agenda - · pdf fileagenda-at-a-glance positive behavior support: the expanding world of pbs:...

March 10 – 12, 2011Hyatt Regency–Denver

Denver, Colorado

Agenda

www.apbs.org

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Your AgendAThis agenda program contains all the information you need to get the most out of the Eighth International Conference on Positive Behavior Support. If you have any questions, please visit the APBS Registration Desk. Conference staff and volunteers will be pleased to assist you with session and program options and help you navigate your agenda program.Each day of the conference contains an Agenda-at-a-Glance as well as a full listing of breakout session presentations.There is also a section describing major strands since there is a diverse group of individuals attending the conference and not all breakout sessions are related to the same type of setting, organization, or system.Looking for a particular presenter? You can find presenters by referring to the index at the back of this agenda book.

WednesdAY MArch 9

ThursdAY MArch 10

FridAY MArch 11

sATurdAY MArch 12

A.M.8 a.m. – 12 p.m.

APBS Board of Directors Meeting

7 a.m. – 6 p.m. Registration/Information

7 a.m. – 8 a.m. Orientation for New Attendees

(All Welcome) Mineral Hall A–C8 a.m. – 9:10 a.m.

Welcome/Keynote Session9:30 a.m. – 10:45 a.m.

Session A11 a.m. – 12:15 p.m.

Session B


8:30 a.m. – 9:45 a.m. Session F

10 a.m. – 11:15 a.m. Session G

11:30 a.m. – 12:45 p.m. Session H


8:30 a.m. – 12:30 p.m. Morning Half-Day

Skill-Building Workshops (Pre-registration Required)

P.M.12 p.m. – 4:30 p.m.

APBS Board of Directors Meeting Continues

5 p.m. – 7 p.m. Registration/Information

5 p.m. – 6 p.m. Orientation for New Attendees

(All Welcome) Mineral Hall A–C7 p.m. – 8:30 p.m.

Volunteer Orientation Meeting

12:15 p.m. – 1:30 p.m.Lunch on Your Own1:30 p.m. – 2:45 p.m.

Session C3 p.m. – 4:15 p.m.

Session D4:30 p.m. – 5:45 p.m.

Session E6:30 p.m. – 8 p.m.

Reception and Poster Session

12:45 p.m. – 2 p.m.Lunch on Your Own

2 p.m. – 3:15 p.m. Session I

3:30 p.m. – 4:45 p.m. Session J

1 p.m. – 5 p.m. Afternoon Half-Day

Skill-Building Workshops (Pre-registration Required)

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8TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT • MARCH 2011

Table of Contents

2 Association for Positive Behavior Support

3 Welcome to the Conference

4 Notes and General Information

5 Conference Supporters

6 Exhibits

7 Ted Carr Initial Researcher Award

8 Conference Strands and

Session Types

9 Thursday at a Glance

9 Keynote Information

9 Thursday Sessions A–E

18 Thursday Poster Sessions

24 Friday at a Glance

24 Friday Sessions F–I

33 Saturday Skill-Building

Workshops

34 Index of Presenters

36 My Personal

Conference Agenda

37 Floor Plans

Cover: Visit Denver, The CVB; Indian/Clipper. Back cover: Big A © 2005 Kevin C. Rose/AtlantaPhotos.com

APBS continues to honor the legacy of Dr. Edward (Ted) Carr through all of its endeavors and initiatives on a year-round basis. One way in which we do this is through the presentation of two awards that occur in conjunction with our conference on an annual basis. The Outstanding Poster Presentation, in tandem with the Promising Researcher Award, are just two ways in which APBS continues to build on Dr. Carr’s impact on the field. APBS would like to acknowledge the monetary contributions made to support these two awards in honor of Dr. Carr by the following parties:

David Myers and Michelle McAteeThe Long Island Association of Special Education Administrators

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Association for Positive Behavior SupportAbouT APbsThe Association for Positive Behavior Support (APBS) is an international organization dedicated to the advancement of positive behavior support. The mission of APBS is to help individuals improve their quality of life and reduce problem behaviors by advancing the development and use of positive behavior support.The Association is made up of professionals, family members, trainers, consumers, researchers,and administrators who are involved with and interested in PBS. APBS is a multidisciplinary association seeking members from all fields with interests in behavior support.APBS is an active organization focusing its attention on dissemination, education, and public policy efforts. APBS:• Serves as an international forum for individuals interested in PBS• Hosts a conference every year• Supports and promotes the Journal of Positive Behavior Interventions• Publishes a quarterly newsletter• Manages and links websites on PBS practices, systems and examples• Engages in policy development around the provision of behavior support• Establishes a directory of members to facilitate interaction among individuals interested in

positive behavior support practices• Works to establish national standards that define competency in the application of positive

behavior support• Encourages the training of professionals skilled in PBS practices through the development

of training materials, and the embedding of PBS content in relevant professional certificate and degree programs

• Promotes access to state-of-the-art books and literature pertaining to PBS

execuTive APbs boArdRachel Freeman (President) Kansas Institute for PBS University of Kansas

Don Kincaid (Vice President) College of Behavioral and Community Sciences University of South Florida

Heather Peshak George (Secretary) College of Behavioral and Community Sciences University of South Florida

Randall De Pry (Treasurer) College of Education University of Colorado

APbs boArd oF direcTorsSusan Barrett Sheppard Pratt Health System

Hank Bohanon Loyola University of Chicago

Catherine Bradshaw Johns Hopkins Bloomberg School of Public Health

V. Mark Durand University of South Florida St. Petersburg

Steve Goodman Ottawa Area Intermediate School District

Lori Newcomer University of Missouri

Matt Tincani Temple University

Bobbie Vaughn University of South Florida

Jennifer Zarcone Strong Center for Developmental Disabilities University of Rochester Medical Center

ex oFFicio APbsboArd MeMbersNila Benito Community Supports Coordinator Florida Center for Inclusive Communities

Lisa Fleisher New York University

Kelley Gordham OIS/PBS and ATC Behavior Services

Kelly Jewell University of Washington

Robert Koegel Graduate School of Education Koegel Autism Center University of California, Santa Barbara

Carol Schall Virginia Commonwealth University

Executive DirectorTim Knoster Exceptionality Programs Bloomsburg University

Conference CoordinatorIlene Page Houston, TX

Conference AssistantDeb Hartman

Volunteer CoordinatorKristin Rennells University of Kansas

Membership Data ManagementCrystal Andrezze Bloomsburg University

PleAse consider Joining The AssociATion For PosiTive behAvior suPPorT!Membership Fees• Regular membership: $80/year or

3 years for $200• Family membership: $35/year• Agency membership: $125/year• Student membership: $35/year• Transitional membership: $50/yearFamily Membership: Family membership will be given to individuals who verify that they are providing direct care or support to an immediate family member (i.e., child, adolescent or adult, who demon strates chronic or persistent challenging behavior). Applicant must complete verification on their Membership Form.Agency Membership: Agency membership will include the following benefits: a) an identified agency contact will receive one copy of JPBI (including the APBS News-letter) on a quarterly basis, b) the agency contact will have one (1) vote on APBS voting matters, including elections, and c) the Agency will be able to register up to a maximum of three (3) agency staff to attend the annual conference at the membership rate for that given year, given that they meet all relevant deadlines established for registration.

Student Membership: Student members are full-time undergraduate or graduate students, residents, or interns. Students must complete verification of full-time student, intern, or resident status on their Member ship Form.Transitional Membership: Transitional membership is available for one year only to current student members who are com-pleting their program of study. For more information regarding this type of mem-bership, please contact Crystal Andrezze at [email protected] Benefits• Opportunities to vote on business matters

and elect members of the board• Subscription to the Journal of Positive

Behavior Interventions• Subscription to the quarterly APBS

Newsletter• Discounted registration for APBS

ConferencesHow to Become a MemberTo become a member of the Asso ci a tion for Positive Behavior Support, complete the Membership Form with payment and supporting documentation (at the registration table). You can learn more about how to take advantage of our initial membership discounts by visiting the membership table located near the registra tion desk, attending our APBS membership sessions, or visiting our website (www.APBS.org).

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Welcome to the Conference

WelcoMe To denver, colorAdo And The8Th inTernATionAl conFerence on PosiTive behAvior suPPorT!

Expanding World of PBS:SCIENCE, VALUES, AND VISION

The

8TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPOR T

Welcome to the Association for Positive Behavior Support (APBS) Annual Conference. Denver, Colorado is an excellent setting for us to come together to share ideas, network, and learn more about positive behavior support. Many individuals in Colorado were early leaders of positive behavior support across education and human services as well. Our friends here in Colorado and the surrounding Midwestern states have made important contributions to both research and practice in positive behavior support. Of course, Colorado (and particularly Denver) is also a great place for sightseeing, mountain climbing, and observing nature!This year, the focus of much of the APBS Board and volunteer work has been on improving the ways in which we gather information from both our members and those of you attending the conferences each year. All year long, our APBS ad hoc and committee groups have been discussing how to gather more information during the conference while many of you are available to give us feedback and advice. In addition, the website committee has worked hard to update apbs.org so that you can give us feedback on a year-round basis.APBS currently has a new ad hoc group updating the vision and mission statement for our organization. Another new ad hocgroup is working on how APBS will define research and evidence-based practice. The work of these two groups will assist the website committee in expanding the research and reference section of apbs.org. This section of the website is used by many individuals to access citations for positive behavior support and related topics.All of our stakeholder groups are very important to the Association and this year we are discussing the possibility of developing a new type of APBS Network dedicated to topical/thematic areas in addition to our traditional geographic networks. If you are interested in the growth of membership, conference attendance, and presentations that reflect particular themes or topic areas of interest such as supporting adults with disabilities, supported employment, children and family services, early intervention or some other particular area of interest in positive behavior support, please contact Lori Newcomer ([email protected]) who serves as the Chairperson of our Network-Work Group. We may be able to assist you in connecting with other individuals who are interested in creating a new network based on a common shared interest.As always, we appreciate the growing international community within APBS. We appreciate the fact that some of you are traveling great distances, spend a great deal of money, and are navigating a different culture in order to attend our conference!

For those of you in attendance who are already members of APBS, please consider becoming more involved in our Committees and Work Group activities as we move forward in 2011. There is a special APBS Membership Forum scheduled during the conference where you can learn more about ways to get involved…including volunteering:

APBS Open Forum Centennial E Thursday Lunch

12:15 p.m. – 1:30 p.m.Join us as Lori Newcomer and I share information about the major progress made by APBS throughout the year and how you can get more involved in action planning activities with us.This conference represents a great deal of planning and coordination. On behalf of APBS, I would like to give a big “thank you” to Ilene Page, our Conference Coordinator, and the entire Conference Committee for all of their hard work. This year’s Conference Committee includes:2010 Conference Committee MembersDon Kincaid, University of South Florida, Chair Heather Peshak George, University of South Florida, Chair Matt Tincani, Temple University, Chair Ilene Page, APBS, Houston, Texas Kimberly Thier, Loyola University–Chicago Tim Knoster, Bloomsburg University Bobbie Vaughn, University of South Florida Cindy Anderson, University of Oregon Nila Benito, University of South Florida Kelly Jewell, University of Washington Janet Fisher, Dewitt, Michigan Patti Hershfeldt, Johns Hopkins UniversityLocal Conference Supporters– University of Colorado at Colorado Springs – Colorado School-wide PBIS Initiative (CDE) – PBS ColoradoThank you again for coming to the 8th Annual APBS Conference. We appreciate your support in these tough economic times and look forward to your continued involvement in APBS.

