Abstract
The present issue of Behavior Analysis and Practice (BAP) brings together a series of captivating features that are sure to evoke strong responses. For example, the paper by Horner and Sugai on Positive Behavior Intervention Support (PBIS) refreshes the seasoned behavior analyst on how PBIS is alive and well on the front lines of the US education system. For those readers who missed debates about PBIS that flourished in the 1990s, Horner’s current installment can serve as a recap of a significant success story of reaching the mainstream with behavior analysis. Twenty-one thousand plus schools later, PBIS has done what most of us could only imagine—taking our science to the masses and impacting countless lives. Opinions surely vary as to if PBIS is behavioral enough, functional enough, or empirical enough. A series of commentaries follow Horner’s paper all of which offer strong opinions on these “enough” criteria. Successful enough? Love it, hate it, or somewhere in the middle—I think we all would have to say “yes.”
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