA: Mayfield Publishing Company.

Newton, J. S., Bellamy, G. T., Horner, R. H., Boles, S. M., LeBaron, N. M., & Bennett, A.

(1987). Using the Activities Catalog in residential programs for individuals with

disabilities. In B. Wilcox & G. T. Bellamy (Eds.), A comprehensive guide to The

Activities Catalog: An alternative curriculum for youth and adults with severe disabilities

(pp. 125-154). Baltimore, MD: Paul H. Brookes Publishing Co.

Bellamy, G. T., & Horner, R. H. (1986). Beyond high school: Residential and employment

options after graduation. In M. E. Snell (Ed.), Systematic instruction of persons with

severe handicaps (3rd Ed.) (pp. 491-510). Columbus, OH: Charles E. Merrill.

Horner, R. H. (1986). Competitive employment methods: Introduction. In F. R. Rusch (Ed.),

Competitive employment issues and strategies (pp. 89-92). Baltimore, MD: Paul H.

Brookes Publishing Co.

Horner, R. H. (1986). Generalization and motor control: Implications for instruction with

learners who exhibit severe disabilities. In M. G. Wade (Ed.), Motor skill acquisition in



the mentally handicapped (pp. 243-256). Amsterdam: North Holland Publishing

Company.

Horner, R. H., Meyer, L., & Fredericks, H. D. (Eds.) (1986). Education of learners with severe

handicaps: Exemplary service strategies. Baltimore, MD: Paul H. Brookes.

Horner, R. H., McDonnell, J. J., & Bellamy, G. T. (1985). Teaching generalized behaviors:

General case instruction in simulation and community settings. In R. H. Horner, L. H.

Meyer, & H. D. Fredericks (Eds.), Education of learners with severe handicaps:

Exemplary service strategies (pp. 289-315). Baltimore, MD: Paul H. Brookes Publishing

Co.

Boles, S. M., Bellamy, G. T., Horner, R. H., & Mank, D. M. (1984). Specialized Training

Program: The structured employment model. In S. C. Paine, G. T. Bellamy, & B. Wilcox

(Eds.), Human services that work: From innovation to standard practice (pp. 181-208).


Colvin, G. T., & Horner, R. H. (1983). Experimental analysis of generalization: An evaluation of

a general case program for teaching motor skills to severely handicapped learners. In D.

Hogg & P. Mittler (Eds.), Advances in mental handicap research: Volume 2. Aspects of

competence in mentally handicapped people (pp. 309-345). Chichester, England: John

Wiley & Sons Limited.

Newton, S., Romer, M., Bellamy, G. T., Horner, R. H., & Boles, S. M. (1983). Neighborhood

Living Project Operations Manual. Eugene, OR: University of Oregon, Center on

Human Development.

Newton, S., Romer, M., Bellamy, G. T., Horner, R. H., & Boles, S. M. (1983). Neighborhood

Living Project Tenant Support Operations Manual. Eugene, OR: University of Oregon,

Center on Human Development.

Horner, R. H., Sprague, J., & Wilcox, B. (1982). Constructing general case programs for

community activities. In B. Wilcox & G. T. Bellamy (Eds.), Design of high school

programs for severely handicapped students (pp. 61-98). Baltimore, MD: Paul Brookes.

Bellamy, G. T., Horner, R. H., Sheehan, M. R., & Boles, S. M. (1981). Structured employment

and workshop reform: Equal rights for severely handicapped individuals. In J. Ansley &

J. Lapadakis (Eds.), Proceedings from the National Institute on Rehabilitation Facilities.

Menomonie, WI: University of Wisconsin-Stout.



Horner, R. H., & Bellamy, G. T. (1980). Habilitation of severely and profoundly retarded

adults, Volume III. Eugene, OR: University of Oregon, Center on Human Development.

Horner, R. H., & Bellamy, G. T. (1980). Stimulus control within operant chains: Variables

affecting the vocational performance of one severely retarded worker. In R. H. Horner &

G. T. Bellamy (Eds.), Habilitation of severely and profoundly retarded adults, Volume III

(pp. 61-82). Eugene, OR: University of Oregon, Center on Human Development.

Horner, R. H., & Bellamy, G. T. (1980). The effect of reinforcement schedules on the intra-chain

response patterns of three severely retarded workers. In R. H. Horner & G. T. Bellamy

(Eds.), Habilitation of severely and profoundly retarded adults, Volume III (pp. 83-98).

Eugene, OR: University of Oregon, Center on Human Development.

Horner, R. H., & Prill, N. M. (1980). The effect of immediate corrections on the error rate of one

severely retarded worker. In G. T. Bellamy & R. H. Horner (Eds.), Habilitation of

severely and profoundly retarded adults, Volume III (pp. 131-138). Eugene, OR:

University of Oregon, Center on Human Development.

Rumble, N., Inman, D. P., & Horner, R. H. (1980). The effect of contingent praise on the work

rate of a severely retarded adult. In G. T. Bellamy & R. H. Horner, (Eds.), Habilitation of

severely and profoundly retarded adults, Volume III (pp. 109-120). Eugene, OR:

University of Oregon, Center on Human Development.

Bellamy, G. T., Horner, R. H., & Inman, D. P. (1979). Vocational habilitation of severely

retarded adults: A direct service technology. Baltimore, MD: University Park Press.

Bellamy, G. T., Inman, D. P., & Horner, R. H. (1979). Design of vocational habilitation services

for the severely retarded. The Specialized Training Program Model. In G. Hamerlynck

(Ed.), Applied behavior analysis techniques for the developmentally disabled (pp. 239-

266). New York, NY: Brunner-Mazel.

Horner, R. H., & Bellamy, G. T. (1979). Structured employment: Productivity and production

capacity. In G. T. Bellamy, G. O’Connor, & O. C. Karan (Eds.), Vocational

rehabilitation of severely handicapped persons: Contemporary service strategies.

Baltimore, MD: University Park Press.

Horner, R. H., & Bellamy, G. T. (1978). A conceptual analysis of vocational training with the

severely retarded. In M. Snell (Ed.), Systematic instruction of the moderately, severely,

and profoundly handicapped. Columbus, OH: Charles E. Merrill.



Bellamy, G. T., Horner, R., H., & Inman, D. P. (Eds.) (1977). Habilitation of severely and

profoundly retarded adults, Volume II. Eugene, OR: University of Oregon, Center on

Human Development.

Horner, R. H., & Bellamy, G. T. (Eds.) (1976). The Specialized Training Program Manual: A

procedures manual for community vocational programs for the severely retarded, (3rd

Ed.). Eugene, OR: University of Oregon, Center on Human Development.

Articles (*denotes peer reviewed articles; ** denotes invited articles)

Todd, A. W., Horner, R. H., Newton, J. S., Algozzine, R. F., Algozzine, K. M., & Frank, J. L.

(under review). Effects of team-initiated problem solving on decision-making by school

wide behavior support teams. Journal of Applied School Psychology.

Loman, S., Rodriguez, B. J., & Horner, R. (in production). Sustainability of a Targeted

Intervention Package: First Step to Success in Oregon.

McIntosh, K., MacKay, L. D., Hume, A. E., Doolittle, J., Vincent, C. G., Horner, R. H., & Ervin,

R. A. (in press, accepted 06/21/2010). Development and initial validation of a measure to

assess factors related to sustainability of school-wide positive behavior support. Journal

of Positive Behavior Interventions.

Sugai, G., & Horner, R. H. (in press). Responsiveness-to-intervention and school-wide positive

behavior supports: Integration of multi-tiered system approaches. Exceptionality.

Algozzine, R., Putnam, R., & Horner, R. (under review). What comes first –the achievement or

the behavior (problem)?

Sanford, A. K, & Horner, R. H. (under review). The effects of function-based literacy

instruction on problem behavior and reading growth.

Swaminathan, H., Horner, R., Sugai, G. Smolkowski, K., Hedges, L., & Spaulding, S. (in press).

Application of Generalized Least Squares Regression to Measure Effect Size in Single

case Research: A Technical Report. Institute on Education Sciences.

Skiba, R., Horner, R., Chung, C., Rauch, M. K., May, S., & Tobin, T. (in press). Race is not

neutral: A national investigation of African American and Latino disproportionality in

school discipline.



Horner, R., Swaminathan, H., Sugai, G., & Smolkowski, K. (in press). Expanding analysis and

use of single-case research. Institute on Education Sciences.

Campbell, A., & Horner, R. (under review). A survey of state initiatives to improve behavior

support in schools: Impact of State Initiatives on State Education Policy.

*Spaulding, S., Irvin, L., Horner, R., May, S., Emeldi, M., Tobin, T., & Sugai, G. (in press).