Rachel Freeman, Ph.D. President of the Association for Positive Behavior Support

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Notes and General InformationWelcoMe To denver, colorAdo And The hYATT regencY denver AT colorAdo convenTion cenTerDenver is a consolidated city-county, located in the South Platte River Valley on the High Plains, just east of the Front Range of the Rocky Mountains.

Endorsement PolicyThe presenters of the Eighth International Conference on Positive Behavior Support are expressing their own opinions and findings that are not necessarily endorsed by the Asso cia tion of Positive Behavior Support (APBS) or supporters of this event. APBS and supporters of this conference assume no liability for loss or risk that may be incurred as a consequence to the use and application of any such facts and opinions. Similarly, the APBS and supporters do not necessarily endorse any of the exhibits, products and services presented at the conference.

Continuing Education Credits (CEUs) Board Certified Behavior Analysts BCBA Type 2 CreditsThe Association for Positive Behavior Support (APBS) designates this conference for a maximum of 23.5 continuing education unit hours (16.5 hours for March 10 – 11 and 7 hours for March 12). Each attendee should claim only those credit hours that were actually spent in the educational activity (session, workshop, poster session).Board Certified Behavior Analysts (Type 2 credits from the Behavior Analyst Certification Board) credits are the only continuing education credits available at the conference this year. Certified Behavior Analysts must verify attendance at all approved sessions. Hours of credit will be determined by the number of approved sessions the participant attends. The par-ticipant will be responsible for getting the appropriate sign-in and sign-out signatures from the session hosts at each session he/she attends. Visit the Information Table for a form that contains a list of approved sessions, or look for the “” symbol by the session descriptions within this agenda book.

Graduate Credit for TeachersGraduate credit is available from the University of Colorado at Colorado Springs: 1 credit course option ($75), 2 credit course option ($150) or a 3 credit course option ($225). Course requirements and registration information is available at the Information Table and at www.apbs.org.

Verification of AttendanceWe are pleased to offer Certificates of Attendance to those par-ticipants needing verification that they were present at the con-ference. A total of 15 credit hours are available for the Plenary and Conference Sessions (Thursday, March 10 and Friday, March 11, 2011). An additional 4 credit hours are available for the half-day workshops on Saturday, March 12. Certifi cates of Attendance can be picked up at the Information Table as you leave the conference.

Room LocationsPlease refer to the Hotel Floor Plan on the inside back cover of this agenda for further details about breakout session locations.

Session and Conference EvaluationsOur evaluation process this year will be conducted via email immediately after the conference. We are very interested in your opinions about the quality of sessions, areas or topics that need to be addressed and any other information that you believe will improve the conference. If you do not receive an email after the conference, please look for the evaluation link on the APBS website.

Food OptionsThe Hyatt Regency Denver at Colorado Convention Center features four onsite dining options:Altitude. Experience upscale dining in an inviting atmosphere. Serving breakfast, lunch and dinner daily, the varied menu in this Denver restaurant is sure to please everyone.Perks Coffee & More. Denver’s only 24-hour, in-hotel coffee and gift shop.Strata Bar. Located on the main floor, Strata Bar is an open and stylish cocktail area bordered by a four-story glass wall.Peaks Lounge. Breathtaking views of Denver and the surroundingRocky Mountains are comple mented by our unique cocktail and appetizer creations.

Orientation and Welcome SessionsIf you are new to the conference and would like an introduction to the opportunities and activities available during this con fer-ence, please consider attending the orientation sessions offered either the evening before the conference or in the morning before the conference begins. Wednesday, March 9 5 p.m. – 6 p.m. Mineral Hall A–C Thursday, March 10 7 a.m. – 8 a.m. Mineral Hall A–CThis orientation will provide those attending with opportunitiesto discuss the conference and learn about how to find sessions that may be of particular interest.

Beginning SWPBS SessionsBeginning school-wide positive behavior support provides prac-tical information for district and school personnel to understand the basic components of SWPBS and the systems necessary to implement the process with fidelity. Look for the “❑” symbol by the session descriptions within this agenda book.

12:15 p.m. – 1:30 p.m. Thursday Lunch Centennial E APBS Open ForumRachel Freeman, University of Kansas, Lawrence, KS and Lori Newcomer, University of Missouri, Columbia, MOThis presentation will include an overview of major APBS events occurring throughout the year and a summary of the Annual Evaluation data. Learn how you can become involved with exciting APBS activities!Food will be available for purchase onsite.

coMe Join us!

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Conference SupportersThe 2011 APbs conFerence is suPPorTed Through The volunTArY service oF MAnY individuAls involved WiTh vArious Pbs endeAvors, including:

Bloomsburg University of Pennsylvania College of EducationThe College of Education at BloomsburgUniversity of Pennsylvania offers under-graduate and/or graduate programs in

teacher education, education of the deaf/hard of hearing, inter-preting for the deaf/hard of hearing and reading specialist. The mission of the College is to prepare exemplary professionals and scholars in the field of education who demonstrate the necessary knowledge, skills, and dispos itions as reflective practitioners in a diverse and technologically complex world. Website: www.departments.bloomu.edu/coe

Colorado Department of Education (CDE)The CDE serves Colorado’s

178 local school districts, providing them with leadership, consultation and administrative services. CDE has over 300 staff members, all pursuing the mission to provide all Colorado children equal access to quality, thorough, uniform, well-rounded educational opportunities in a safe, civil environment.

College of Education (COE), University of Colorado at Colorado Springs

The COE prepares skilled professionals who inspire excellence and create transformative change in the schools and communities in which they serve. The COE has four departments, (a) Curric-ulum and Instruction; (b) Special Education; (c), Leadership, Research, and Foundations; and (d) Counseling and Human Services, and provides licensure and degree programs at the undergraduate and graduate levels. Program and degree information can be found at http://www.uccs.edu/~coe.

Division of Applied Research & EducationalSupport (DARES), Department of Child & Family Studies, College of Behavioral & Community Sciences, Louis de la Parte Florida Mental Health Institute, University of South Florida

The Louis de la Parte Mental Health Institute was created over 25 years ago by the Florida Legislature to expand knowledge about how best to serve the mental health needs of Florida’s citizens. The Institute uses applied research techniques to understand practical problems and develop and disseminate state-of-the-art technology and knowledge to improve human services. The Institute seeks to increase aware ness of issues in mental health and improve the formulation and imple men ta tion of public policy. Much of our research is avail able to the public via online or print publications. Website: www.fmhi.usf.edu

The Florida Center for Inclusive CommunitiesThe Florida Center for Inclusive Com-munities (FCIC) at the University of South Florida was established in October 2005

through a University Centers for Excellence in Developmental Disabilities Education, Research, and Service grant award from the Administration on Devel op mental Dis abilities. Through leadership in research and eval uation, theory, policy, capacity building, and practice the FCIC is committed to developing a range of supports and services in the areas of Community

Supports, Early Child hood, Transi tion, Education, Employment, Health, Inter disciplinary Training, Public Policy, and Cultural Competence. Website: www.flfcic.org

Florida’s Positive Behavior Support Project: Response to Intervention for Behavior Florida’s Positive Behavior Support Project is part of the Department of Child and Family Studies of the College of Behavioral and Community Sciences at the University

of South Florida, and is funded by the State of Florida, Department of Education, Division of Public Schools and Community Education, Bureau of Exceptional Edu cation and Student Services (BEESS), through federal assistance underthe Individuals with Disabilities Education ACT (IDEA), Part B.The mission of Florida’s Positive Behavior Support Project is to increase the capacity of Florida’s school districts to address problem behaviors using positive behavior support. Website: http://flpbs.fmhi.usf.edu

The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports

The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports was established to address the behavioral and discipline systems needed for success-ful learning and social development of students. The Center provides capacity-building information and technical support about behavioral systems to assist states and districts in the design of effective schools. Website: http://pbis.org

The Schiefelbusch Institute forLife Span StudiesThe Schiefelbusch Institute for Life Span Studies (LSI) at the University

of Kansas was created in 1990 out of the Kansas Bureau of Child Research. Today it is one of the largest and most highly regarded human development and disabilities research centers in the country. The LSI brings together scientists of diverse disciplines including psychology, psychiatry, speech pathology, sociology, education, biology, pharmacology, physiology and medicine to study human development from its genetic origins through the final stages of life. The Life Span Institute’s 12 centers have more than 130 programs and projects active at any one time in Kansas as well as other states. Website: www.lsi.ku.edu

University of Oregon, Educational and Community Supports (ECS)ECS is a research unit within the College of Education at the University of Oregon that has operated since 1972. ECS focuses on the development and implementation of

practices that result in positive, doable and scientifically substantiated change in the lives of individuals with disabilities and their families. Federal and state funded projects support research, teaching, dissemination and technical assistance activities. Research groups affiliated with ECS currently focus on positive behavior support, inclusive schools, transition, and adult services. Website: www.uoecs.org

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ExhibitsexhibiT hours

Thursday, March 10 Friday, March 11 7:30 a.m. – 5 p.m. 8 a.m. – 4 p.m.

behAven KidsBehaven Kids is a behavioral day treatment program for young children, ages 2–8, with severe and chronic behavior problems. Nationally, the preschool expulsion rate is more than three timesthe rate found among K–12 students (Gilliam, 2005). Stop by andlearn about the possibilities of owning a Behaven Kids franchise.

8922 Cuming StreetOmaha, NE 68114Phone: 402-926-4373Fax: 402-926-3898Email: [email protected]

brooKes Publishing co.For over 30 years, Brookes Publishing has been a leading provider of resources on behavior, autism, education, child development, early intervention, communication, language, disabilities, and mental health. An independent company, Brookes Publishing is headquartered in Baltimore, Maryland.

P.O. Box 10624Baltimore, MD 21285Phone: 410-337-9580 x130Fax: 443-279-0019Website: www.brookespublishing.com

educATorshAndbooK.coMEducatorsHandbook.com is a privately held development company that specializes in software services that improve the management of student behavior. Stop by our booth for a demonstration of the EducatorsHandbook.com Discipline service — a powerful and affordable software solution that manages all aspects of your discipline referral process!

P.O. Box 2453Tallahassee, FL 32316Phone: 850-322-3481Email: [email protected]: www.educatorshandbook.com

FATher FlAnAgAn’s boYs hoMeBoys Town’s Educational Model puts research-proven methods to work in a variety of educational settings. It gives classroom teachers, administrators, and support staff the tools to implement a system-wide approach to creating and encouraging respectful student-staff relationships by changing the ways schools address student behavior.

13603 Flanagan BoulevardBoystown, NE 68010Phone: 800-820-8005Email: [email protected]

iris educATionAl MediAIRIS Educational Media is a research and development company that creates best-practice training for K–12 school staff, parents and people with intellectual disabilities. Our books, DVDs and online programs focus on Positive Behavior Intervention and Supports, Response to Intervention and healthy lifestyle practices for people with disabilities and their families.

258 E. 10th AvenueEugene, OR 97401Phone: 541-343-4747Fax: 541-683-4335Email: [email protected]

KiMochis...ToYs WiTh Feelings inside®Kimochis...Toys With Feelings Inside® are lovable plush characters that come with feelings and a how-to Feel Guide written by communication expert Ellen Pritchard Dodge, MEd, CCC-SLP. An award-winning tool, Kimochis™ are a playful way to teach children how to identify and express feelings, and build strong connections. New curriculum available!

