National Advisory Board
Rob Horner is professor of special education at the University of Oregon and director of the Educational Community Supports (ECS), a research unit within the College of Education that focuses on the development and implementation of practices that result in positive, durable, and scientifically validated change in the lives of individuals with disabilities and their families.
Lucille Eber, Ed.D., is the State Director of the Illinois Positive Behavioral Interventions and Supports (PBIS) Network, sponsored by the Illinois State Board of Education. This Network coordinates technical assistance and evaluation related to school-wide PBIS in over 1,300 IL schools and includes implementation of wraparound and interagency initiatives for students with complex emotional and behavioral challenges. As a collaborative partner with the U.S. Department of Education's National PBIS Center, Dr. Eber also facilitates PBIS implementation and training plans for states and school districts across the country. Dr. Eber is a former board member of both the Illinois Federation of Families (IFF), and the national Federation of Families for Children's Mental Health (FFCCMH) and the Association for Positive Behavior Supports (APBS). She regularly publishes articles and chapters on wraparound, interagency systems of care and school-wide positive behavior supports.
A professor in the Steinhardt School of Education at New York University, Pedro A. Noguera, Ph.D. is an urban sociologist whose scholarship and research focuses on the ways in which schools are influenced by social and economic conditions in the urban environment. He has served as an advisor and engaged in collaborative research with several large urban school districts throughout the United States. He has also done research on issues related to education and economic and social development in the Caribbean, Latin America and several other countries throughout the world.
Dr. George Sugai received his M.Ed. in 1974 and Ph.D. in 1980 at the University of Washington. His primary areas of interests are positive behavior support, systems change, teacher training, emotional and behavioral disorders, social skills instruction, behavioral consultation, behavioral assessment procedures, and strategies for effective school-wide, classroom, and individual behavior management. Currently at the University of Connecticut, Dr. Sugai is Carole J. Neag Endowed Chair in Behavior Disorders and professor with tenure.
Dean L. Fixsen, Ph.D. began his career in human services in 1963 as a Psychiatric Aide in a large state hospital for children with profound developmental delays. Dean combined this work with education and received his doctorate in Experimental Psychology from the University of Kansas in 1970. Beginning in 1969 he served as Co-Director of the Achievement Place Research Project during the years of intense research on the treatment components of the Teaching-Family Model. In 1975, Dean was one of five Teaching-Family researchers who moved to Father Flanagan's Boys' Home to transition that large organization from institutional care to family-based care for boys and girls. In 1979, Dean, Karen Blase, and others began developing and evaluating a system to replicate and implement the Teaching-Family Model nationally. In 1986, Dean and his colleagues helped to establish and test adaptations and extensions of the Teaching-Family Model in home-based treatment settings and treatment foster care settings in Alberta, Canada and developed self-help Family Resource Centers in neighborhoods in Calgary.
Terrance M. Scott received his Ph.D. in Special Education (with an emphasis on emotional and behavior disorders) from the University of Oregon (1994). He began his special education career as a counselor in a residential treatment center adjudicated adolescent boys. He received his master's degree in special education and has taught in self-contained EBD rooms and directed public school programs for EBD children. Currently, Dr. Scott is an Associate Professor in the Department of Special Education at the University of Florida. He has over 45 published articles, book chapters, and training media on a variety of issues in the areas of behavioral disorders and behavioral support systems and has conducted more than 300 presentations and training activities throughout the U.S. and Canada. He also is a partner in the federally funded National Center for Positive Behavioral Interventions and Support and is Principal Investigator on two other federally funded projects involving students with challenging behavior. In 2004, Dr. Scott received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children and he currently is the Editor of the professional journal Beyond Behavior.