School-wide social behavioral climate, student problem behavior, and administrative

decisions: Empirical patterns from 1510 schools nationwide. Journal of Positive

Behavioral Interventions.

Putnam, R., Horner, R.H., Algozzine, R. (under review). Academic achievement and the

implementation of school-wide behavior support.

Maggin, D. M., O’Keeffe, B. V., Rogers, H. J., Swaminathan, H., Sugai, G., & Horner, R. H.

(under review). Generalized Least Squares Regression to Compute Effect Sizes in Single

Case Research: Application Examples. Journal of School Psychology.

Dunlap, G., Carr, E. G., Horner, R., Koegel, R., Sailor, W., Clarke, S., Koegel, L. K., Albin, R.,

Vaughn, B., Magito-McLaughlin, D., James, K., Todd, A., Newton, J. S., & Lucyshyn, J.,

(2010). A descriptive, Multiyear Examination of Positive Behavior Support. Behavioral

Disorders, 35(4), 259-279.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the Evidence Base for School-

wide Positive Behavior Support. Focus on Exceptional Children, 42(8).

Flannery, K. B., Guest, E. M., & Horner, R. H. (2010). Schoolwide Positive Behavior Supports.

Principal Leadership, 38-43.

Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., &

Shadish, W. R. (2010). Single case designs technical documentation. Retrieved from

What Works Clearinghouse website: http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf.

Sugai, G., & Horner, R. (2010). School-wide Positive Behavior Support: Establishing a

Continuum of Evidence-based Practices. Journal of Evidence-Based Practices in

Schools, 11(1), 62-83.

Lewis, T., Jones, S., Horner, R. H., & Sugai, G. (2010). School-wide Positive Behavior

Support and Students with Emotional/Behavioral Disorders: Implications for Prevention,

Identification and Intervention. Exceptionality, 18(2), 82-93.

http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf



Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of

Applied Behavior Analysis, 42(4), 747-759.

Rodriguez, B. J., Loman, S., & Horner, R. (2009). A Preliminary Analysis of the Effects of

Coaching Feedback on Teacher Implementation Fidelity for First Step to Success.

Behavior Analysis in Practice, 2.

*Filter, K. J., & Horner, R. H. (2009). Function-based academic interventions for problem

behavior. Education and Treatment of Children: Special Issue on Practical Applications

of Functional Analysis, 32, 1-20.

*Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J.

(2009). A randomized, waitlist-controlled effectiveness trial assessing school-wide

positive behavior support in elementary schools. Journal of Positive Behavior

Interventions, 11(3), 133-144.

Carter, D. R. & Horner, R. H. (2009). Adding functional behavioral assessment to First Step to

Success: A case study. Journal of Positive Behavior Interventions, 22-34.

Preciado, J., Horner, R. H., & Baker, S. (2009). Using a function-based approach to decrease

problem behavior and increase academic engagement for Latino English Language

Learners. Journal of Special Education, 42(4), 227-240.

Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The Effects of a Targeted

Intervention to Reduce Problem Behaviors: Elementary School Implementation of Check

In - Check Out. Journal of Positive Behavioral Interventions, 10(1), 46-55.

Blonigen, B., Harbaugh, W., Singell, L., Horner, R. H., Irvin, L. K., & Smolkowski, K. (2008).

Application of Economic Analysis to School-Wide Positive Behavior Support (SWPBS)

Programs. Journal of Positive Behavior Interventions, 5-19.

McIntosh, K., Borgmeier, C. J., Anderson, C. M., Horner, R. H., Rodriguez, B., & Tobin, T.

(2008). Technical adequacy of the Functional Assessment Checklist - Teachers and Staff

(FACTS) FBA interview measure. Journal of Positive Behavior Interventions, 33-45.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., & Braun, D. H. (2008). Reading skills

and function of problem behavior in typical school settings. Journal of Special Education.

41, 131-147.

Dunlap, G., Carr, E., Horner, R., Zarcone, J., & Schwartz, I. (2008). Positive behavior support



and applied behavior analysis: A familial alliance. Behavior Modification, 32(5), 682-

698.

Fixsen, D., Blase, K., Horner, R., & Sugai, G. (2008). Developing the capacity for scaling up the

effective use of evidence-based programs in state departments of education. Center on

State Implementation and Scaling up of Evidence-based Practices. University of South

Florida.

Sugai, G., & Horner, R. H. (2008). What we know and need to know about preventing problem

behavior in schools. Exceptionality, 16, 67-77.

Ross, S. W., & Horner, R. H. (2007). Teacher outcomes of School-wide Positive Behavior

Support. Teaching Exceptional Children Plus, 3(6), published on-line at

http://escholarship.bc.edu/education/tecplus/vol3/iss6/art6

Horner, R. (2007). While teaching improvisation with the Picture Exchange Communication

System is important, further research has to establish its effectiveness [Abstract].

Evidence-based communication assessment and intervention, 1, 84-85. Abstract of

Marckel, J. M., Neef, N. A., & Ferreri, S. J. (2006). A preliminary analysis of teaching

improvisation with the Picture Exchange Communication System to children with autism.

Journal of Applied Behavior Analysis, 39, 109-115.

Doolittle, J. H., Horner, R. H., Bradley, R., Sugai, G., & Vincent, C. G. (2007). Importance of

student social behavior in the mission statements, personnel preparation standards, and

innovation efforts of state departments of education. Journal of Special Education, 40(4),

239-245.

Benedict, E., Horner, R. H., & Squires, J. (2007). Assessment and implementation of Positive

Behavior Support in preschools. Topics in Early Childhood Special Education, 27(3),

174-192.

*Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., Todd, A. W., & Watson, J.

(2007). Check in/ Check out: A Post-Hoc Evaluation of an Efficient, Secondary-Level

Targeted Intervention for Reducing Problem Behaviors in Schools. Education and

Treatment of Children, 30, 69-84.

*Lucyshyn, J., Albin, R., Horner, R. H., Mann, J. C., Mann, J. A. & Wadsworth, G. (2007).

Family Implementation of Positive Behavior Support with a Child with Autism: A

Longitudinal, Single Case Experimental and Descriptive Replication and Extension.

Journal of Positive Behavior Support, 9(3), 131-150.

http://escholarship.bc.edu/education/tecplus/vol3/iss6/art6



*Benazzi, L., Horner, R. H., & Good, R. H. (2006). Effects of behavior support team

composition on the technical adequacy and contextual fit of behavior support plans.

Journal of Special Education, 40(3), 160-170.

McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., & Good, R. H. (2006). The use of

reading and behavior screening measures to predict non-response to school-wide positive

behavior support: A longitudinal analysis. School Psychology Review, 35, 275-291.

*Sugai, G., & Horner, R. H. (2006). A promising approach for expanding and sustaining the

school-wide positive behavior support. School Psychology Review, 35(2), 245-259.

*Horner, R. H. & McIntosh, K. (2006). Using single case research designs in communication

science. Perspectives on Speech Science and Orofacial Disorders, 16(2), 4-10.

*Jones, C., Caravaca, L., Cizek, S., Horner, R. H., & Vincent, C. G. (2006). Culturally

responsive schoolwide positive behavior support: A case study in one school with a high

proportion of Native American students. Multiple Voices, 9(1), 108-119.

McIntosh, K., Chard, D., Boland, J., & Horner, R. H. (2006). Demonstration of combined efforts

in school-wide academic and behavioral systems and incidence of reading and behavior

challenges in early elementary grades. Journal of Positive Behavior Interventions, 8(3),

146-154.

*Freeman, R., Eber, L., Anderson, C., Irvin, L., Horner, R. H., Bounds, M., & Dunlap, G. (2006).

Building inclusive school cultures using school-wide positive behavior support:

Designing effective individual support systems for students with significant disabilities.

Research and Practice for Persons with Severe Disabilities, 31(1), 4-17.

*Borgmeier, C., & Horner, R. H. (2006). An evaluation of the predictive validity of confidence

ratings in identifying accurate functional behavioral assessment hypothesis statements.

Journal of Positive Behavior Interventions, 8(2), 100-105.

*Doran, S.M., Harvey, M. T., & Horner, R. H. (2006). Sleep and developmental disabilities:

Assessment, treatment, and outcome measures. Mental Retardation, 44(1), 13-27.

*Irvin, L. K., Horner, R. H., Ingram, K., Todd, A. W., Sugai, G., Sampson, N., & Boland, J.

(2006). Using office discipline referral data for decision-making about student behavior

in elementary and middle schools: An empirical investigation of validity. Journal of

Positive Behavior Interventions, 8(1), 10-23.



*Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., Wolery, M. (2005). The use of

single subject research to identify evidence-based practice in special education.

