BRITISH COLUMBIA, Canada
Nathan Ngieng, (he/him), Assistant Superintendent at Abbotsford School District, has been an educator in the B.C. public education system and an advocate for inclusive support in education for students for over 20 years. In his current role, he leads and supports the strategic direction and planning for middle schools in Abbotsford, focusing on equitable and inclusive school environments. http://www.abbyschools.ca, http://www.bccaise.org, @NNgieng.
Brenda Fossett, PhD, BCBA-D is on faculty in the Applied Behavior Analysis-Autism department at Capilano University. She is also an Adjunct professor in Special Education at the University of British Columbia. Dr. Fossett is a certified Teacher of the Deaf and a doctoral level Board Certified Behavior Analyst. Dr. Fossett has extensive experience conducting functional assessments and designing positive behavior support plans for children, youth and adults with developmental disabilities in home, school, and community settings.Dr. Fossett has a particular interest in the use of positive behavior support in Deaf educational contexts. Her doctoral research focused on training Deaf service providers to conduct functional assessments and develop positive behavior support plans, in American Sign Language, and supervising a Deaf service provider in delivering PBS services to a family with a deaf child with multiple disabilities. Dr. Fossett provides coursework and training in functional assessment and positive behavior support in post-secondary, school-based, and community settings.
Richard Stock, PhD, BCBA-D is full time Faculty in the Applied Behavior Analysis – Autism department at Capilano University. He is also Assistant Professor at the University of Western Ontario where he teaches graduate courses in ABA and formerly an Adjunct professor in Special Education at the University of British Columbia. Dr. Stock has extensive experience conducting functional assessments and designing positive behaviour support plans for children and youth with autism and developmental disabilities in collaboration with families and educators. He also teaches course work in Functional Assessment and Positive Behavior Support and provides Tier 3 training to school districts.
Chris Good is currently the Principal at École Barrie Wilson School in Red Deer, Alberta. Chris has been working with schools to support PBIS implementation for several years. During that time he has lead PBIS implementation in three schools at both the elementary and middle school level. He has presented at conferences in both Canada and the United States on the implementation on both PBIS and Bullying Prevention within PBIS.
Ann-Michelle McNulty, MSW, RSW, has been the Mental Health Lead for the Conseil des écoles catholiques du Centre-Est (CECCE – French-Catholic School Board of East-Central Ontario) in Ottawa, Ontario since 2016. She represents the three French Language School Boards of Eastern Ontario (CECCE, CEPEO, CSDCEO) who have been working in partnership to implement SW-PBIS since 2007. Ann worked as a school social worker for over 15 years, during which she occupied the roles of PBIS coach and trainer, as well as PBIS Coordinator for the three school boards. She has presented on PBIS at conferences in Canada and the US, in both French and English.
Steve Bissonnette, PhD, is a Professor at the Université du Québec en Outaouais (UQO) and a Research Associate at the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE) [Interuniversity Research Group for Teacher Training and the Teaching Profession]. With close to 25 years of experience working with at-risk students in elementary and secondary schools, he is a tireless practitioner and researcher whose approach focuses on the global assessment of student adjustment and learning difficulties in order to better serve their needs and those of their teachers. His areas of expertise and research include, most notably, school-based interventions, effective and efficient management of schools and classrooms, and educational practices that support at-risk children and adolescents. He is the author of numerous scientific and professional publications and books.
Carl Bouchard, PhD, is a Professor at the Université du Québec en Outaouais (UQO). His university teaching career spans close to 14 years, during which time he also developed an expertise in the field of mental health by working in hospital and rehabilitation settings. His areas of expertise include, most notably, child and adolescent problem behaviours and learning difficulties, and the organization of mental health services for this population. He is currently collaborating on a number of research projects examining the effective and efficient management of behaviour and learning, and the impact of the school setting on the mental health of children and adolescents.
Normand St-Georges, is a consultant and a research professional at the TÉLUQ University faculty of education in the province of Québec, Canada. From 2007 to August 2012, he was responsible for the implementation of Positive Behavior Interventions and Supports (PBIS) as well as training PBIS coaches in the 3 French speaking school Boards of Eastern Ontario. Since then, he has been responsible for the implementation of PBIS as well as training coaches in school districts throughout the province of Quebec. Prior to 2007, he provided services to particularly challenging youth and their families in different capacity and trough diverse types of services. The diversity of services provided allowed him to accumulate a wide range of experience as well as develop very solid intervention skills. The different settings included closed custody, open custody, group homes, Secure Treatment programs, specialized foster care, community-based programs, and school-based programs.
OREGON, United States
Kent McIntosh, PhD, is the Philip H. Knight Chair of Special Education at the University of Oregon and former Associate Professor at the University of British Columbia. His current research focuses on implementation and sustainability of school-based interventions, reducing discipline disparities, and integrated academic and behavior support. He is lead author of over 100 publications and principal or co-investigator of over US$50M in federal grant funding. He is Co-Director of the US Center on PBIS and lead of the Center’s Equity Workgroup, as well as a founding member of the PBIS-SCP Canada Network. He has also worked as a school psychologist, teacher trainer, and teacher in both general and special education.
Ann-Michelle McNulty, MSW, RSW
Carl Bouchard, PhD
Don Chapman, MEd
Jean Bacon, MEd
Joseph Lucyshyn, PhD, BCBA-D
Kent McIntosh, PhD
Steve Bissonnette, PhD