11 San Rafael AvenueSan Anselmo, CA 94960Phone: 415-454-4600Email: [email protected]: www.kimochis.com

leAPsLeaps is a research-based, online program that improves behavior, grades, and attendance in K–12 education and juvenile justice environments. With a comprehensive library of lessons and interactive assessment tools, Leaps provides educators and interventionists with customized, actionable plans to improve social and emotional skills for any youth.

11044 Research Boulevard, Suite D-200Austin, TX 78759Phone: 877-775-5327Email: [email protected]: www.goleaps.com

leArningeArnings.coMLearningEarnings is a free service for schools, providing an online tool that manages students’ points and incentivizing tangible rewards. LearningEarnings is a perfect addition to PBIS. It answers the questions “How will we manage our incentive program” and “Where will we get the rewards?” and incorporates technology in meaningful ways.

106 Silverthorne DriveHuntsville, AL 35806Phone: 702-308-8225Email: [email protected]

love Publishing coLove Publishing is a world-wide academic publisher of books in special needs education, counselor education, school psychology, gifted education, and social work. We welcome textbook proposals for publication. Come by our booth and see our new books on autism and language instruction.

9101 E. Kenyon Avenue, Suite 2200Denver, CO 80237Phone: 303-221-7333Fax: 303-221-7444Email: [email protected]

originsOrigins, since 1979, has had a mission to promote an equitable and humane multicultural society through quality education for all. Origins created and provided nationwide training for the developmental designs for middle school teaching method. We also train elementary teachers in the Midwest region in the responsive classroom best practices.

3805 Grand AvenueMinneapolis, MN 55129Phone: 612-822-3422Fax: 612-822-3585Email: [email protected]

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Ted Carr Initial Researcher AwardPeArsonPearson offers effective assessment and intervention tools for school professionals to help them achieve successful outcomes. Our assessments that align with the PBS process are BASC-2 BESS (Behavioral and Emotional Screening System) and SSiSsocial skills screeners, progress monitoring tools, and inter ven tionguides for documenting behavior and social skill development.

19500 Bulverde RoadSan Antonio, TX 78259Phone: 1-800-627-7271 or direct 210-627-7271Website: www.PsychCorp.com

PsYchologicAl soFTWAre soluTions, inc.Psychological Software Solutions, founded by educators, offers school districts across the U.S. a better pathway to improving student behavior. Review 360 acts as an expert behavior coach and behavior tracking system across multiple tiers of inter ven-tion; analyzing data, recommending behavioral approaches to teachers, and helping districts to easily communicate results.

4119 Montrose Boulevard, 5th FloorHouston, TX 77006Phone: 713-965-6941Fax: 713-965-6943Email: [email protected]

Public consulTing grouPFor 25 years, PCG Education has helped schools, districts, and state departments of education to optimize financial resources, improve programs and processes, and promote student success. Areas of expertise include; Education Analytics, Literacy and Learning, Medicaid Services, Special Education/At-Risk Student Data Management, and School Improvement Planning.

148 State Street, 10th Floor Boston, MA 02109 Phone: 617-717-1331 Fax: 617-426-4632 Email: [email protected] Website: www.publicconsultinggroup.com/education

reAd nATurAllYRead Naturally’s innovative, research-proven reading programs provide high quality interventions and differentiated instruction for struggling readers with a wide range of abilities, from first grade through adults. Our fluency development, phonics develop-ment, home support, and assessment and progress monitoringprograms have helped thousands of students become better readers.

2945 Lone Oak Drive, Suite 190St. Paul, MN 55121Phone: 800-788-4085Email: [email protected]

resPonsive clAssrooMThe Responsive Classroom® approach to elementary teaching em-phasizes social, emotional, and academic growth in strong, safe school communities. Children learn the self-control that mini-mizes behavior problems and maximizes independent learning. Print and video resources, workshops, on-site consulting.

85 Avenue A, Suite 204P.O. Box 718Turners Falls, MA 01376Phone: (800) 360-6332Email: [email protected]: www.responsiveclassroom.org

FirsT AnnuAl Ted cArr iniTiAl reseArcher AWArdThis year, APBS established its Initial Researcher Award in honor of one of our founding members, Dr. Ted Carr. Congratulations to our two initial recipients for 2011: Scott Ross, Utah State University and Brenna K. Wood, Lehigh University.

scoTT ross, Ph.d.Scott Ross is a Professor of Special Education at Utah State University, where he teaches courses and conducts research in classroom management, positive behavioral support, curriculum design, and direct instruction. Prior to his work at Utah State, Dr. Ross served as coordinator for the Effective Behavioral and Instructional Support

Systems (EBISS) project out of the University of Oregon, where he trained district personnel around the state in their implementation of Positive Behavior Support and Response to Intervention. In addition, Dr. Ross has spent several years developing and conducting research on a novel approach to bully prevention entitled “Bully Prevention in Positive Behavior Support,” which gives students the tools to reduce bullying through the blending of School-wide Positive Behavior Support, explicit instruction, and a redefinition of the bullying construct.

brennA K. Wood, Ph.d.Brenna Wood is an Assistant Professor of Special Education at Lehigh Uni-versity and a Board Certified Behavior Analyst. She received her Ph.D. from the Uni versity of Arizona (Emotional/Behavi oral Disorders) and her M.Ed. from Peabody College, Vander bilt University (Early Childhood Special Education). Dr. Wood’s current

research interests include functional behavioral assess ment and the use of PBIS in early childhood environments (e.g., childcare, pre-school, home). In particular, she is interested in function-based interventions that include elements to decrease challenging behavior and increase prosocial behavior.

reThinK AuTisM, inc.Rethink Autism makes research-based treatment tools accessible and affordable for parents and professionals. Our web-based plat-form includes a curriculum of over 1,200 video-based exercises, staff/parent training modules, and ongoing assessment tools. We also offer professional support options, from short-term problembehavior assessment to case consultation with our team of experts.

19 W. 21st Street, Suite 403New York, NY 10010Phone: 646-257-2919 x202Fax: 646-257-2926Email: [email protected]

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Conference Strands / Session Types

session TYPesConceptualConceptual presentations include a discussion of topics including philosophical, case studies, or systems level issues in the area of positive behavior support or a related field.

ResearchResearch presentations are intended to share data and research results from studies with individuals or large groups of subjects or agencies.

Strategies/ToolsStrategies/Tools presentations are intended to provide introductory information about new, practical intervention strategies or instruments/tools for use with families, schools, or community agencies.

conFerence sTrAndsThe breakout sessions for the Eighth International Conference on Positive Behavior Support have been organized into strands again this year to help you find the presentations you are most interested in attending. These strands include:

AcademicsPresentations in this strand demonstrate how PBS affects the academic success of students and Response to Intervention, a systems approach for preventing academic failure and promoting student success. Particular emphasis is placed on integrating efforts focused on academic achievement within a comprehensive system of positive behavior support.

Autism Spectrum Disorder and Aspergers SyndromePresentations in this strand highlight best practices in support ing individuals with Autism Spectrum Disorder/Aspergers Syndrome. Some presentations highlight empirical findings; others focus on technical assistance or model demonstrations.

ClassroomPresentations in this strand focus on how the principles and tech nologies of PBS are implemented within classroom settings.

CommunityPresentations in this strand will address the application of PBS in diverse community environments for individuals with andwithout disabilities. Particular emphasis may be placed on eval-uating a complex community system and the impact of PBS.

Early InterventionThe Early Intervention strand includes presentations about systems change efforts and case study presentations related to young children and PBS implementation.

Ethics, Policy and Best Practice in PBSThis strand has emerged based upon submissions from pre-senters. The topics covered in this strand include important issues related to best practice and fidelity of positive behavior support facilitation.

FamiliesFamily members interested in how PBS is implemented within home and community settings will find a variety of useful pre-sen tations in this strand.

Individual StudentThis strand emphasizes the use of PBS to support individual students within a school. The focus is on one or more specific students, rather than the school system.

Individual SupportsThe Individual Supports strand includes presentations that focus on implementing PBS plans with children and adults in work, home, and community settings.

Mental HealthThe presentations in this strand focus on physiological or neuro-log ical issues, health, and well-being. In addition, pre sen ta tions are included that describe how PBS is imple men ted within mental health settings.

Middle & High SchoolThe Middle and High School strand provides conceptual and practical information about the unique challenges in appli ca tion of positive behavior support in secondary school settings.

Multi-culturalThis strand describes the implementation of PBS in other countries.Also included are presentations that are related to cultural diversity and PBS implementation in the United States.

Research Topics and Grant WritingThis strand is specifically designed to share information about research efforts in PBS and how to write for federal grants for PBS research.

School-wide SystemsPresentations in this strand highlight current work in school-wide positive behavior support. Emphasis is placed on efforts to “scale up,” implement and sustain PBS within the continuum of supports and across multiple schools in districts and states.

Targeted GroupThe Targeted Group strand provides examples and information about interventions, outcomes, progress monitoring systems and systems changes that can promote effective imple men ta tion of Tier 2/supplemental/secondary supports.

TrainingThis strand focuses on strategies for support professionals, family, and community members as they learn to effectively implement PBS.

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Thursday’s Conference Sessions

BCBA Type 2 Credit BCBA – Ethics ❑ Beginning PBS Sessions Ð Presentations from Denver or Colorado

ThursdAY AT A glAnceMARCH 10, 20117 a.m. – 6 p.m. Registration/Information7 a.m. – 8 a.m. Orientation for New Attendees8 a.m. – 9:10 a.m. Welcome/Keynote Session9:30 a.m. – 10:45 a.m. Session A11 a.m. – 12:15 p.m. Session B12:15 p.m. – 1:30 p.m. Lunch: APBS Open Forum1:30 p.m. – 2:45 p.m. Session C3 p.m. – 4:15 p.m. Session D4:30 p.m. – 5:45 p.m. Session E6:30 p.m. – 8 p.m. Reception and Poster Session

KeYnoTe PresenTATion8 A.M. – 9:10 A.M.

Centennial A–DPBS Blueprint and Quality Implementation CapacityGeorge Sugai, University of Connecticut, Storrs, CTThe purpose of this presentation is to share some of the lessons and considerations that we have learned in our implementation of school-wide positive behavior supports which might have relevance to the larger PBS community.

George Sugai is Professor and Carole J. Neag Endowed Chair in the Neag School of Education at the University of Connecticut. His research and practice interests include school-wide positive behavior support, emotional and behavioral disorders, applied be-havior analysis, organizational manage ment, and classroom and behavior manage ment. He has been a classroom teacher, program director, personnel preparer, and applied researcher. Currently, he is co-director of the OSEP Center on Positive Behavioral Interventions and Supports and director of the UConn Center on Behavioral Education and Research.

session A9:30 A.M. – 10:45 A.M. A Featured Speaker Centennial A–CStrand: Early InterventionEffective PBS Strategies for Reducing Challenging Behaviors in Early Childhood SettingsBrenna Wood, Lehigh University, Bethlehem, PAThe purpose of this session is to describe effective PBS interventions implemented in early childhood settings to decrease challenging behaviors and increase appropriate behaviors. Details about intervention development, implementation, and teacher/family involvement will be discussed.A1 Invited Presentation Centennial EStrand: ClassroomTeacher Behaviors and Student Success: Initial Analysis of 1,000 Classroom ObservationsTerrance Scott, University of Louisville, Louisville, KYHaving used handheld devices to code teacher and student behaviors in over 1,000 classroom observations, this session presents a summary of findings and suggests strategies by which classroom environments might be improved for learning.