Exceptional Children, 71(2), 165-179.

Horner, R. H., Sugai, G., & Vincent, C. G. (Spring 2005). School-wide Positive Behavior

Support: Investing in Schools to Achieve Academic and Social Success. IMPACT:

Feature Issue on Fostering Success in School and Beyond for Students with Emotional

and Behavioral Disorders. Minneapolis: Institute on Community Integration, University

of Minnesota (pp. 4-5).

* Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., Harris, K. (2005).

Research in special education: Scientific methods and evidence-based practices.

Exceptional Children, 71(2), 137-148.

*Reed-Schindler, H. & Horner, R. H. (2005). Generalized reduction of problem behavior of

young children with autism: Building trans-situational interventions. American Journal

on Mental Retardation, 110(1), 36-47.

*Forest, E. J., Horner, R. H., Lewis-Palmer, T., & Todd. A. W. (2004). Transitions for young

children with autism from preschool to kindergarten. Journal of Positive Behavior


*Horner, R. H., Todd, A. W., Lewis-Palmer, T., Irvin, L. K., Sugai, G., & Boland, J. B. (2004).

The school-wide evaluation tool (SET): A research instrument for assessing school-wide

positive behavior support. Journal of Positive Behavior Interventions, 6(1), 3-12.

Horner, R. H., Todd, A. W., Filter, K. J., McKenna, M. K., Benedict, E. A., & Hawken, L. S.

(2004). Check-in/Check-out Fidelity Checklist. Eugene, OR: University of Oregon,

Educational and Community Supports.

*Lucyshyn, J. M., Irvin, L. K., Blumberg, E. R., Laverty, R., Horner, R. H., & Sprague, J. R.

(2004). Validating the construct of coercion in family routines: Expanding the unit of

analysis in behavioral assessment with families of children with developmental

disabilities. Research and Practice for Persons with Severe Disabilities, 29(2), 104-121.

*Brooks, A., Todd, A. W., Toffelmeyer, S., & Horner, R. H. (2003). Use of functional

assessment and a self-management system to increase academic engagement and work

completion of a student with a developmental disability. Journal of Positive Behavior




*Cushing, L., Horner, R. H., & Barrier, H. (2003) Validation and congruent validity of a direct

observation tool to assess student social climate at school. Journal of Positive Behavior


*Harvey, M. T., Baker, D. J., Horner, R. H., & Urbano Blackford, J. (2003). A brief report on the

prevalence of sleep problems in individuals with mental retardation living in the

community. Journal of Positive Behavior Interventions, 5(4), 195-200.

*Harvey, M. T., Lewis-Palmer, T., Horner, R H., & Sugai, G. (2003). Trans-situational

interventions: Generalization of behavior support across school and home environments.

Behavioral Disorders, 28(3), 299-312.

*Hawken, L. S., & Horner, R. H. (2003). Evaluation of a targeted group intervention within a

school-wide system of behavior support. Journal of Behavioral Education, 12(3), 225-

240.

*Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., Anderson, J.,

Albin, R. W., Koegel, L. K., & Fox, L. (2002). Positive behavior support: Evolution of

an applied science. Journal of Positive Behavior Interventions, 4(1), 4-16, 20.

*Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem behavior

interventions for young children with autism: A research synthesis. Journal of Autism

and Developmental Disorders, 32(5), 423-446.

Horner, R. H. (2002). On the status of using punishment: A commentary. Journal of Applied

Behavior Analysis, 35(4), 465-467.

*March, R. E., & Horner, R. H. (2002). Feasibility and contributions of functional behavioral

assessment in schools. Journal for Emotional and Behavioral Disorders, 10(3), 158-170.

*Peck Peterson, S. M., Derby, K. M., Berg, W. K., & Horner, R. H. (2002). Collaboration with

families in the functional behavioral assessment of and intervention for severe behavior

problems. Education and Treatment of Children, 25(1), 5-25.

**Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive

behavior supports. Child & Family Behavior Therapy, 24(1/2), 23-50.

Vincent, C. G., Horner, R. H., & Sugai, G. (July 2002). Developing social competence for all

students. ERIC Clearinghouse on Disabilities and Gifted Education. EDO-EC-04.



*Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills

training for students with high-incidence disabilities. Exceptional Children, 67(3), 331-

344.

**Horner, R. H., Crone, D. A., & Stiller, B. (2001). The Role of School Psychologists in

Establishing Positive Behavior Support: Collaborating in Systems Change at the School-

Wide Level. Communiqué, 29(6), 10-13.

**Horner, R. H., Sugai, G., Lewis-Palmer, T., & Todd. A. W. (2001). Teaching school-wide

behavioral expectations. Report on Emotional & Behavioral Disorders in Youth, 1(4), 77-

79, 93-96.

Horner, R. H., Sugai, G., & Todd, A. W. (2001). “Data” need not be a four-letter word: Using

data to improve school-wide discipline. Beyond Behavior, 11(1), 20-22.

*Schroeder, S. R., Oster-Granite, M. L., Berkson, G., Bodfish, J. W., Breese, G. R., Cataldo, M.

F., Cook, E. H., Crnic, L. S., DeLeon, I., Fisher, W., Harris, J. C., Horner, R. H., Iwata,

B., Jinnah, H. A., King, B. H., Lauder, J. M., Lewis, M. H., Newell, K., Nyhan, W. L.,

Rojahn, J., Sackett, G. P., Sandman, C., Symons, F., Tessel, R. E., Thompson, T., &

Wong, D. F. (2001). Self-injurious behavior: Gene-brain-behavior relationships. MRDD

Research Reviews, 7, 3-12.

Sugai, G., & Horner, R. H. (2001). Features of an effective behavior support at the school district

level. Beyond Behavior, 11 (1), 16-19.

*Baker, D. J., Horner, R. H., Sappington, G., & Ard, Jr., W. R. (2000). A response to Wehmeyer

(1999) and a challenge to the field regarding self-determination. Focus on Autism and

Developmental Disabilities, 15(3), 154-156.

*Flannery, K. B., Newton, S., Horner, R. H., Slovic, R., Blumberg, R. & Ard, W. R. (2000). The

impact of person centered planning on the content and organization of individual

supports. Career Development for Exceptional Individuals, 23(2), 123-137.

*Horner, R. H. (2000). Positive behavior supports. Focus on Autism and Other Developmental

Disabilities, 15(2), 97-105.

**Horner, R. H., & Harvey, M. T. (2000). Review of Antecedent control: Innovative approaches

to behavior support edited by J. Luiselli & M. Cameron. Journal of Applied Behavior

Analysis, 33(4), 643-651.



Horner, R. H., & Sugai, G. (2000). School-wide behavior support: An emerging initiative

(special issue). Journal of Positive Behavior Interventions, 2, 231-233.

**Horner, R. H., Sugai, G., & Horner, H. F. (2000). A schoolwide approach to student

discipline. The School Administrator, 57(2), 20-23.

*Kartub, D. T., Taylor-Greene, S., March, R. E., & Horner, R. H. (2000). Reducing hallway

noise: A systems approach. Journal of Positive Behavior Interventions, 2(3), 179-182.

*O’Neill, R. E., Faulkner, C., & Horner, R. H. (2000). The effects of general case training of

manding responses on children with severe disabilities. Journal of Developmental and

Physical Disabilities, 12(1), 43-60.

*Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, T.,

Liaupsin, C., Sailor, W., Turnbull, A. P., Turnbull III, H. R., Wickham, D., Wilcox, B., &

Ruef, M. (2000). Applying positive behavior support and functional behavioral

assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131-143.

*Sugai, G., Sprague, J. R., Horner, R. H., & Walker, H. M. (2000). Preventing school violence:

The use of office discipline referrals to assess and monitor school-wide discipline

interventions. Journal of Emotional and Behavioral Disorders, 8(2), 94-101.

*Crone, D. A., & Horner, R. H. (1999-2000). Contextual, conceptual, and empirical foundations

of functional behavioral assessment in schools. Exceptionality, 8(3), 161-172.

*Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (1999-2000). Elements of behavior

support plans: A technical brief. Exceptionality, 8(3), 205-215.

Sugai, G., & Horner, R. H. (1999-2000). Including the functional behavioral assessment

technology in schools. Exceptionality, 8(3), 145-148.

*Freeman, R. L., Horner, R. H., & Reichle, J. (1999). Relation between heart rate and problem

behaviors. American Journal on Mental Retardation, 104(4), 330-345.

*Lee, Y., Sugai, G., & Horner, R. H. (1999). Using an instructional intervention to reduce

problem and off-task behaviors. Journal of Positive Behavior Interventions, 1(4), 195-

204.

