Responding to Problem Behavior in Schools

Leanne S. Hawken, PhD, BCBA, is Professor Emeritus in the Department of Special Education at the University of Utah. Dr. Hawken has 30 years of experience in the fields of psychology, education, positive behavior support (PBIS), and applied behavior analysis (ABA). She has been a PBIS/MTSS district- and school-level coach and has been has been training, coaching, and conducting research on Check-In, Check-Out (CICO) since the early 2000s. Outside the school context, Dr. Hawken is a certified life coach who is passionate about combining the science of ABA with the tactics of life coaching.

Deanne A. Crone, PhD, is a Research Associate at the Center on Teaching and Learning at the University of Oregon. She has directed several research and training grants addressing behavior disorders, positive behavior support, and functional behavioral assessment. Dr. Crone has conducted extensive training in functional behavioral assessment and positive behavior support with teachers, paraprofessionals, principals, and directors of special education.

Kaitlin Bundock, PhD, is Assistant Professor of Special Education and Rehabilitation at Utah State University. A former teacher of special education high school mathematics, Dr. Bundock's research and teaching focus on effective instruction and intervention for students struggling in mathematics at the secondary level. Dr. Bundock also focuses on behavioral interventions and supports in secondary schools. She has provided school and district teams with training in the Check-In, Check-Out (CICO) intervention, and has assisted with implementing CICO in elementary and middle schools.

Robert H. Horner, PhD, is Emeritus Professor of Special Education at the University of Oregon. His research has focused on applied behavior analysis, positive behavior support, multi-tiered instructional systems, equity in education, and systems change. Since the 1990s, Dr. Horner has worked with George Sugai to develop and implement schoolwide positive behavioral interventions and supports (PBIS). He is a recipient of the Education Award from the American Association for Mental Retardation, the Public Service in Behavior Analysis Award from the Society for the Advancement of Behavior Analysis, the Fred S. Keller Behavioral Education Award from Division 25 of the American Psychological Association, and the Distinguished Researcher Award from the Special and Inclusive Education Research Special Interest Group of the American Educational Research Association.