George Sugai is Professor and Carole J. Neag Endowed Chair in the Neag School of Education at the University of Connecticut. His professional interests include effective classroom and behavior management practices, school-wide discipline, social skills instruction, special education, and positive behavior supports. He has been a classroom teacher, program director, and camp counselor. Currently, he is co-director of the OSEP Center on Positive Behavioral Interventions and Supports (www.pbis.org), co-director of the Early Childhood Personnel Center (www.ecpcta.org), and research scientist in the UConn Center on Behavioral Education and Research (www.cber.org).
Terrance M. Scott is a Professor and Distinguished University Scholar in the College of Education and Human Development at the University of Louisville and is Director of the Center for Instructional and Behavioral Research in Schools (CIBRS).
Having received his Ph.D. in Special Education at the University of Oregon in 1994 (with an emphasis on emotional and behaviors) he has previously been a faculty member at the Universities of Kentucky, Florida, and Oregon. He has over 80 publications, including four books on a variety of issues in the areas of behavioral disorders and behavioral support systems and has conducted over 1000 presentations and training activities throughout the U.S., Canada, Ireland, Australia, New Zealand, the Netherlands, Sweden, and Norway.
Dr. Scott has successfully competed for more than $13 million in external grant funding and was a 2-term editor of Beyond Behavior. In 2004 he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children and in 2012 he received the Outstanding National Leadership Award from the Council for Children with Behavior Disorders and was elected President of this organization in 2013. As a former counselor and teacher of students with seriously challenging behaviors, his research interests focus on school-wide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment/intervention, and scientific research in education.
Rob Horner is professor of special education at the University of Oregon. His research has focused on behavior analysis, positive behavior support, multi-tiered instructional systems, equity in education, and systems change. He has worked for the past 20 years with George Sugai in development and implementation of school-wide positive behavioral interventions and supports (PBIS).
Over 23,000 schools are implementing PBIS nationally. Research, evaluation and technical assistance outcomes from this effort indicate that investing in the development of a positive social culture is associated with improved behavioral and academic gains for students. Dr. Horner has been the editor of the Journal of the Association for Persons with Severe Handicaps, co-editor of the Journal of Positive Behavior Interventions, and associate editor for both the Journal of Applied Behavior Analysis and the American Journal on Mental Retardation.
'Iain has been a teacher or leader in schools for 31 years, with 25 of these years as a principal in very diverse school settings: ranging from decile 1 to 10, including primary and intermediate, from a small rural school to very large urban schools, including as Foundation Principal of an international school in Singapore.
He is an ex-President of the Auckland Primary Principals Association, and is currently the Immediate Past President of the NZ Principals Federation after spending 2016 in Wellington as the President. Iain continues to spend time helping colleagues throughout NZ, as a speaker/presenter at conferences/workshops, and as a mentor to many current and aspiring leaders. He is a strong, knowledgeable and passionate leader; and in addition to his teaching qualifications holds a Masters Degree in Educational Management, and a Post Graduate Diploma in Sport and Recreation Management; has been a Research Management Fellow in a tertiary institution and has had research work published.
Iain is a passionate enthusiast in ensuring all kids get the best deal possible in his school, and as an incredibly positive, eloquent and energised leader, has a particular interest, enthusiasm and skill in the areas of school personnel management/leadership and school property and how these areas really can contribute to more effective teaching and learning'.