Lewis-Palmer, T., Sugai, G., & Horner, R. (1999). Including high-functioning verbal students in

the functional assessment process: Agreement between multiple functional assessment

strategies. Manuscript submitted for publication.



Sprague, J. R., Sugai, G., Horner, R., & Walker, H. M. (1999). Using office discipline referral

data to evaluate school-wide discipline and violence prevention interventions. Oregon

School Study Council, 42(2), 1-18.

Sugai, G., & Horner, R. H. (1999). Discipline and behavioral support: Preferred processes and

practices. Effective School Practices, 17(4), 10-22.

*Sugai, G., Horner, R. H., & Sprague, J. R. (1999). Functional assessment-based behavior

support planning: Research-to-practice-to-research. Behavioral Disorders, 24(3), 253-

257.

*Todd, A. W., Horner, R. H., & Sugai, G. (1999). Self-monitoring and self-recruited praise:

Effects on problem behavior, academic engagement, and work completion in a typical

classroom. Journal of Positive Behavioral Interventions, 1(2), 66-76.

Todd, A. W., Horner, R. H., Sugai, G., & Colvin, G. (1999). Individualizing school-wide

discipline for students with chronic problem behaviors: A team approach. Effective

School Practices, 17(4), 72-82.

Todd, A. W., Horner, R. H., Sugai, G., & Sprague, J. R. (1999). Effective behavior support:

Strengthening school-wide systems through a team-based approach. Effective School

Practices, 17(4), 23-37.

*Howe, J., Horner, R. H., & Newton, J. S. (1998). Comparison of supported living and

traditional residential services in the state of Oregon. Mental Retardation, 36(1), 1-11.

*/**Horner, R. H. (1997). Encouraging a new applied science: A commentary on two papers

addressing parent-professional partnerships in behavioral support. Journal of the

Association for Persons with Severe Handicaps, 22(4), 210-212.

Horner, R. H. (1997). Review of the book Behavior analysis in developmental disabilities:

1968-1995 (3rd

Ed.), edited by Iwata, et al. Journal of Applied Behavior Analysis, 30,

591-594.

*/**Horner, R. H., & Carr, E. G. (1997). Behavioral support for students with severe

disabilities: Functional assessment and comprehensive intervention. Journal of Special

Education, 31(1), 84-104.

*Horner, R. H., Day, H. M., & Day, J. R. (1997). Using neutralizing routines to reduce problem

behaviors. Journal of Applied Behavior Analysis, 30(4), 601-614.



* Reed, H., Thomas, E., Sprague, J. R. & Horner, R. H. (1997). The student guided functional

assessment interview: An analysis of student and teacher agreement. Journal of

Behavioral Education, 7(1), 33-49.

*Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., Swartz, J.,

Horner, R. H., Sugai, G., & Hall, S. (1997). School-wide behavioral support: Starting the

year off right. Journal of Behavioral Education, 7(1), 99-112.

*Todd, A. W., Horner, R. H., Vanater, S.M., & Schneider, C. F. (1997). Working together to

make change: An example of positive behavioral support for a student with traumatic

brain injury. Education and Treatment of Children, 20(4), 425-440.

*Vaughn, B., & Horner, R. H. (1997). Identifying instructional tasks that occasion problem

behaviors and assessing the effects of students versus teacher choice among these tasks.

Journal of Applied Behavior Analysis, 30, 299-312.

*Werner, K., Horner, R. H., & Newton, J. S. (1997). Reducing structural barriers to improve the

social life of three adults with severe disabilities. Journal of the Association for Persons

with Severe Handicaps, 22(3), 138-150.

Lucyshyn, J. M., Albin, R. W., Horner, R. H., Mann, J. C., & Mann, J. A. (1996, May).

Embedding comprehensive behavioral support in family ecology: An experimental,

single-case replication. Paper presented at the Association for Behavior Analysis

Conference, San Francisco, CA.

Lucyshyn, J. M., Horner, R. H., & Ben, K. R. (1996). Positive behavioral support with families.

The Association for Persons with Severe Handicaps Newsletter, 22(7), 10-12.

*Newton, J. S., Ard, W. R., Horner, R. H., & Toews, J. D. (1996). Focusing on values and

lifestyle outcomes in an effort to improve the quality of residential services in Oregon.

Mental Retardation, 34(1), 1-12.

*Newton, J. S., Olson, D., Horner, R. H., & Ard, W. R. (1996). Social skills and the stability of

social relationships between individuals with intellectual disabilities and other

community members. Research in Developmental Disabilities, 17(1), 15-26.

*Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M.

(1996). Integrated approaches to preventing antisocial behavior patterns among school-

age children and youth. Journal of Emotional Behavior Disorders, 4(4), 194-209.



*Albin, R. W., O'Brien, M., & Horner, R. H. (1995). Analysis of an escalating sequence of

problem behaviors: A case study. Research in Developmental Disabilities, 16(2), 133-

147.

*Flannery, K. B., O'Neill, R. E., & Horner, R. H. (1995). Including predictability in functional

assessment and program development. Education and Treatment of Children, 18(4), 499-

509.

*Knobbe, C. A., Carey, S. P., Rhodes, L., & Horner, R. H. (1995). Benefit-cost analysis of

community residential versus institutional services for adults with severe mental

retardation and challenging behaviors. American Journal on Mental Retardation, 99(5),

533-541.

*Lucyshyn, J. M., Olson, D., & Horner, R. H. (1995). Building an ecology of support: A case

study of one young woman with severe problem behaviors living in the community. The

Journal of the Association for Persons with Severe Handicaps, 20(1), 16-30.

*Newton, J. S., & Horner, R. H. (1995). Feedback to staff on resident lifestyle: A descriptive

analysis. Behavior Modification, 19(1), 95-118.

*Newton, J. S., Olson, D., & Horner, R. H. (1995). Factors contributing to the stability of social

relationships between individuals with mental retardation and other community members.

Mental Retardation, 33(6), 383-393.

*Shukla, S., Surratt, A. V., Horner, R. H., & Albin, R. W. (1995). Examining the relationship

between self-initiations of an individual with disabilities and directive behavior of staff

persons in a residential setting. Behavioral Interventions, 10(2), 101-110.

**Sprague, J. R., & Horner, R. H. (1995). Functional assessment and intervention in community

settings. Mental Retardation and Developmental Disabilities Research Reviews, 1, 89-

93.

*Vaughn, B., & Horner, R. H. (1995). The effects of concrete versus verbal choice systems on

problem behavior: A case study. Augmentative and Alternative Communication, 11, 89-

92.

*Day, H. M., Horner, R. H., & O'Neill, R. E. (1994). Multiple functions of problem behaviors:

Assessment and intervention. Journal of Applied Behavior Analysis, 27, 279-289.

*Ferguson, D. L., & Horner, R. H. (1994). Negotiating the facilitated communication maze: A

response to Levine, Shane, and Wharton. Mental Retardation, 32(5), 305-307.



*Flannery, K. B., & Horner, R. H. (1994). The relationship between predictability and problem

behavior for students with severe disabilities. Journal of Behavioral Education, 4(2),

157-176.

*Horner, R. H. (1994). Functional assessment: Contributions and future directions. Journal of

Applied Behavior Analysis, 27, 401-404.

*Newton, S., Horner, R. H., Ard, W., LeBaron, N., & Sappington, G. (1994). A conceptual

model for improving the social life of individuals with mental retardation. Mental

Retardation, 32(6), 393-402.

*Ouellette, L., Horner, R. H., & Newton, J. S. (1994). Changing activity patterns to improve

social networks: A descriptive analysis. Behavioral Residential Treatment, 9, 55-66.

*Dadson, S., & Horner, R. H. (1993). Manipulating setting events to decrease problem

behaviors: A case study. Teaching Exceptional Children, 25, 53-55.

*Newton, J. S., Ard, W. R., & Horner, R. H. (1993). Validating predicted activity preferences of

individuals with severe disabilities. Journal of Applied Behavior Analysis, 26, 239-245.

*Newton, J. S., & Horner, R. H. (1993). Using a social guide to improve social relationships of

people with severe disabilities. The Journal of the Association for Persons with Severe

Handicaps, 18(1), 36-45.

*O'Neill, R. E., Williams, R., Sprague, J. R., Horner, R. H., & Albin, R. W. (1993). Providing

support for teachers working with students with severe problem behaviors: A model for

providing consulting support within school districts. Education and Treatment of

Children, 16(1), 66-89.

*Horner, R. H., Diemer, S. M., & Brazeau, K. C. (1992). Educational support for students with

severe problem behaviors in Oregon: A descriptive analysis from the 1987-1988 school

year. Journal of the Association for Persons with Severe Handicaps, 17(3), 154-169.