A2 Invited Presentation Capitol 4Strand: ClassroomClass-wide Positive Behavior Support: Increasing Teachers’ Use of Positive and Proactive StrategiesBrandi Simonsen, University of Connecticut, Storrs, CTIn this session, I will (a) review effective class-wide positive behavior support (CWPBS) strategies, (b) present results of recent studies focused on increasing teachers’ use of CWPBS interventions, and (c) discuss challenges in supporting CWPBS.

A3 Centennial HStrands: School-wide Systems; Individual StudentsType: ResearchCheck, Connect, and Expect in an Alternative Elementary School SettingSara McDaniel and Kristine Jolivette, Georgia State University, Atlanta, GACheck, Connect, and Expect (CCE) is a secondary tier behavioral intervention which has been shown to improve behavior. We will discuss results from applying CCE to elementary students with E/BD in an alternative setting.

A4 Centennial GStrands: Families; Individual SupportsType: ResearchTransforming Parent-Child Interaction in Family Routines: Comprehensive Results with 10 FamiliesJoseph Lucyshyn, University of British Columbia, Vancouver, BC, CanadaComprehensive results of a longitudinal study of family-centered PBS will be presented. Insights gained about transforming parent-child interaction in family routines, and family perspectives on the change process will be presented.

A5 Centennial FStrands: School-wide Systems; TrainingType: Strategies/ToolsSupport of Evaluation Systems Around the Implementation of PBISJennifer Rollenhagen and Steve Goodman, Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), Ludington, MI; Celeste Rossetto Dickey, University of Oregon, Eugene, ORFocus will be on the support of implementation and evaluation of systems around PBIS using an example of coordination between the PBIS National Technical Assistance Center and the State of Michigan.

A6 Mineral D/EStrands: Mental Health; Multi-culturalType: Strategies/ToolsState-wide Implementation of PBIS in Secure Juvenile FacilitiesC. Michael Nelson, National Technical Assistance Center for Positive Behavioral Interventions and Supports, Eugene, OR; Eugene Wang, Texas Tech University, Lubbock, TX; Brenda Scheuermann, Texas State University, San Marcos, TX; Michael Turner, Texas Youth Commission, Austin, TXThis session will describe an initiative to implement PBIS in secure juvenile correctional facilities in Texas. We will describe the planning and implementation process, adaptations to uni-versal level systems, obstacles, and preliminary outcome data.

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0Thursday’s Conference Sessions


Ð A7 Mineral B/CStrands: School-wide Systems; AcademicsType: ResearchTransformational Leadership in PBIS Schools: Learning From Experts in PBIS/RtICorinne Harmon, Randall De Pry and Richard Niezen, University of Colorado at Colorado Springs, Colorado Springs, COSchool and district leaders provided data on their successful im-plementation of PBIS/RtI. This presentation will relate this data to the construct of Transformational Leadership in educa tional settings. Relevant implications for practice will be presented.

❑ A8 Mineral F/GStrands: School-wide Systems; Middle and High SchoolType: Strategies/ToolsRtI-Behavior District-wide PBS Implementation: Organize for District Growth and SustainabilityPamela Bruening, Collier County Public Schools, Naples, FL;Michelle White, Positive Behavior Support, Tampa, FLPresentation will provide direction for organizing district-wide PBS:RtIB implementation by providing participants with a variety of strategies to increase vertical communication and build collaboration within the district targeting enhanced student achievement.

A9 Capitol 2Strands: Individual Supports; Ethics, Policy and Best Practice in PBSType: Strategies/ToolsPerson Centered Practices: Improving Quality of Life for People Receiving PBS ServicesMolly Dellinger-Wray, Carol Schall, Justin Creech and Emily Helmboldt,Partnership for People with Disabilities, Virginia Commonwealth University, Richmond, VAThis session describes the integration of person centered approacheswith PBS and by examining person centered processes and the positive results of behavior change that can take place before the functional behavior assessment has occurred.

A10 Capitol 1Strand: TrainingType: Strategies/ToolsDeveloping Effective Practices: A District-wide Approach to Improving Tier 3 InterventionsStephanie Parkhurst and Karmen Mills, Maryland Coalition for Inclusive Education, Hanover, MDThis presentation will provide an overview of a project to improve Functional Behavior Assessment and Behavior Intervention Plans in a school district. Participants will learn about key com-ponents, resources needed, lessons learned, and outcome data.

❑ A11 Capitol 3Strand: School-wide SystemsType: Strategies/ToolsInterventions, Strategies and Practices with Evidence for Tier 2 and Tier 3Kimberly Vannest, Texas A&M University, College Station, TXEvidence-based practices for students at-risk or with EBD. Participants leave the session with a list of interventions, implementation steps. Suggested calendars and hints provided from experience and data about what works in implementing three-tier models.

❑ Ð A12 Capitol 7Strands: Individual Students; ClassroomType: Strategies/ToolsPositive Behavior Supports at Your Fingertips: Accessing Evidence-based Interventions Quickly and EfficientlyTracy Mueller and Robin Brewer, University of Northern Colorado, Greeley, COThis session will provide a variety of evidence-based tools that can be easily accessed to address student behavior in the classroom, school, and community. The information presented will weave research with practicality for implementation ease.

A13 Capitol 5Strands: Training; Individual StudentsType: ResearchExpanding the Role of School Personnel to Facilitate Practical FBA/BIPSheldon Loman and Chris Borgmeier, Portland State University, Portland, ORA manualized Practical FBA training process researched for use with school-based personnel will be presented. The role of District Behavior Specialists as systems implementation coaches in building capacity within schools will be presented.

Ð A14 Capitol 6Strands: Ethics, Policy and Best Practice in PBS; CommunityType: Strategies/ToolsRelationships and Behavior Intervention: An Inventory to Expand Behavior SupportsMargaret Moore and Ailsa Wonnacott, Colorado PBS Network, Boulder, ColoradoThis presentation describes the role of relationship as critical in positive behavior support. A relationship inventory and data supporting its use in analyzing needed relationship supports in the development of PBS plans are presented.

A15 Mineral AStrands: Autism Spectrum Disorder and Aspergers Syndrome; Middle and High SchoolType: ResearchSocial Validation of Social Skills for Adolescent Girls with Autism Spectrum DisordersMeaghan McCollow, University of Washington, Seattle, WAFocus groups were conducted on social behaviors (i.e., concerns, interests, expectations) for adolescent girls and how these expectations relate to adolescent girls diagnosed with ASD and Asperger’s.

❑ A16 GraniteStrands: Middle and High School; School-wide SystemsType: ResearchWhat is PBIS?: Building Buy-in for PBIS in High SchoolsHank Bohanon, Loyola University of Chicago, Chicago, IL;JoAnne Malloy, University of New Hampshire, Concord, NH;Michael Kennedy, University of Kansas, Lawrence, KSDeveloping buy-in for PBS in high schools will be discussed. Strategies will include organizing existing data, providing video examples of PBS in high schools, and encouraging structured discussion of climate needs.

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A17 AgateStrands: Multi-cultural; Individual StudentsType: ConceptualPECS and CLD Students with Disabilities: A Review of LiteraturePei-Yu Chen, National Taipei University of Education, Taipei, Taiwan; Elizabeth West, University of Washington, Seattle, WAThis presentation will address the extent to which existing PECS studies meet effective program components for culturally and linguistically diverse students with disabilities. Future research and strategies to support this population will also be discussed.

❑ A18 QuartzStrands: Training; CommunityType: Strategies/ToolsSupporting People with Disabilities Within Nursing HomesWarren Bird and Dave Mackowski, State of Oregon, Salem, ORThis session will explore practical tips for direct line staff, nursing,and behavioral support that can be utilized in supporting the individual while maintaining Federal facility requirements.

session b11 A.M. – 12:15 P.M.B Featured Speaker Centennial A–CStrand: School-wide SystemsBully Prevention in Positive Behavior SupportScott Ross, Utah State University, Logan, UTThis presentation will describe a novel approach to bullying pre ven tion involving a systematic, functional intervention design, giving students and staff the tools to remove the rewards main-tain ing bullying and increase rewards for more appropriate behavior.

B1 Invited Presentation Centennial EStrand: Individual StudentWraparound as a Tier 3 Intervention Within a School-wide System of PBISLucille Eber, IL PBIS Network, La Grange Park, ILThis session describe the systems, data and practice features of the wraparound process as a Tier 3 Intervention in school-wide systems of PBIS including descriptive examples of wrap plans, data tools and skill development activities.

❑ B2 Capitol 4Strands: School-wide Systems; CommunityType: Strategies/ToolsUsing High School Advisory Time to Teach and Reinforce School-wide PBSJoyce Debrah-Sheppard, Kate Pressler and Zarah Carranco, Umoja Student Development Corporation, Chicago, ILLearn about advisory as a vehicle for school-wide behavioral supports, teaching and reinforcing desired behaviors and building small, supportive communities among teachers and students. Participants will receive tools, resources, and strategies for creating effective advisories.

B3 Centennial HStrands: Middle and High School; Mental HealthType: Strategies/ToolsPBIS, Dropout Prevention, and High School Reform: New Hampshire’s APEX II ProjectJoAnne Malloy and Jonathon Drake, Institute on Disability,Concord, NHNew Hampshire has been implementing PBIS as a dropout pre ven tion and high school reform strategy since 2002. This pre sen tation will share the logic, implementation, and outcomes from participating high schools and recommendations for going forward.

❑ B4 Centennial GStrands: Training; School-wide SystemsType: Strategies/ToolsCreating Brief Video Modules to Enhance SWPBS TrainingLindsay Fallon and George Sugai, University of Connecticut, Storrs, CTIncreased accessibility to computer-based editing software complements research supporting an association between video-based training and improved teacher-training outcomes. This presentation will demonstrate how to create brief video modules to prepare personnel and enhance SWPBS implementation.

B6 Mineral D/EStrands: Ethics, Policy and Best Practice in PBS; School-wide SystemsType: ResearchLinking Thinking to Action: Concept Maps, Practitioners, and Functional Behavioral AssessmentAmina Turton and Teresa Bunsen, University of Alaska Anchorage, Anchorage, AKConcept maps used to chart teacher thinking while they engage in conducting functional behavioral assessments provides infor-ma tion on linking this procedural cognition with practice; guidingstakeholders on balancing training needs with retention of FBA integrity.

B7 Mineral B/CStrand: School-wide SystemsType: Strategies/ToolsRtI and PBS Integrated in Training and Support for Secondary SchoolsKaren Childs, University of South Florida, Tampa, FL; Amelia Van Name Larson, Pasco County Schools, Land O’ Lakes, FLLearn how a pilot school district for Response to Intervention (RtI) developed an integrated approach to academic and behavior support. Discover keys to success, lessons learned, and future directions with an emphasis on secondary schools.

B8 Invited Presentation Mineral F/GStrand: TrainingEnhancing Inservice Training Using Technology-based StrategiesRachel Freeman, University of Kansas, Lawrence, KS; Lori Newcomer, University of Missouri, Columbia, MOThis presentation will share how state and district teams im ple-menting positive behavior support can address the complex inservice training needs that are associated with the imple men-tation of three-tiered prevention models for behavior using technology-based strategies.

