OREGON, United States
Kent McIntosh, Ph.D., is an associate professor in the Department of Special Education and Clinical Sciences at the University of Oregon and formerly an 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 50 publications and principal or co-investigator of over $20 million in federal grant funding. He is Co-Investigator on the OSEP National Technical Assistance Center on PBIS and lead of the Center’s Disproportionality Workgroup, as well as a founding member of the PBIS-SCP Canada Network and a member of the board of directors of the Association for Positive Behavior Support. He has also worked as a school psychologist, teacher trainer, and teacher in both general and special education.
BRITISH COLUMBIA, Canada
Don Chapman, M.Ed., has been a long standing advocate for public education. He has worked to improve educational opportunities for students with special needs within the mainstream system. He worked in the Ministry of Education, taught at both elementary and secondary levels, and served as an administrator in student services in the Maple Ridge and Coquitlam school districts. He has supported the implementation of Positive Behaviour Support and Interventions in British Columbia schools for over 10 years. He currently offers consulting services to organizations and school districts in the area of special education.
Brenda Fosset, Ph.D., 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, Ph.D., 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.
Joseph Lucyshyn, Ph.D. BCBA-D is an Associate Professor in the Department of Educational and Counselling Psychology and Special Education, Faculty of Education, University of British Columbia. He also is a doctoral level Board Certified Behaviour Analyst (BCBA-D). Dr. Lucyshyn has extensive experience conducting functional assessments and designing positive behaviour support plans for children and youth with developmental disabilities in collaboration with families and educators. He is a member of the School-wide Positive Behaviour Support (SWPBS) training team based in British Columbia and has co-led workshops on SWPBS. He has authored publications in peer-reviewed journals including the Journal of Child and Family Studies, Journal of Consulting and Clinical Psychology, Journal of Positive Behavior Interventions, and Research and Practice for Persons with Severe Disabilities. In 2002, Dr Lucyshyn, along with Co-Editors Glen Dunlap of the University of South Florida and Richard Albin of the University of Oregon, published the edited book entitled, Families and positive behavior support: Addressing problem behavior in family contexts. He currently serves as a member of the Board of Directors of the International Association for Positive Behaviour Support (APBS).
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.
Jean Bacon, M.Ed., is a consultant who has worked primarily in two school divisions in Saskatchewan in implementing Positive Behavioural Interventions and Supports system wide. She has worked as a teacher/instructor, consultant and superintendent in classrooms from Kindergarten to Grade 12 in rural and urban school divisions, as well as at the division, ministry and/or university levels over her 34-year career. Her areas of expertise include school-wide positive behaviour interventions and support, individual student positive behaviour support, and systems to monitor and support academic and behavioural success across the range of student needs.
Ann-Michelle McNulty, MSW, RSW, is currently the Mental Health Lead for the Conseil des écoles catholiques du Centre-Est (French-Catholic School Board of East-Central Ontario) in Ottawa, Ontario. 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 has 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, Ph.D., 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, Ph.D., 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.
NEW BRUNSWICK, Canada
Holly Seniuk, PhD, BCBA-D, is an Assistant Professor and in the Department of Psychology at the University of New Brunswick, Fredericton. Holly graduated with her PhD in Behavior Analysis from the University of Nevada, Reno in 2013, and is a doctoral level Board Certified Behaviour Analyst. While completing her graduate work Holly worked with Positive Behavior Supports of Nevada (PBS-NV) developing and providing training to teachers, parents, and caregivers. Holly’s current research interests include the use of Positive Behaviour Intervention and Supports in post-secondary education settings.