*Sprague, J. R., & Horner, R. H. (1992). Covariation within functional response classes:

Implications for treatment of severe problem behavior. Journal of Applied Behavior

Analysis, 25, 735-746.

*Horner, R. H., & Day, H. M. (1991). The effects of response efficiency on functionally

equivalent, competing behaviors. Journal of Applied Behavior Analysis, 24, 719-732.



*Horner, R. H., Day, H. M., Sprague, J. R., O'Brien, M., & Tuesday Heathfield, L. (1991).

Interspersed requests: A nonaversive procedure for decreasing aggression and self-injury

during instruction. Journal of Applied Behavior Analysis, 24(2), 265-278.

Horner, R. H., & Ramsden, J. (1991). Special education should affect how a student lives.

Network, 1(1), 8-10.

*Newton, J. S., Horner, R. H., & Lund, L. (1991). Honoring activity preferences in

individualized plan development: A descriptive analysis. Journal of the Association for

Persons with Severe Handicaps, 16(4), 207-212.

*O'Neill, R. E., Horner, R. H., O'Brien, M., & Huckstep, S. (1991). Generalized reduction of

difficult behaviors: Analysis and intervention in a competing behaviors framework.

Journal of Developmental and Physical Disabilities, 3(1), 5-21.

*Storey, K., & Horner, R. H. (1991). An evaluative review of social validation research

involving persons with handicaps. Journal of Special Education, 25(3), 352-401.

*Storey, K., & Horner, R. H. (1991). Social interactions in three supported employment options:

A comparative analysis. Journal of Applied Behavior Analysis, 24(2), 349-360.

*Epps, S., Prescott, A. L., & Horner, R. H., (1990). Social acceptability of menstrual-care

training methods for young women with developmental disabilities. Education and

Training in Mental Retardation, 25, 33-44.

*Epps, S., Stern R. J., & Horner, R. H. (1990). Comparison of simulation training on self and

using a doll for teaching generalized menstrual care to women with severe mental

retardation. Research in Developmental Disabilities, 11, 37-66.

Flannery, K. B., & Horner, R. H. (1990, February). A look at recent JASH articles on

communication. Newsletter for The Association for Persons With Severe Handicaps, p.

7.

*/**Horner, R. H. (1990). Ideology, technology and typical community settings: The use of

severe aversive stimuli. American Journal of Mental Retardation, 28(4), 166-168.

*Horner, R. H., Dunlap, G., Koegel, R. L., Carr, E. G., Sailor, W., Anderson, J., Albin, R. W., &

O'Neill, R. E. (1990). Toward a technology of "nonaversive" behavioral support.




*/**Horner, R. H., Dunlap, G., Koegel, R. L., Carr, E. G., Sailor, W., Anderson, J., Albin, R. W.,

& O'Neill, R. E. (1990). In support of integration for people with severe problem

behaviors: Authors' response to four commentaries. Journal of the Association for


*Horner, R. H., Sprague, J. R., O'Brien, M., & Tuesday Heathfield, L. (1990). The role of

response efficiency in the reduction of problem behaviors through functional equivalence

training: A case study. Journal of the Association for Persons with Severe Handicaps,

15(2), 91-97.

*Horner, R. H., Thompsen, L. S., & Storey, K. (1990). Effects of case manager feedback on the

quality of individual habilitation plan objectives. Mental Retardation, 28(4), 227-231.

*Kennedy, C. H., Horner, R. H., & Newton, J. S. (1990). The social networks and activity

patterns of adults with severe disabilities: A correlational analysis. Journal of The


*Kennedy, C. H., Horner, R. H., Newton, J. S., & Kanda, E. (1990). Measuring the activity

patterns of adults with severe disabilities living in the community. Journal of The


*/**Sprague, J., & Horner, R. H. (1990). Easy does it: Preventing challenging behaviors.

TEACHING Exceptional Children, 23(1), 13-15.

*Horner, R. H., Albin, R. W., & Mank, D. M. (1989). Effects of undesirable, competing

behaviors on the generalization of adaptive skills: A case study. Behavior Modification,

13(1), 74-90.

*Horner, R. H., & Storey, K. (1989). Putting behavioral units back into the stream of behavior:

A consumer report. The Behavior Therapist, 12(10), 249-251.

*Kennedy, C. H., Horner, R. H., & Newton, J. S. (1989). Social contacts of adults with severe

disabilities living in the community: A descriptive analysis of relationship patterns.


*Day, H. M., & Horner, R. H. (1988). Building response classes in applied settings: A

comparison of easy-to-hard and general case procedures for teaching generalized liquid

pouring to learners with severe disabilities. Journal of Applied Behavior Analysis, 22,

223-229.

*Horner, R. H. & Albin, R. W. (1988). Research on general case procedures for learners with

severe disabilities. Education & Treatment of Children, 11(4), 375-388.



Storey, K., & Horner, R. H. (1988, Winter). Pretask requests help manage behavior problems.

Direct Instruction News, 7(2), 1-3.

*Horner, R. H., Williams, J. A., & Stevely, J. D. (1987). Acquisition of generalized telephone

use by students with moderate and severe mental retardation. Research in Developmental

Disabilities, 8(2), 229-248.

*Mank, D. M., & Horner, R. H. (1987). Self-recruited feedback: A cost-effective procedure for

maintaining behavior. Research in Developmental Disabilities, 8(1), 91-112.

*Singer, G. H. S., Singer, J., & Horner, R. H. (1987). Using pretask requests to increase the

probability of compliance for students with severe disabilities. Journal of the Association

for Persons with Severe Handicaps, 12(4), 287-291.

*Day, H. M., & Horner, R. H. (1986). Response variation and the generalization of dressing

skills. Applied Research in Mental Retardation, 7, 189-202.

*Horner, R. H., Albin, R. W., & Ralph, G. (1986). Generalization with precision: The role of

negative teaching examples in the instruction of generalized grocery item selection.

Journal of the Association of Persons with Severe Handicaps, 11(4), 300-308.

*Horner, R. H., Eberhard, J., & Sheehan, M. R. (1986). Teaching generalized table bussing: The

importance of negative teaching examples. Behavior Modification, 10(4), 457-471.

Albin, R. W., Horner, R. H., & Williams, J. A. (1985). Teaching "exceptions" to rules to

learners with handicaps. Direct Instruction News, 4(3), 15. Reprinted in Special

Education Today, 2(4), 10-11.

*Horner, R. H., & Budd, C. M. (1985). Teaching manual sign language to a nonverbal student:

Generalization of sign use and collateral reduction of maladaptive behavior. Education

and Training of the Mentally Retarded, 20, 39-47.

*Horner, R. H., Jones, D., & Williams, J. A. (1985). Teaching generalized street crossing to

individuals with moderate and severe mental retardation. Journal of the Association for

Persons with Severe Handicaps, 10, 71-78.

*Horner, R. H., Williams, J. A., & Knobbe, C. A. (1985). The effect of 'Opportunity to Perform'

on the maintenance of skills learned by high school students with severe handicaps.

Journal of the Association for Persons with Severe Handicaps, 10 (3), 172-175.



*McDonnell, J. J., & Horner, R. H. (1985). Effects of in vivo and simulation-plus-in vivo

training on the acquisition and generalization of a grocery item search strategy by high

school students with severe handicaps. Analysis and Intervention in Developmental

Disabilities, 5, 323-344.

*Bellamy, G. T., Rhodes, L. E., Wilcox, B., Albin, J. M., Mank, D. M., Boles, S. M., Horner, R.

H., Collins, M., & Turner, J. (1984). Quality and equality in employment services for

adults with severe disabilities. Journal of the Association for Persons with Severe

Handicaps, 9(4), 270-277.

**Horner, R. H. (1984). The value of student errors. Direct Instruction News, 3(4), 13.

*Horner, R. H., Bellamy, G. T., & Colvin, G. T. (1984). Responding in the presence of

nontrained stimuli: Implications of generalization error patterns. Journal of the

Association for Persons with Severe Handicaps, 9, 287-296.

*/**Horner, R. H., & Rhodes, L. E. (1984). Employing adults with severe handicaps: Optimistic

research and challenging policy implications. Kansas Mental Health and Retardation

Services Quarterly Digest, 3(4).

*McDonnell, J. J., Horner, R. H., & Williams, J. A. (1984). A comparison of three strategies for

teaching generalized grocery purchasing to high school students with severe handicaps.

The Journal of the Association for Persons with Severe Handicaps, 9, 123-134.

*Sprague, J., & Horner, R. H. (1984). An experimental analysis of generalized vending machine

use with severely handicapped students. Journal of Applied Behavior Analysis, 17, 273-

278.