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Ð B9 Capitol 2Strands: Classroom; Individual StudentsType: Strategies/ToolsSupporting Behavior Successfully in a Learner Centered ClassroomKiki Mc Gough, Adams 50 School District, Westminster, COAdams School District 50 has infused the best practices of PBIS in a district-wide school reform effort to support academic/behavior success for all students through SBS Squared: Support-ing Behavior Successfully in a Standard-based System.

B10 Capitol 1Strands: Research Topics and Grant Writing; TrainingType: ResearchPBISplus: An Integrated Model of Tier 2 Support, Overview and Preliminary FindingsPatricia Hershfeldt, Catherine Bradshaw, Karen Pell, Richard Sechrest, Michael Rosenberg, Terrance Scott and Phillip Leaf, Johns Hopkins University, Baltimore, MD; Andrea Alexander, Maryland State Department of Education, Baltimore, MDThis presentation describes the PBISplus model, which includes training and coaching in the use of evidence-based practices, culturally responsive teaching, function-based thinking, and data-driven teaming. Preliminary findings from a RCT testing PBISplus will be reported.

B11 Capitol 3Strand: Research Topics and Grant WritingType: ConceptualVisual and Statistical Analysis in Behavioral Progress MonitoringRichard Parker and Kimberly Vannest, Texas A&M University, College Station, TXStrong design allows for effective visual analysis and deter mi na-tion of functional relationships. This session describes when statistical analysis techniques are appropriate: to quantify the size of the behavior change and make error explicit.

B12 Capitol 7Strand: AcademicsType: ResearchReading Intervention for Kindergarteners with Problem Behaviors: Findings From an Experimental StudyShanna Hagan-Burke, Texas A&M University, College Station, TXThis session describes an early reading intervention that moderatedproblem behavior’s influence on several kindergarten reading out comes. Key findings and implications for delivering reading intervention to children at-risk for reading and behavior problems are discussed.

B13 Capitol 5Strands: Middle and High School; Ethics, Policy and Best Practice in PBSType: Strategies/ToolsSuccesses and Challenges of Secondary PBIS Implementation in a Large Urban ContextJane Nethercut, Simon Tidd, Grace Martino-Brewster and Semonti Basu,Austin Independent School District, Austin, TXIn this presentation, we will present two case studies to highlight campus best practices at the secondary level. We will also discuss the challenges of secondary level PBIS implementation in a large urban school district.

❑ B14 Centennial FStrands: Classroom; Individual SupportsType: Strategies/ToolsMeasuring Student Responsiveness to Behavioral Interventions using Online Screening and Progress MonitoringKeith Smolkowski, Oregon Research Institute, Eugene, OR;Brion Marquez, Pamela Yeaton and Adam Wendt, IRIS Media, Inc., Eugene, ORThis session will describe the social validity and usability of an online tool for conducting universal screening and progress monitoring for behavior and the associated We Have Skills! social skills instructional program. We have tested its use with a sample of K–3 teachers.

B15 Mineral AStrand: Middle and High SchoolType: Strategies/ToolsPBS at NHS: Making It Work for Teens!Valerie Morano and Michele Savage, Newark High School, Newark, DEMaking PBS work at a high school is no easy task. This inter-active presentation will provide you with some tools of the trade from some PBS veterans who know what it takes to succeed!

B16 GraniteStrands: Ethics, Policy and Best Practice in PBS; TrainingType: Strategies/ToolsUFF-DA! PBIS Minnesota: 10,000 Lakes, 1,000,000 Students and 1,750 Schools to go!Phil Sievers and Mary Hunt, Minnesota Department of Education, Roseville, MNThis presentation will share Minnesota’s PBIS experience from a state level perspective. Fidelity data is key to guide action as the state transitions to using the next generation Blueprint to achieve and sustain positive outcomes.

B17 AgateStrands: Families; Mental HealthType: Strategies/ToolsHow Human Performance Technology Can Strengthen the Effects of Positive Family InterventionKate Laino and Paul Rogers, West Coast Behavioral Consultants, Seattle, WABlueprints utilizes the tools from the field of Human Per formanceTechnology (HPT) to complete complex analyses and design interventions that support individual and organizational per-formance within the family system.

B18 QuartzStrands: Positive Behavior Supports for Adults; Mental HealthType: Strategies/ToolsPBS for Supporting Persons with Disabilities who Experience Alzheimer’s DiseaseKelley Gordham and Laura Larson, Oregon Intervention System, Sherwood, ORThis presentation/discussion will focus on PBS specifically as it applies to those with disabilities and Alzheimer’s Disease. We will discuss new research, assessment, staff training and person-centered planning.

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APbs oPen ForuM12:15 P.M. – 1:30 P.M.Centennial ERachel Freeman, University of Kansas, Lawrence, KS; Lori Newcomer, University of Missouri, Columbia, MOThis presentation will include an overview of major APBS events occurring throughout the year and a summary of the Annual Evaluation data. Learn how you can volunteer your time on exciting APBS activities!

session c1:30 P.M. – 2:45 P.M.C1 Featured Speaker Centennial EStrand: School-wide SystemsMaking School-wide PBIS Work for AllRob Horner, University of Oregon, Eugene, ORSchool-wide PBIS needs to work for everyone in the school. Issues of disproportionality, needs of students with severe needs, and systems that work for the adults as well as the students are all relevant concerns.

C2 Invited Presentation Capitol 4Strand: School-wide SystemsSchool Development and Teacher Use of Social Expectations Across Tiers of SWPBSDouglas Cheney, University of Washington, Seattle, WA; Lori Lynass, Northwest PBIS, Eugene, ORSocial expectations in SWPBS will be discussed through an examination of the types and frequencies of social expectations and indicators in behavioral matrices and the reliability of teacher’s ratings on Tier 2 daily progress reports.

❑ C3 Centennial HStrands: Autism Spectrum Disorder and Aspergers Syndrome; Individual StudentsType: Strategies/ToolsModeling: “Reality TV” for Positive Behavior in Children with AutismJanet Butz, Sue Currie, Gregory Ryan and Teresa Bunsen, Collaborative Autism Resources and Education (CARE), Las Vegas, NVModeling (video and live) is an established treatment for students with autism. However, it has had limited application in schools. This presentation shows data on how modeling was effectively used with two students with autism.

❑ C4 Centennial GStrand: ClassroomType: Strategies/ToolsInstruments Assessing Classroom and Teacher Quality: A Literature Review and Case StudyTerrance Scott and Regina Hirn, University of Louisville, Louisville, KYThis literature review and case study focuses on the development of instruments to assess overall teacher and classroom quality. Data of 700 observations of high school classrooms demonstrate the utility of a piloted instrument

❑ C5 Centennial FStrands: School-wide Systems; Multi-culturalType: ConceptualCultural and Contextual Considerations for SWPBS: A Behavioral PerspectiveBreda O’Keeffe, Lindsay Fallon and George Sugai, University of Connecticut, Storrs, CTWe will present findings and recommendations based on a review of literature on behavior and culture, and have implications for how we define, develop, implement, and evaluate culturally and contextually relevant SWPBS practices and systems.

❑ Ð C6 Mineral D/EStrand: Mental HealthType: Strategies/ToolsColorado Facilities: PBIS Implementation Obstacles and OpportunitiesKathy Emter, Colorado School for the Deaf and Blind, Colorado Springs, CO; Dustin Coleman, Devereux Cloe Wallace, Westminster, CO; Kat Kimling, National Jewish Kunsberg School, Denver, CO;Jeni Shook, Laradon Hall, Denver, CO; Wallace Brummett, Tennyson Center, Denver, CO; Theresa Zimney-Villegas, Eligible Facilities TAC, Colorado Department of Education, Denver, COPBIS implementation within a facility can present challenges. Hear from a panel of five unique Colorado facilities and how they view such obstacles as opportunities for both clients/students and staff.

C7 Mineral B/CStrand: School-wide SystemsType: ResearchNew Research Examining the Sustainability of School-wide Positive Behavior SupportKent McIntosh, Amanda Hume, Susanna Mathews and Larissa Predy, University of British Columbia, Vancouver, BC, CanadaThis session will share results from a series of multi-state studies exploring factors related to the sustainability of School-wide PBS. Attendees will learn what variables affect sustainability and what steps to take to enhance it.

❑ C8 Mineral F/GStrands: Classroom; Early InterventionType: Strategies/ToolsImplementing Temperament-Based Strategies That Enhance Children’s Self-RegulationSandee McClowry, New York University, New York, NYThe presentation is based on INSIGHTS, an evidence-based intervention for students and their teachers and parents. The intervention provides a framework for supporting the individual differences of children and with practical strategies that enhance self-regulation.

❑ C9 Capitol 2Strands: Middle and High School; TrainingType: Strategies/ToolsHigh School Teachers Teach Content: Implications for SWPBS ImplementationSandy Washburn and Michele Brentano, Indiana University, Bloomington, IN; Jeff Ziegler and Blair Garceau, Baugo Community School Corporation, Elkhart, INThis presentation describes a modified approach to implementing SWPBS in a high school setting. We will share specific strategies that address the unique challenges presented by the logistics of working in a high school.

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❑ Ð C10 Capitol 1Strands: Families; Multi-culturalType: Strategies/ToolsPartnering with Parents: Strategies for Empowering Culturally and Linguistically Diverse ParentsTracy Mueller, University of Northern Colorado, Greeley, COSession attendees will gain a foundational knowledge about culturally sensitive practices, as well as tools that can empower parents to be active team members. Case studies, checklists, and effortless strategies will also be included.

❑ C11 Capitol 3Strands: Training; ClassroomType: Strategies/ToolsI Won't Have Those Kids!: Teaching PBS to Pre-Service EducatorsJenna Sage, Sage Advice Consulting, Inc., Safety Harbor, FL“I won't have those kids in my class,” is often heard from pre-service teachers. Participants will learn about specific lessons, information students need to know, and fun action-based activities to engage learners.

C12 Capitol 7Strands: Ethics, Policy and Best Practice in PBS; TrainingType: ResearchCoaching Success: An Investigation of Skills, Time, and Leadership StyleCayce McCamish, North Carolina Department of Public Instruction, Raleigh, NCPBIS coaches are essential for creating a system of on-going support for schools and increasing sustainability of imple men-tation. The results of a state-wide survey will help explore the implications of skills, time, and leadership style.

C14 Capitol 6Strands: Research Topics and Grant Writing; Individual SupportsType: ResearchFunctional Behavior Assessment for Students with E/BD: An Evidence-based Practice?Nicholas Gage, University of Missouri, Columbia, MOThis presentation reports on findings of a hierarchical linear model ing meta-analytic procedure examining the single-subject research-base of FBA for students with E/BD. Findings and implications will be discussed within the context of research and practice.

C15 Mineral AStrands: Individual Students; ClassroomType: Strategies/ToolsFirst Step to Success: An Evidence-based Secondary Level Intervention for Elementary SchoolCarl Sumi and Michelle Woodbridge, SRI International, Menlo Park, CAThis presentation will describe First Step to Success, a secondary level early intervention program with a solid evidence-based designed to help children with behavior problems and briefly discuss outcomes from the National Effectiveness Study.

C16 GraniteStrands: Individual Supports; TrainingType: ResearchUtilizing ISTAC Home, School and Community to Improve Treatment with Juvenile OffendersStephanie Thorne and Alicia Kummer, Community Living Opportunities, Lawrence, KSThe presentation will focus on the efficiency of the ISTAC Home,School and Community assessment tool through the data of a 3-year project to improve the behaviorally-based treatment of juvenile offenders and their families.