*Horner, R. H., & McDonald, R. S. (1982). A comparison of single instance and general case

instruction in teaching a generalized vocational skill. Journal of the Association for


Horner, R. H., & Rose, H. (1982). Direct instruction with severely handicapped students: Taking

direct instruction to the community. Direct Instruction News, 1(4), 3-5.

**Rose, H., & Horner, R. H. (1982). Avoiding response distortion with severely handicapped

students. Direct Instruction News, 2(1).

*Horner, R. H. (1981). Stimulus control, transfer and maintenance of upright walking posture

with a severely retarded adult. American Journal of Mental Deficiency, 86(1), 86-96.



*Horner, R. H., Wuerch, B. B., & Boomer, J. D. (1981). The intra-chain response patterns of

three severely retarded adults during extinction. American Journal of Mental Deficiency,

86(1), 97-103.

*Bellamy, G. T., Sheehan, M. R., Horner, R. H., & Boles, S. M. (1980). Community programs

for severely handicapped adults: An analysis of vocational opportunities. Journal of the

Association for the Severely Handicapped, 5(4), 307-324.

*Horner, R. H., Bellamy, G. T., & Bertrand, E. F. (1980). The severely retarded employee: A

new face in the labor force. Journal of Contemporary Business, 8, 99-106.

Schwallie, E., & Horner, R. H. (1980). Production management: The effect of a task rotation

strategy on the productivity of three severely retarded workers. Community Service

Forum, 1(2), 5-8.

*Horner, R. H. (1979). Accountability in habilitation of the severely retarded: The issue of

informed consent. American Association for the Education of the Severely and

Profoundly Handicapped Review, 4, 24-35.

*Horner, R. H., & Brigham, T. A. (1979). Self-management of on-task behavior in two retarded

children. Education and Training of the Mentally Retarded, 14, 18-24.

*Horner, R. H., Lahren, B., Schwartz, T. P., O'Neill, C. T., & Hunter, J. D. (1978).

Considerations in dealing with low production rates of severely retarded workers.

American Association for the Education of the Severely and Profoundly Handicapped

Review, 4, 202-212.

Audiovisual Media

Horner, R. H. (Producer). (2001). Positive Behavior Support in Schools. [Videotape]. OSEP

Center for Positive Behavioral Interventions and Supports. Eugene: University of

Oregon.

Book Reviews

Vernberg, E., & Biggs, B. (2010). Preventing and Treating Bullying and Victimization. Oxford

University Press, Oxford.

MAJOR CONFERENCE PRESENTATIONS: (*denotes invited or keynote address)



(Over 200 workshops and presentations in addition to the following)

*Mollie Villeret Davis Distinguished Lecture Series, The University of Texas at Austin.

April, 2009. An Academic Risk Prevention Symposium.

Nebraska positive behavior support initiative. September, 2008. Data-based decision-making in

educational reform. (two day workshop)

*Association of Behavior Analysis International. September, 2008. Implementing evidence-

based practices at scales of social importance.

*Washington State Board of Education, August, 2008. Keynote Address: Embedding school-

wide positive behavior support in a “Response to Treatment” approach.

OSEP Project Director’s Meeting, July, 2008. Fidelity measures in the large scale

implementation of evidence-based practices.

*Missouri Positive Behavior Support Initiative, June, 23, 2008. Keynote address on school-wide

positive behavior support.

Association of Behavior Analysis. May, 2008. Check-in, Check-out as a Secondary School-wide

Intervention.

*Institute on Education Science Training Institute, Washington, DC, April, 2008. Invited Two

Day Workshop on Single-case research designs.

*Association for Positive Behavior Support, Chicago, March, 2008. Randomized Control Trial

Assessing the Effects of School-wide Positive Behavior Support.

*Positive behavior support in educational contexts: February 20-22, 2008 International

workshop for Catalonia Department of Education, Barcelona, Spain.

Oregon Education Enterprise Steering Committee. 2008. Implementing innovation in education.

Retrieved from

www.pbis.org/common/pbisresources/presentataions/0808rhManagingInovationEducationOR.

*The Fourth International Conference on Positive Behavior Support, Boston, March 2007.

Linking literacy and behavior supports. Featured Presentation. Systems Change and

sustainability. Panel presentation.

*Association for Behavior Analysis, Atlanta, May 2006. Using Single Case Designs to Establish

Evidence-Based Practice. Invited Tutorial.

http://www.pbis.org/common/pbisresources/presentataions/0808rhManagingInovationEducationOR



*The Third International Conference on Positive Behavior Support, Reno, March 2006. Taking

school-wide positive behavior support to scale. Invited Presentation. Organizing systems

for individual student supports within the school-wide PBS approach. Invited Workshop.

*Oregon State-wide Positive Behavior Support Conference, Corvallis, March 2006. The

importance of individual and targeted behavior support within the school-wide PBS

approach. Keynote.

26th

Annual Conference of the Berkshire Association for Behavior Analysis and Therapy,

Amherst, MA, October 2005. Sustaining and expanding the implementation of effective

behavioral practices. Research Symposium.

*Utah Conference on Effective Practices in Special Education and Rehabilitation: Interventions

Across the Lifespan, Logan, June 2005. Core features and outcomes of school-wide

positive behavior support. Keynote.

*The Second International Conference on Positive Behavior Support, Tampa, March 2005.

School-wide positive behavior support and Designing Behavior Support that is both

“Technically Sound” and “Contextually Appropriate.” Invited Workshops.

*California Association for Behavior Analysis, February 2005. School-wide Positive Behavior

Support: Implementing Applied Behavior Analysis at Scales of Social Significance.

Association for Behavior Analysis, Boston, May 2004. Establishing Applied Behavior Analysis

at Scales of Social Significance.

American Association for Mental Retardation, Chicago, May 2003. Positive Behavior Support

for Behavioral, Mental Health, Communications, and Crisis Needs: Future National

Directions.

*The First International Conference on Positive Behavior Support, Orlando, March 2003.

Extending Positive Behavior Support to Whole Schools: Sustainable Implementation.

Keynote with George Sugai.

American Association for Mental Retardation. Orlando, May 2002. Acceptance of 2002

Education Award.

Association for Behavior Analysis, Toronto, May 2002. Longitudinal Outcomes of Functional

Assessment-Based Intervention, Establishing and Maintaining Proactive Discipline

Systems at the School, Classroom, and Individual Student Levels within the Schools.



*RRTC-PBS, University of Oregon, Positive Behavior Support in the 21st Century. Portland,

May 2002. Implementing Behavior Support that Lasts. Keynote.

Council for Exceptional Children. New York, April 2002. Positive Behavior Support for All

Students. Session with George Sugai & Renee Bradley.

The Association for Persons with Severe Handicaps. Anaheim, November 2001. School-wide

Positive Behavior Support: Systems to Support the Inclusion of All Students.

*American Association for Mental Retardation. Denver, May 2001. School-Wide Positive

Behavior Support. Keynote. With Dr. Edward Carr.

The Association for Persons with Severe Handicaps, Miami Beach, December 2000. School-

wide Behavior Support: Designing Schools for all Children.

Association for Behavior Analysis, Washington D.C., May 2000. Function–based positive

behavior support.

Council for Exceptional Children, British Columbia, April 2000. School-wide positive behavior

support.

The Association for Persons with Severe Handicaps, Chicago, December 1999. Assessment and

intervention for sleep disorders and The RRTC-PBS: Research on durable lifestyle

support. Association for Behavior Analysis, Chicago, May 1999. Self-management

curricular modifications, and choice: Research on positive strategies for behavior

interventions in schools and homes.

National Association of School Psychologists, Las Vegas, April 1999. Middle school students at

risk for school failure: How to use functional assessment procedures to design an

effective support program.

The Council for Exceptional Children, Charlotte, April 1999. Positive behavior support.

The Association for Persons with Severe Handicaps, Seattle, December 1998. Planning

successful futures for adults with severe disabilities.

Association for Behavior Analysis, Orlando, May 1998. Functional assessment in regular

schools.

NIDRR Conference on Positive Behavior Support, Santa Barbara, September 1997. Expanding

the impact of positive behavior support.



Association for Behavior Analysis, Chicago, May 1997. School-wide behavior support.

The Association for the Severely Handicapped, New Orleans, November 1996. Positive

behavioral support in schools.

*American Psychological Association, Toronto, August 1996. A behavioral response to violence

in schools.

Association for Behavior Analysis, May 1996. Embedding comprehensive behavioral support in

family ecology: An experimental, single-case replication.

*The Association for the Severely Handicapped, San Francisco, November 1995. Effective

behavior support.

Association for Behavior Analysis, May 1995. Establishing operations and problem behavior

Advances in positive behavioral support.

Association for Behavior Analysis, Chicago, May 1993. The Effects of Setting Events on

Problem Behavior.

Association for Behavior Analysis, Chicago, May 1993. Inclusion of Students with Severe

Disabilities.

Association for Behavior Analysis, Chicago, May 1993. Stimulus Control of Problem Behavior.

Association for Behavior Analysis, Chicago, May 1993. Functional Assessment of Problem

Behavior.

Behavior Management Conference, Nashville, September 1992. Contextual Analysis of Severe

Problem Behavior.

Association of Behavior Analysis, San Francisco, May 1992. Longitudinal Residential Support;

Predictability; Multiple Functions.

American Psychological Association Convention, San Francisco, CA, August 1991. Using

instruction to reduce severe problem behaviors: Practical research.

Association for Behavior Analysis Annual Conference, Atlanta, GA, May 1991. Setting events.

University of Minnesota Destructive Behaviors in Developmental Disabilities

Conference, Minneapolis, April 1991. Functional Analysis.



ERIC/OSEP Special Project's Research Forum, Washington, DC, April 1991. Educational

reform for students with severe problem behaviors.

American Association on Mental Retardation Region IV Annual Conference, Calgary, Alberta,

October 1990. Support that results in lifestyle change: A new look at how we deliver

behavioral support.

Strategic Behavior Intervention Conference, Ontario, Canada, June 1990. Community support

for people with severe problem behaviors.

Alberta Education Response Centre, Edmonton, Alberta, May 1990. Nonaversive behavior

management.

Association for Behavior Analysis National Conference, Nashville, TN, May 1990. Providing

support for people with severe problem behaviors.

Virginia Autism Center, Virginia Beach, VA, April 1990. Community-bases behavioral support

and Social life in the community.

*American Psychological Association Conference, New Orleans, 1989. Research on positive

approaches to control destructive behavior.

*Association for Behavior Analysis National Convention, Milwaukee, WI, 1989. Social support

in work and residential settings; Research advances in nonaversive behavior

management; and Quality of life indices for people with severe disabilities.

The Association for Persons with Severe Handicaps, San Francisco, 1989. Research on

nonaversive procedures.

Research and Training Center on Community-Referenced Nonaversive Behavior Management,

Santa Barbara, 1988. Strategies to support families and teachers in using community-

referenced behavior management techniques.

Applied Behavior Analysis Conference, Philadelphia, 1988. Functional analysis with severe

challenging behaviors.

The Association for Persons with Severe Handicaps, Washington, DC, 1988. National

leadership: Creating change through technical assistance.

Association of Behavior Analysis Conference, Nashville, 1987. Direct instruction for learner

with severe disabilities: Recent research findings.



The Association for Persons with Severe Handicaps, Chicago, 1987. Maintaining skills in the

community: Research and theory toward an applied technology of maintenance.

Applied Behavior Analysis Conference, Milwaukee, 1986. The effects of prior learning on the

generalized suppression of inappropriate verbalizations.

The Association for Persons with Severe Handicaps, San Francisco, 1986. Research on

instructional techniques for promoting generalization and maintenance in applied

settings.

Generalization and Maintenance Conference, Huntington, 1986. General case instruction: The

role of negative teaching examples.

The Association for Persons with Severe Handicaps, Chicago, 1985. Research on generalization

in school and community settings.

Direct Instruction Conference, Eugene, 1984. Teaching generalized behavior with severely

handicapped learners.

The Association for Persons with Severe Handicaps, Chicago, 1984. Research in maintenance

and generalization: Implications for IEP development.

The Association for Persons with Severe Handicaps, Chicago, 1984. Generalization/

maintenance in school and community settings: Current research.

*Ellensburg V, Ellensburg, 1983. Managing severe behavior problems in work settings.

American Psychological Association, Anaheim, 1983. Measurement and design issues in

research on generalization.

The Association for the Severely Handicapped, San Francisco, 1983. Simulation training:

Strategies for conducting in-class training that results in adaptive performance in the

community.

*Ellensburg IV, Ellensburg, 1982. Self-management with severely handicapped learners.

The Association for the Severely Handicapped, Denver, 1982. Consumer benefit in vocational

services.

*Association of Behavior Analysis, Milwaukee, 1982. Using direct instruction with severely

handicapped students.



The Association for the Severely Handicapped, New York, 1981. Teaching generalized skills.

The Association for the Severely Handicapped, Los Angeles, October 1980. General case

programming strategies with severely handicapped students.

The Association for the Severely Handicapped, Chicago, October 1979. Production

management: The effect of a task rotation strategy on the productivity of three severely

retarded workers.

Council for Exceptional Children, Division of Career Education, St. Louis, February 1979.

Vocational habilitation strategies for severely retarded individuals.

American Association for Mental Deficiency, Region I, Portland, October 1978. Production

management procedures with severely retarded adults.

American Association for Mental Deficiency, Denver, May 1978. Stimulus control variables

affecting the production rate of one severely retarded worker.

Timberline Conference, Timberline, March 1978. Structured employment: Productivity and

productive capacity.

American Association for the Education of the Severely and Profoundly Handicapped, San

Francisco, September 1977. Stimulus control, transfer and maintenance of upright

walking posture with a severely retarded adult.

*Council for Exceptional Children, Atlanta, April 1977. Vocational habilitation of the severely

retarded: Some training techniques.

Oregon Conference, Eugene, February 1977. Production management procedures with several

retarded workers.

American Association for the Education of the Severely and Profoundly Handicapped, Kansas

City, 1976. Vocational habilitation techniques for severely and profoundly retarded

adults.

GRANT RESPONSIBILITIES:

2008-2013 Co-Principal Investigator, “OSEP Technical Assistance Center on Positive

Behavioral Interventions and Supports” A five year technical assistance center

funded by the US Department of Education’s Office of Special Education

Programs ($8,250,000) (with Dr. George Sugai and Dr. Tim Lewis).



2007-2011 Principal Investigator, “Enhancing data-based decision making.” A four-year goal

2A grant funded by the Institute on Educational Sciences ($1,689,890).

2007-2011 Co-director, “State Implementation and Scaling of Evidence-based Practices”

(3,999,997) (with Dean Fixsen, Karen Blase, and George Sugai)

2006-2010 Co-Principal Investigator, “Postdoctoral Research Fellowship in Behavioral and

Family Supports.” A four year post-doctoral training grant funded by the U.S.

Department of Education ($665,116) (with Thomas Dishion)

2004-2008 Co-Principal Investigator, “Project First Step/Project Prepare.” A four-year

subcontract with the Oregon Research Institute ($524,263) (with George Sugai)

2003-2008 Co-Principal Investigator, “Center for Positive Behavioral Interventions and

Support.” A five year contract funded by the U. S. Department of Education

($8,499,998). (with George Sugai)

2003-2007 Co-Principal Investigator, “Project Vanguard: Leadership Preparation in Literacy

and Positive Behavior Support.” A four year Personnel Training contract funded

by the U.S. Department of Education. ($800,000). (with Edward Kame’enui)

2003-2004 Principal Investigator, "The Role of the Behavior Specialist in the Development of

Function-Based Behavior Support." A one-year student initiated (Benazzi)

contract funded by the U. S. Department of Education ($19,960).

2001-2006 Co-Principal Investigator, “Research and Demonstration Center on School-wide

Behavior Support.” A five year contract funded by the U.S. Department of

Education. ($4,497,995). (with George Sugai)

2001-2002 Principal Investigator, "Project Link: Linking Interventions for New Knowledge:

Building Behavior Support Plans Across Multiple Environments." A one-year

student initiated (Reed) contract funded by the U. S. Department of Education

($19,997).

2000-2001 Principal Investigator, "Evaluation of a Targeted Group Intervention Within a

School-wide System of Behavior Support." A one-year student initiated (Hawken)




1998-2003 Co-Principal Investigator, “Center for Positive Behavioral Interventions and

Support.” A five year contract funded by the U. S. Department of Education

($3,249,840). (with George Sugai)

1998-2003 Co-Principal Investigator, “Rehabilitation Research and Training Center on

Positive Behavior Support.” A five year cooperative agreement funded by the U.

S. Department of Education ($2,750,000). (with Glen Dunlap)

1998-2002 Co-Principal Investigator, A Comprehensive Functional Assessment for Schools.”

A four year contract funded by the U. S. Department of Education ($598,788).

1997-2000 Principal Investigator, “Building Comprehensive Behavioral Support: Bridging the

Gap.” A three year contract funded by the U. S. Department of Education

($374,925).