❑ Ð C17 AgateStrands: Autism Spectrum Disorder and Aspergers Syndrome; Early InterventionType: ResearchRationale and Strategies for Teaching Play Skills to Children with AutismErin Barton, University of Colorado–Denver, COThis presentation will describe a study examining the effects of a program wide training package on the play skills of children withautism. The rationale for play as a functional goal will be discussed.

Ð C18 QuartzStrand: School-wide SystemsType: Strategies/ToolsThe Revolving Door: Sustaining a PBIS System in Schools on Military InstallationsCourtney Hertner, Colorado Department of Education, Denver, CO; Jennifer Scott, Academy School District 20, Colorado Springs, CO; Kristi Lorenzen and Lisa Zimprich, Fountain Fort Carson District 8, Colorado Springs, COThis presentation will address the issues of transiency present in schools on military installations, and what tools schools in twodistricts have used to sustain a PBIS system in such an environment.

session d3 P.M. – 4:15 P.M.D1 Invited Presentation Centennial EStrand: School-wide SystemsBuilding a Comprehensive Tier 2 System: Lessons LearnedTim Lewis, University of Missouri, Columbia, MOOne of the challenges in building comprehensive systems of SWPBS is the establishment of a system to identify students, match intervention to need, and monitor progress. Lessons learned will be shared with recommendations.

D2 Invited Presentation Capitol 4Strand: Targeted GroupEffective AND Efficient: A Team Process to Manage and Mobilize Targeted InterventionsLori Newcomer, University of Missouri, Columbia, MOAn overview of infrastructure mechanisms that enhance the efficiency and effectiveness of targeted interventions with emphasis on student screening, an intervention decision model and strategies to ensure interventions function in a coordinated, integrated, systemic manner.

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D3 Invited Presentation Centennial HStrand: CommunityTraining Community-based Team Facilitators: A Focus on Understanding Team Members’ PerspectivesLinda Bambara, Cathy Kunsch, Ansastasia Kokina and Clare Burgess, Lehigh University, Bethlehem, PAEffective team facilitators require competence in designing effec-tive behavior support plans and understanding and addressing the varied perspectives of team members. A training program for community facilitators to address individual and team needs is described.

D4 Centennial GStrands: Middle and High School; Individual SupportsType: ResearchWhat Does Avoidance Behavior Really Look Like Among High School Youth?Jonathon Drake and JoAnne Malloy, Institute on Disability,Concord, NHThis presentation focuses on the contexts and characteristics of avoidance behaviors of four high school youth who were receiving a tertiary level school-to-career intervention, using qualitative research methodology and discourse analysis.

D5 Centennial FStrands: School-wide Systems; AcademicsType: Strategies/ToolsConnecting PBIS and Student Support Teams to Address Students’ NeedsJoan Ledvina Parr, Baltimore County Public Schools, Baltimore, MDThis presentation will describe and discuss connections among Positive Behavioral Interventions and Supports (PBIS) programs for school-wide issues and Student Support Teams (SST) for specific students in a large, suburban school system.

D6 Invited Presentation Mineral D/EStrand: Autism Spectrum Disorder and Aspergers SyndromeSupporting Adults with ASD in the Workplace Using Positive Behavior SupportCarol Schall, Virginia Commonwealth University, Richmond, VAThis session presents a review of the PBS practices that assist individuals with ASD to become independent at work. Partici-pants will discuss implementation considerations for use in the workplace and review future research recommendations.

D7 Mineral B/CStrands: School-wide Systems; Early InterventionType: ResearchTier 2 Interventions Within the Context of School-wide Positive Behavior SupportBarbara Mitchell, Nicholas Gage and Melissa Stormont, University of Missouri, Columbia, MOThis presentation will summarize the existing research base for Tier 2, small group intervention studies conducted within the framework of a three-tiered continuum.

❑ D8 Mineral F/GStrands: Training; Mental HealthType: Strategies/ToolsEnhancing SW-PBIS Through the Training and Skill Development of Internal CoachesKathryn Havercroft, Indiana University, Bloomington, IN; Terri Miller,Hamilton-Boone-Madison Special Services Cooperative, Carmel, IN; Allison Howland, Indiana University Purdue University Columbus, Columbus, INThis session will describe the Hamilton-Boone-Madison Special Services Cooperative efforts to provide a monthly training aimed to enhance the knowledge base and skill levels of internal coaches for multiple buildings planning for or implementing SW-PBIS.

D9 Capitol 2Strand: ClassroomType: Strategies/ToolsImplementing Critical Classroom Management Skills for Students with EBDAmanda Lannie, Barry McCurdy and Adrea Truckenmiller, Devereux Center for Effective Schools, King of Prussia, PAThis presentation will describe evidence-based classroom management skills for teachers of students with EBD, along with the efforts necessary to coach these skills to high-fidelity implementation.

D10 Capitol 1Strands: Training; Individual StudentsType: Strategies/ToolsUsing On-Line Software for Professional Preparation and Consultation in PBISDavid Westling, Western Carolina University, Cullowhee, NCThis presentation discusses the effectiveness web-based teacher preparation and consulting. On-line delivery of a PBIS course was paired with on-line consulting on individual cases. Behavior data and teacher views about the program will be shared.

D11 Capitol 3Strands: Early Intervention; School-wide SystemsType: Strategies/ToolsBehavior and Social Skills Screeners with Linked RTIsLarry Hanken, Pearson Clinical Assessment, Bloomington, MNThis program will discuss two behavioral screeners, the Behavioral Assessment System for Children-2 and the Social Skills Improvement System with associated RTIs that provide crucial information for IDEA Tier 1 screening.

❑ D12 Capitol 7Strands: Classroom; AcademicsType: ResearchUsing Effective Instructional Strategies as a Class-wide Management ToolTodd Haydon, University of Cincinnati, Cincinnati, OHThe purpose of this presentation is to provide information on four effective instructional strategies. A discussion of the strategy and guidelines on how to implement the strategy within a Tier 2 framework will be provided.

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D13 Capitol 5Strands: Classroom; Individual StudentsType: ResearchStrategies for Addressing Problem Behavior Using Class-wide and Individualized Behavior SupportsBlake Hansen, Brigham Young University, Provo, UT; Howard Wills, Juniper Gardens Children’s Project/University of Kansas, Kansas City, KSThis presentation provides information on the Class-wide Function-based Intervention Teams intervention and effects that it has had on individual students with or at risk for emotional and behavioral disorders in urban classrooms.

D14 Capitol 6Strands: Classroom; School-wide SystemsType: Strategies/ToolsFrom Data to Action Planning: Using Tier 1 Evaluations Boosting Classroom SupportsStephanie Martinez and Michelle White, University of South Florida, Tampa, FLParticipants will learn how to develop an action plan using data derived from the classroom sections within the BoQ , On-Site PBS:RtIB Walkthrough and from resources found within the Classroom PBS: Team Consultation Guide.

D15 Mineral AStrands: Training; School-wide SystemsType: Strategies/ToolsFlexibly Rigid: Using Train-the-Trainer to Meet Unique District Needs with FidelityTherese Sandomierski and Heather Peshak George, University of South Florida, Tampa, FLFaced with expanding demand, competing initiatives, and swift time frames, a state-level team discusses their train-the-trainer process and experience blending PBS with district resources and initiatives. Evaluation data, tools, and examples will be shared.

D16 GraniteStrand: Mental HealthType: Strategies/ToolsJuvenile Detention Facilities & PBS: Factors Influencing Sustainability Post Formal Technical AssistanceMichael Elium, University of the Pacific, Stockton, CA; Tracy Catalde, Brandman University, Walnut Creek, CAPBS in a juvenile detention facility is chronicled over a five-year period, with formal technical assistance at initiation. Sustain-ability of the effort is re-visited five years later.

❑ D17 AgateStrands: School-wide Systems; Multi-culturalType: Strategies/ToolsSWPBS on Wooden Shoes: Implementing SWPBS in the NetherlandsAnita Blonk and José Wichers-Bots, Fontys University of Applied Science,Tilburg, Netherlands; Sui Lin Goei and Bob Schoorel, Windesheim University of Applied Sciences, Zwolle, NetherlandsEffective strategies used in Dutch schools are fitting for SWPBS. These include video coaching, Dutch data, reflection in teachers, cooperation with parents, and positive feedback to students. We will present two pilot studies and our research model.

D18 QuartzStrands: Positive Behavior Supports for Adults; Ethics, Policy and Best Practice in PBSType: Strategies/ToolsPlanning for End-of-Life for Individuals with Intellectual and Developmental DisabilitiesKelley Gordham and Christie Perez, Oregon Intervention System, Sherwood, ORQuality of Life. Nowhere is this more important than at the end of our lives. This presentation/discussion will center on planning, behavioral supports, and self-determination focusing on End-of-Life planning.

session e4:30 P.M. – 5:45 P.M.❑ E1 Centennial EStrands: School-wide Systems; ClassroomType: Strategies/ToolsGotcha: Tired of the Same Old Incentives? Free Rewards for AllLaura Riffel, University of Kansas, Lawrence, KSLooking for free rewards for your incentive program in SW-PBIS?This presentation will focus on free rewards for elementary and secondary students as well as rewards for staff members and ways to keep everyone motivated.

E2 Capitol 4Strands: School-wide Systems; TrainingType: Strategies/ToolsSchool-wide PBS Professional Development BlueprintTim Lewis, University of Missouri, Columbia, MO; Susan Barrett, Shepard-Pratt Health System, Baltimore, MDThis session will provide an overview of the SW-PBS Profes-sional Development Blueprint. Emphasis will be placed on the basic logic of the blueprint and strategies, tools and examples to assist in the process.

❑ E3 Centennial HStrand: Research Topics and Grant WritingType: ResearchImplementing PBIS in Secure Care Juvenile Justice Facilities: Early Adopter ActivitiesJeffrey Sprague, University of Oregon, Eugene, OR; Kristine Jolivette, Georgia State University, Atlanta, GA; C. Michael Nelson, University of Louisville, Louisville, KYThis session will describe ‘early adopter’ activities and aims/procedures of an Institute of Education Sciences project to assess the feasibility, social validity, and intent to adapt PBIS practices in juvenile justices settings in three states.

E4 Centennial GStrands: School-wide Systems; TrainingType: Strategies/ToolsTeam Initiated Problem Solving (TIPS): Using SWIS Data for Problem SolvingRob Horner and Anne Todd, University of Oregon, Eugene, ORThis session will review the Team Initiated Problem Solving model used by PBIS teams when reviewing and interpreting SWIS data. Research results will be shared illustrating team functioning before and after TIPS Team Training.

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E5 Centennial FStrands: Academics; Ethics, Policy and Best Practice in PBSType: ConceptualHow to Ensure Whole Child Success Using a PBIS FrameworkGrace Martino-Brewster, Jane Nethercut and Marisa Zappone, Austin Independent School District, Austin, TXThis presentation will summarize efforts to develop a district system of integrated behavior and academic support, including a transition plan and the prototype for district implementation of state level scaling up efforts.

❑ E6 Mineral D/EStrand: Multi-culturalType: Strategies/ToolsImplementing Positive Behavior Support in an Urban Academy for BoysHarry Barnes, Horace Lovelace and Jeffery Smith, Dayton Public Schools, Dayton, OHThe Positive School Climate Leadership Team of the Dayton Boys Preparatory Academy in Dayton, Ohio embarked upon a year-long initiative to successfully implement a school-wide discipline plan for the all male elementary school.