1997-1999 Principal Investigator, “Vocational and Residential Outcomes Research and

Evaluation Unit.” A two year interagency agreement funded by the State of

Oregon, Mental Health and Developmental Disability Services Division

($172,406).

1997-1999 Principal Investigator, “Higher Education Consortium: Behavioral Intervention

Strategies Project.” A two year interagency agreement funded by the State of

Oregon, Mental Health and Developmental Disability Services Division

($164,348).

1992-1997 Principal Investigator, "Rehabilitation Research and Training Center on Positive

Behavioral Support." A five year cooperative agreement funded by the U.S.

Department of Education ($2,500,000).

1993-1995 Principal Investigator, "Coercive Ecologies: An Analysis of Interactions Between

Staff and Students with Severe Disabilities." An eighteen month student initiated

(Piggott) contract funded by the U. S. Department of Education ($14,967).

1992-1995 Principal Investigator, "Research on Social Relationships of Children and Youth

with Deaf-Blindness." A three year contract funded by the U. S. Department of

Education ($538,971).

1991-1992 Principal Investigator, "Setting Events and Severe Problem Behavior for Students

with Severe Disabilities." A one year student initiated (Ramsden, Vaughn)




1991-1993 Principal Investigator, "Predictability and Severe Problem Behaviors with Students

with Severe Disabilities." An eighteen month student-initiated (Flannery) contract

funded by the U.S. Department of Education ($14,673).

1990-1993 Principal Investigator, "Program Level In-service Training of Direct Service Staff."

A three year contract funded by the Department of Health and Human Services

Administration on Developmental Disabilities ($282,660).

1990-1993 Principal Investigator, "The Social Life of People with Severe Disabilities." A

three year contract funded by the U. S. Department of Education ($359,247).

1989-1990 Principal Investigator, "Providing Behavioral Support for Persons with Low

Frequency, High Intensity Challenging Behaviors." A one year student initiated

(Sprague) contract funded by the U. S. Department of Education ($9,572).

1989-1992 Principal Investigator, "Supporting Choices in the Lives of Students with Severe

Disabilities." A three year contract funded by the U. S. Department of Education

($373,984).

1987-1992 Principal Investigator, "Community-Referenced Technologies for Nonaversive

Behavior Management." A five year cooperative agreement funded by the U. S.

Department of Education ($4,500,000).

1986-1989 Principal Investigator, "Lifestyle Outcomes Curriculum Project, Transition Skills

Development: Innovative Programs for Severely Handicapped Children." A three

year contract funded by the U. S. Department of Education ($234,000).

1986-1989 Principal Investigator, "Leadership Training, Handicapped Personnel Preparation."

A three year contract funded by the U.S. Department of Education ($184,500).

1986-1989 Principal Investigator, "Community Network Project: Research on Strategies for

Supporting Social Networks." A three year contract funded by the U. S.

Department of Education ($373,674).

1986-1987 Principal Investigator, "Training Classroom Assistants Through the Use of Video

Equipment." A nine month contract funded by the U. S. Department of Education

($3,500).

1986-1987 Principal Investigator, "The Transition to Integrated Neighborhoods Project:

Continuation." A one year contract funded by the U. S. Department of Education

($418,850).



1985-1986 Principal Investigator, "Teaching generalized responding to students with severe

handicaps: The use of negative teaching examples." A one year student-initiated

(Albin) grant funded by the U. S. Department of Education ($4,991).

1984-1987 Project Coordinator, "The Community Participation Project: School-based

Procedures to Enhance the Out-of-School Performance of High School Students

with Severe Handicaps." A three year contract funded by the U. S. Department of

Education ($320,063).

1982-1987 Principal Investigator, "Extending Competent Performance Research Institute." A

five year contract funded by the Special Education Program, U. S. Department of

Education ($1,400,000).

MAJOR PROFESSIONAL SERVICE ACTIVITIES:

2009- Present Editorial Board, Scientific Research

2009- Present Editorial Board, Preventing School Failure

2008- Present What Works Clearinghouse sub-committee on Single-case Research

2007-Present Editorial Board, Behavior Therapy

2007-Present Editorial Board, Journal of Mental Health Research and Intellectual

Disabilities

2007-Present Editorial Board, The Clinical Journal of Autism

2007-2011 Editorial Board, Behavior Analysis in Practice

2007-2010 Editorial Board, Journal of Special Education

2004-2008 Co-Editor, Journal of Positive Behavior Interventions

2003-2008 Stafford Faculty Fellow of the University of Vermont Institute on Leadership,

Disability and Students Placed at Risk

2003-Present Professional Advisory Board Member, The May Institute

2002-2005 Board of Directors, American Association on Mental Retardation



2002-Present Board of Editors, The Journal of the Association for Persons with Severe

Handicaps

2003 Guest Associate Editor, Journal of Applied Behavior Analysis

2000-Present Editorial Board, Journal of Applied Behavior Analysis

2000-2001 University of Oregon Institutional Review Board member

1998-1999 Chair, NIH HUD-3 Study Section

1998-2004 Associate Editor, Journal of Positive Behavioral Interventions

1998-Present Board of Reviewers, Teacher Education and Special Education

1996-Present Editorial Board, Journal of Applied Research in Intellectual Disabilities

1993-1997 Associate Editor, American Journal on Mental Retardation

1995-1999 Member, NIH HUD-3 Study Section

1995-1999 Editorial Board, Journal of Applied Behavior Analysis

1995-Present Editorial Board, Focus on Autism and Other Developmental Disabilities

1994-1996 College of Education Representative for UO Senate

1994-Present Reviewer, Council for Children with Behavioral Disorders

1993-2000 Member, The ARC's Scientific Advisory Panel

1993-Present Editorial Board, American Journal on Mental Retardation

1992-2000 Board of Directors, Society for the Experimental Analysis of Behavior, Inc.

1991-1995 Associate Editor, Journal of Applied Behavior Analysis

1990-Present Member, Canadian Centre of Habilitation Education and Research (CCHER)

1991-1992 Member, University of Oregon, Teacher Education Committee



1987-1993 Member, Executive Board of The Association for Persons with Severe

Handicaps

1987-1988 Member, College of Education Faculty Review Committee

1985-1989 Member, National Advisory Committee for the Technical Assistance for

Community Integration Programs for Persons with the Most Severe

Disabilities

2000-Present, Member, University of Oregon, Protection of Human Subjects Committee

1984-1986

1984-1990 Member, School District 4-J Human Rights Committee

1983-1984 Guest Reviewer, McGraw Hill Publishers (on text books focused on behavior

management)

1983-1992 Consulting Editor, Direct Instruction News

1983-1986 Reviewer, Analysis and Intervention in Developmental Disabilities

1990-1992 Reviewer, The Elementary School Journal

1991-Present Editorial Board, The Journal of Special Education

1990-Present Editorial Board, Journal of Behavioral Education

1989-1998 Board of Directors, Oregon Community Support

1989-1991 Editorial Board, Journal of Applied Behavior Analysis

1987-1992 Editorial Board, Behavioral Assessment

1982-1987 Guest Reviewer, Journal of Applied Behavior Analysis

1980-1987 Member, Oregon Association of Retarded Citizen's Committee on

Guardianship Advocacy and Protective Services

1980-1987 Editorial Consultant, Mental Retardation



1987-Present Editorial Board of RIDD

1987-1989 Editor, Journal of the Association for Persons with Severe Handicaps

1979-1990 Board of Directors, Eugene Precision Manufacturing Services

1979-1986 Associate Editor, Journal of the Association for Persons with Severe

Handicaps

1979-1981 Consulting Editor, Community Services Forum

1979-1992 Guest Reviewer, American Journal on Mental Deficiency

PROFESSIONAL AWARDS:

2006 Public Service Behavior Analysis Award, Society for the Advancement of

Behavior Analysis

2002 Education Award, American Association on Mental Retardation

2002 Fellow, American Association on Mental Retardation

2000 The Association for Persons with Severe Handicaps (TASH), Positive

Approaches Award

1996 American Psychology Association Fred Keller Educational Researcher Award

1993 National ARC, Distinguished Research Award

1990 ARC of Lane County, Lisl Waechter Award

1986 Association for Direct Instruction, Researcher of the Year

1985-1986 ARC of Oregon's Educator of the Year

1985 AIDD Senior Editorial Board's Most Valued Reviewer

MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS:

Association for Positive Behavior Support

American Association for the Advancement of Science



Society for the Advancement of Behavior Analysis

The Association for Persons with Severe Handicaps

American Association on Mental Retardation

Oregon Association for Retarded Citizens

AREAS OF SPECIALIZATION:

Adults with severe disabilities Generalization and maintenance

Residential services Self-management

Severe excess behavior Stimulus control

Vocational habilitation Instructional Technology

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