E7 Invited Presentation Mineral B/CStrand: Targeted GroupCombining School and Family Interventions to Prevent Disruptive Behavior ProblemsWendy Reinke, University of Missouri, Columbia, MOStudents exhibiting early signs of disruptive behavior could benefit from interventions targeting both the home and school. This presentation will discuss the potential in combining PBIS with the Family Check-up in elementary school settings.

E8 Mineral F/GStrands: School-wide Systems; TrainingType: ConceptualA School District’s Journey from PBIS to RTI to Complete IntegrationMichele Kelk, Webster University, Webster Groves, MO; Thurma Deloach, Kirkwood School District, Kirkwood, MOThis presentation is about how systems were designed, imple-mented, and supported to establish a sustainable framework for prevention/intervention related to social-emotional-behavioral needs. Leadership teams, professional development, coaching, and specific Tier 2 interventions will be described.

❑ E9 Capitol 2Strands: Training; School-wide SystemsType: Strategies/Toolswww.PBIS.info and PLC’s: Two Innovative Strategies to Generate PBIS Ownership and SustainabilityDaniel Gulchak, Yadira Flores, Angel Jannasch-Pennell andSamuel DiGangi, Arizona State University, Tempe, AZProfessional Learning Communities (PLC’s) are a new and exciting way for teams to collaborate. Learn how we leverage online PLC’s and provide schools a customized website www.PBIS.info to create buy-in and visibly promote SW-PBIS efforts.

❑ E10 Capitol 1Strands: Autism Spectrum Disorder and Aspergers Syndrome; Individual SupportsType: Strategies/ToolsApplied Behavior Analysis and Positive Behavior Support: Is There Really a Difference?Sue Currie, Janet Butz, Teresa Bunsen and Gregory Ryan, Collaborative Autism Resources and Education (CARE), Las Vegas, NV; Rose Iovannone, University of South Florida, Tampa, FLThis presentation will compare and contrast the use of Applied Behavior Analysis and Positive Behavior Support by examining two case studies of elementary-aged students exhibiting problem behavior.

Ð E11 Capitol 3Strands: Individual Students; Individual SupportsType: Strategies/ToolsArt of Collaboration: Changing Adult Behavior to Teach Students with Intensive NeedsNancy George-Nichols, Colorado State Department of Education, Denver, COReducing resistance and increasing capacity of teachers is a significant challenge when a student has behavioral needs. This session will outline three keys to meeting this challenge: Facilitator Skills, Clarity of Role, and Process Skills.

E12 Capitol 7Strand: Middle and High SchoolType: Strategies/ToolsPractical Strategies for Engaging Middle School Students in the PBS ProcessKathleen Taylor and Tammy Brewer, Dayton Public Schools, Dayton, OHLearn how a dedicated team of urban middle school teachers developed an array of strategies designed to build community and decrease disciplinary problems in young adolescent students.

❑ E13 Capitol 5Strands: Ethics, Policy and Best Practice in PBS; TrainingType: Strategies/ToolsUsing Action Research to Build Campus Capacity and Sustainability of PBIS ImplementationSemonti Basu, Martha Mahan and John Thoms, Austin Independent School District, Austin, TXA district-wide service coordination model for sustainable campusPBIS implementation will be presented, along with how this modelempowers campuses to set goals and plan and monitor their implementation with commitment, follow through, and fidelity.

E14 Capitol 6Strand: Individual StudentsType: ResearchThe Use of FBA to Develop Prereferral Interventions in General Education SettingsDonna Janney, Towson University, Towson, MD; Brenna Wood, Lehigh University, Bethlehem, PA; Jolenea Ferro, University of Arizona, Tucson, AZPresenters will discuss functional behavioral assessment and function-based interventions as a prereferral strategy in inclusive classroom settings for seven students (3½ to 8 years of age). Implications for future research and practices will be suggested.

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E15 Mineral AStrands: Classroom; Autism Spectrum Disorder and Aspergers SyndromeType: Strategies/ToolsBuilding Capacity for Students with Autism: A Tiered Approach to Professional DevelopmentDawn Hendricks, Virginia Commonwealth University, Richmond, VA; Maria Beck, Richmond City Public Schools, Richmond, VAThis presentation will outline one urban school division’s model ofcomprehensive professional development to team membersserving students with autism spectrum disorder. A tiered approachwith an emphasis on job embedded strategies will be described.

E16 GraniteStrands: Autism Spectrum Disorder and Aspergers Syndrome; FamiliesType: ResearchScience and Soul: Our Quest to Implement PBS with IntegrityBarbara Becker-Cotrill, Charlotte Hays and Gloria Sage, West VirginiaAutism Training Center, Marshall University, Huntington, WV; Meme Hieneman, PBS Applications, Palm Harbor, FLThis presentation will describe how West Virginia Autism Train-ing Center is implementing and evaluating an adapted, but still comprehensive, version of the RRTC’s team training model in positive behavior support.

❑ E17 AgateStrand: CommunityType: Strategies/ToolsBuilding Capacity of Community-based Agencies: The Application of Organization-wide Positive Behavior SupportMichael Tucker, EveryChild, Inc., Austin, TX; Amanda Little, University of Texas at Austin, Austin, TXThis presentation will provide information on expanding systems-wide positive behavior support into a community-based service provider agency. The development of an assessment tool, results of that assessment, and organization-wide planning will be shared with participants.

❑ E18 QuartzStrands: Autism Spectrum Disorder and Aspergers Syndrome; Individual StudentsType: Strategies/ToolsAchieving Dreams: PBS and Successful Transition Planning for Youth with AutismNila Benito, University of South Florida, Tampa, FL;Marjorie Mayberry, Grand Valley State University, Allendale, MISession provides case examples and successful strategies that optimize transition outcomes for youth with autism. The Indi-vidualized Career Planning Model includes the Discovery person-centered planning process that results in customized employment and post secondary education.

PosTer session6:30 P.M. – 8 P.M.Ted Carr Award winners will be announced.cenTenniAl A–dPoster 101Strands: Classroom; Individual SupportsType: Strategies/ToolsUsing Student Self-Assessment Interviews to Create Authentic Behavior Plans Within School-wide PBISJames Calder, Craig Rice and Zafrullah Khan, Middle Tennessee State University, Murfreesboro, TN; Claire Williams, Metro-Nashville Public Schools, Nashville, TNThis presentation will illustrate how using student self-behavioralassessments can provide all teachers and other stakeholders with aunique perspective as to how students with emotional/behavioral disorders view their role in inclusive PBIS school environments.

❑ Poster 102Strands: Individual Students; ClassroomType: Strategies/ToolsWhy Should I Care? No One Else Does! Understanding Student MotivationRoben Taylor and Debra Weingarth, Jacksonville State University, Jacksonville, ALWhen children are motivated, a can-do attitude pervades even the toughest situation, in school and in life. When motivation is lacking, children may not embark on a challenging task because they believe they will fail.

❑ Poster 103Strands: Autism Spectrum Disorder and Aspergers Syndrome; AcademicsType: Strategies/ToolsGetting Back to Inclusive Education: Strategies for Children with Both Aspergers/ADHDDelia BenChaabane, Mercer County Schools, Princeton, WVThis presentation will discuss PBS strategies used to assist studentswith Aspergers/ADHD placed in segregated classrooms at the earlyelementary level to move and excel in an inclusive environments.

Poster 104Strand: School-wide SystemsType: ConceptualTransition Programs and Self-Concept Development for U.S. Juvenile Offenders and Delinquent YouthGrace Francis and Leslie Novosel, University of Kansas, Lawrence, KSThis presentation determines current transition practices for enhancing self-determination for individuals with disabilities in juvenile detention centers (JDCs) and how JDCs can implement and improve these practices.

❑ Poster 105Strands: Multi-cultural; School-wide SystemsType: Strategies/ToolsPBIS Alaskan Style: A Multicultural and Rural-friendly Training and Consultation ModelPatricia McDaid and Mary Aery, SESA, Anchorage, AKCome join Alaskan educators to discuss successful strategies and ongoing challenges in providing culturally-appropriate school-wide and program-wide PBIS training, coaching, and consul-tation to rural and remote schools across our state.

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Thursday’s Poster Sessions


Poster 106Strands: School-wide Systems; Middle and High SchoolType: ResearchMiddle School Secondary-Tier Interventions and Supports: An Analysis of ImplementationCarol Hoyle, University of South Carolina, Columbia, SCSecondary-tier interventions and supports are essential to the School-wide Positive Behavior Support (SWPBS) process. I will present and discuss two research studies that examine the implementation of secondary-tier support in middle schools.

Poster 107Strands: School-wide Systems; Individual SupportsType: Strategies/ToolsECS Applications: SWIS, PBIS Assessment and PBIS EvaluationMegan Cave, Katie Conley and Celeste Rossetto Dickey, University of Oregon, Eugene, ORThis poster presentation will provide information about the applications currently and soon to be available within Edu ca-tional and Community Supports at the University of Oregon, including: SWIS, CICO-SWIS, ISIS-SWIS, PBIS Assessment, and PBIS Evaluation.

❑ Poster 108Strands: Classroom; Middle and High SchoolType: ResearchA PBS Secondary Intervention for Students with Various Disabilities: Cooperative LearningTodd Haydon, University of Cincinnati, Cincinnati, OHThe purpose of this presentation is to provide information on an experimental study that compared two types of cooperative learning procedures on the academic behavior and social behavior of students with various disabilities.

Poster 109Strands: Academics; Middle and High SchoolType: Strategies/ToolsClass-wide Secondary Tier Reading Interventions: Increasing Reading Comprehension/Engagement with Secondary StudentsPatsy Nomvete, Ellen Duchaine and Kristine Jolivette, Georgia State University, Atlanta, GAEvidence-based secondary tier reading strategies for middle/high school teachers to address reading comprehension and text engage ment with students who are struggling readers will be presented within the context of SW-PBIS.

Poster 110Strand: School-wide SystemsType: ResearchTennessee’s Positive Behavior Support Initiative: Professional Development and Technical Assistance to SchoolsSusan Martin, Tara Moore, Natalia Ward and Jacqueline Williams, University of Tennessee, Knoxville, TNFor this poster session, presenters will provide an overview of a professional development and technical assistance project to improve schools’ capacity to provide systems of positive behavior support and evidence-based inclusive practices.

❑ Poster 112Strands: School-wide Systems; Individual StudentsType: Strategies/ToolsIntegrating Universal Behavioral Screening with Positive Behavioral Support and RTIMack Burke, Texas A&M University, College Station, TXThis presentation will illustrate how to integrate universal screen-ing with PBS and RTI. This presentation will provide an over-view of the tools, process, and procedures needed to identify students for Tier 2 and 3 interventions.

❑ Poster 113Strands: Middle and High School; Ethics, Policy and Best Practice in PBSType: ResearchSecondary Prevention Efforts at the Middle School Level: Behavior Education ProgramRobin Ennis, Georgia State University, Atlanta, GA; Andrea Capizzi,Marisa Fisher and Kathleen Lane, Vanderbilt University, Nashville, TNThis presentation will present the findings from a secondary-tierBEP intervention with four middle school students who were non-responsive to a primary prevention program. Identification of participations and results of a pre-intervention FBA are outlined.

❑ Poster 114Strands: Multi-cultural; Middle and High SchoolType: ConceptualPositive Behavior Support Europe: EUROPBSSui Lin Goei, Free University Amsterdam, Amsterdam, NetherlandsThe project EUROPBS addresses the needs of teachers of five secondary schools throughout Europe (Netherlands, Finland, Hungary, Portugal, and Turkey) in dealing with behavioral problems. Preliminary results of a PBS European landscape are sketched.

❑ Poster 115Strands: Training; CommunityType: Strategies/ToolsProcess and Content Issues in the Provision of Positive Behavior Supports TrainingLinda VanBlaricom, Beth Bryant-Claxton and Karan Burnette, UAMS/Partners for Inclusive Communities, North Little Rock, ARIn this session, we share some of the lessons we have learned related to both the content and the process of training com-munity providers (both supervisors and direct support staff) in Positive Behavior Supports.

❑ Poster 116Strand: Individual StudentsType: ResearchComparison of Functional Assessment and Analysis Procedures for Students with Challenging BehaviorsCandace Lane, University of Arizona, Tucson, AZ; Linda Garrison-Kane, Wayne Mitchell, David Goodwin, Erin Wilson and Alexandra Beckman, Missouri State University, Springfield, MOThis study assessed functional behavior assessment and analysis procedures for five students exhibiting challenging behaviors within public school classrooms. Results from two experiments confirmed each procedure was effective in identifying function and reducing challenging behaviors.

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Poster 117Strands: Autism Spectrum Disorder and Aspergers Syndrome; FamiliesType: Strategies/ToolsImplementing Family-Based Comprehensive Positive Behavior Support in IllinoisKathy Gould, Illinois Autism Training and Technical Assistance Project, Lombard, IL“The Focus Family Support for Autism Spectrum Disorders” is a comprehensive tertiary level support model combining family-centered-planning and positive behavior supports, designed after the successful model developed by the West Virginia Autism Training Center.

❑ Poster 118Strands: Ethics, Policy and Best Practice in PBS; TrainingType: ResearchImplementing Tiered Model Interventions: How do Teams Define “Evidence-Based Interventions?”Donna Campbell and Michele Kelk, Webster University, St. Louis, MOThis presentation examines educator familiarity and expertise with “evidence-based interventions,” critical to three-tiered models of intervention. We present interview and survey data collected from schools regarding the types and selection criteria of evidence-based interventions recommended.

Poster 119Strands: School-wide Systems; Ethics, Policy and Best Practice in PBSType: ResearchSurvey Says: Challenges to Consistently Implementing Components of SWPBSLisa Hagermoser Sanetti, Lindsay Fallon and Scott McCarthy, University of Connecticut, Storrs, CTResults of a survey of school-wide positive behavior support (SWPBS) implementers in Connecticut indicate the imple-mentation frequency of classroom and school-wide SWPBS components, and highlight implementation challenges. Impli-cations and suggestions for improved practice are provided.

❑ Poster 120Strands: Positive Behavior Supports for Adults; Ethics, Policy and Best Practice in PBSType: Strategies/ToolsFacility-wide PBS is Possible for Adults in Traditional Long-Term Residential ProgramsJames Adkins, Bluegrass Oakwood, Somerset, KYThis poster presentation overviews the evolution of a traditional long-term ICF/MR residential program into a program that is much more congruent with the values, principles, and practices of positive behavior support.

Poster 121Strands: Positive Behavior Supports for Adults; FamiliesType: Strategies/ToolsUsing PBIS in the Home of an Adult with DisabilitiesKelly Jewell, University of Washington, Seattle, WAThe presenter discusses how behavior matrices are developed and posted, how staff and the client are taught the expectations, how the client was reinforced and consequences for her choices in behavior.

Ð Poster 122Strands: Multi-cultural; School-wide SystemsType: Strategies/ToolsPBIS Successfully Reaches Students From Around the WorldRegina de Leon, Judy Graham and Jason Barbosa, Denver Public Schools, Denver, COPBIS thrives amongst refugee and immigrant students at Place Bridge Academy. This K–8 magnet in Denver represents 60 countries and over 35 languages. PBIS truly transcends cultural and language barriers and unites this school community.

Poster 123Strand: School-wide SystemsType: ResearchTraining and Implementation Fidelity for Tier 2 Systems and PracticesSusannah Everett, University of Connecticut, Storrs, CTThis poster will present an overview and fidelity data from an in-ten sive training project designed to establish and support Tier 2 intervention practices in schools within a large urban district who are implementing universal SWPBS.

❑ Ð Poster 124Strands: Early Intervention; TrainingType: ResearchEffects of Email Feedback on Inclusive Preschool Teachers’ Use of Recommended PracticesErin Barton, University of Colorado Denver, Denver, COThe purpose of this study was to investigate the effects of email feedback on teachers’ use of positive behavior support strategies in an inclusive preschool classroom.

Poster 125Strands: School-wide Systems; Individual SupportsType: ResearchEvaluation of Transition Criteria in Emotional Disability Private Schools (EDPs)Matthew Hoge, University of Arizona, Tucson, AZ; Amina Turton, University of Alaska Anchorage, Anchorage, AKThis session examines the criteria used for students placed in an Emotional Disability Private (EDP) schools to transition to a less restrictive environment. Findings on effective practices and roadblocks to transition will be shared.

❑ Poster 126Strands: Training; Autism Spectrum Disorder and Aspergers SyndromeType: ResearchKnowledge and Confidence of Speech-Language Pathologists Regarding Autism and Problem Behavior ManagementJulie Ray and Smita Mehta, University of North Texas, Denton, TXThis presentation will describe the findings from a study designed to assess the knowledge of Speech Language Pathologists re gard-ing autism intervention, behavior management, and specific evidence-based practices recommended for effectively intervening with students with autism.

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Ð Poster 127Strands: Early Intervention; School-wide SystemsType: ResearchInvestigating Efficacy and Burnout in Preschool Teachers Implementing the Pyramid ModelBecky Steensen, University of Northern Colorado, Greeley, CO;Robert Corso, Vanderbilt University, Nashville, TNThis poster presentation will describe a research study that deter-mines if the implementation of an early childhood PBIS model, specifically the Teaching Pyramid, can influence different pre-school teacher efficacy variables and burnout.

Poster 128Strand: Individual StudentsType: ResearchEffects of DBRCs on Problem Behaviors of Students at Risk of EBDNancy Hutchins, Texas A&M University, College Station, TXThis study examined the effects of a Daily Behavior Report Card (DBRC) on problem behaviors of middle school students receiving special education services. Results indicated that all students responded to the intervention.

Poster 129Strands: Classroom; School-wide SystemsType: Strategies/ToolsData Tool That Allows Teachers an Opportunity to Make Data-driven DecisionsAdam Bauserman and Doug Maraffa, Sheldon ISD, Houston, TXA unique data tool that warehouses data, allows teachers access to behavioral data, provides our behavioral teams the opportunity to make data-driven decisions and to implement the strategies and interventions to best support students needs.

Poster 130Strands: School-wide Systems; Middle and High SchoolType: ResearchA Comprehensive Three-Tiered Model of Prevention in ActionMeredith Cox, Wendy Oakes and Kathleen Lane, Vanderbilt University, Nashville, TNThis poster will provide practitioners and researchers with an illustration of how to design and implement an integrated, comprehensive three-tiered model of prevention that will work for every student in their building.

Poster 131Strands: Individual Students; Individual SupportsType: Strategies/ToolsProgress Monitoring Focus: A Free Graphing Tool for Determining Intervention EffectivenessDevin Healey, Utah Personnel Development Center, Salt Lake City, UTLearn about how to access and use Progress Monitoring Focus, a tool for tracking intervention effectiveness. Participants will benefit from bringing laptops to practice using the program though observation will be beneficial as well.

Poster 132Strands: School-wide Systems; AcademicsType: ResearchRTI for Academics and Behavior: Implementing an Integrated Model Using SWPBISHeather Haynes, Kristin Joannou, Melinda Mitchiner, Allyson Palmer and Holly Morsbach Sweeney, University of Kansas, Lawrence, KSThis poster highlights research from literature on RTI models integrating academic and behavior instruction. Additionally, this poster session will share recent findings from integrated models in urban elementary schools implementing School-wide PBIS.

Poster 133Strands: Classroom; School-wide SystemsType: Strategies/ToolsUsing Data Driven Decision-Making in a PBIS Program to Improve Student OutcomesStewart Pisecco, Andre Banks and Chris Huzinec, Psychological Software Solutions, Houston, TXThis session examines how an innovative PBIS web-based tech-nology can help teachers address behavioral issues in their class-rooms and assist administrators in making decisions that improve district efficiency and result in positive student outcomes.

❑ Poster 134Strands: School-wide Systems; ClassroomType: Strategies/ToolsThe Successful School-wide Implementation of Positive Behavior Supports at One Elementary SchoolZafrullah Khan, Middle Tennessee State University, Murfreesboro, TNParticipants will learn how to step by step implement Positive Behavior Supports at three levels benchmarking one elementary school in Tennessee’s experience. Attendees will receive a copy of the PBS manual created by this school.

❑ Poster 135Strands: Classroom; TrainingType: Strategies/ToolsOnline Staff Development: Supporting PBIS Practices in Elementary School Instructional SettingsJeffrey Sprague, University of Oregon, Eugene, OR; Brion Marquez,Jessie Marquez and Jordan Pennefather, IRIS Media, Inc., Eugene, ORThis session will present content and field test findings from an online professional development program for elementary school staff members on how to apply positive behavior supports (PBS) in the classroom and other instructional settings.

❑ Poster 136Strands: Ethics, Policy and Best Practice in PBS; Mental HealthType: Strategies/ToolsEthics: Are You in Trouble with a Client?Leo Herrman and Betsy Leeds, Fort Hays State University, Hays, KSMaterial presented will outline reasons for ethic, scenarios and common ethical issues. Concepts of individual values, profes-sional ism, global moral principles, and duty are explored. Signs of problem behaviors and ways to handle them are discussed.

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Poster 137Strand: AcademicsType: Strategies/ToolsResponsive Classroom® Practices That Support PBIS Lead to Higher Quality InstructionMary Beth Forton, Northeast Foundation for Children, TurnersFalls, MAPreliminary findings from a controlled, randomized study of schools using Responsive Classroom practices consistent with PBIS implementation, along with findings from an earlier study, link the approach to higher quality instruction and higher academic achievement.

❑ Poster 138Strands: Families; Autism Spectrum Disorder and Aspergers SyndromeType: Strategies/ToolsFamily HOPE: PBS for Families Struggling with Children with Challenging BehaviorLynn Wilder, Carolynne Gischel and Karolyn King-Peery, Florida Gulf Coast University, Fort Myers, FLFamilies may lack hope for less stressful lives if they have beencoping with challenging behavior; social pressures can be immense.But there is good news. Even challenging behavior can improve. PBS for families works.

❑ Poster 139Strands: School-wide Systems; Positive Behavior Supports for AdultsType: Strategies/ToolsResults and Analysis of Submissions to the 2010 PBIS Film FestivalMichael Kennedy, University of Kansas, Lawrence, KS; Jessica Swain-Bradway, University of Oregon, Eugene, OR; Lea Ann Pasquale, Shawnee Mission School District, Shawnee Mission, KSIn this interactive session, the ‘ judges’ from the 2010 PBIS Film Festival will replay, discuss and analyze last year’s entries in order to provide guidance and make recommendations for successful creation of homegrown PBIS videos.

❑ Poster 140Strands: School-wide Systems; FamiliesType: Strategies/ToolsSchool-wide Evaluation Tool-Family (SET-F): A Measure of Family Involvement Within School-wide PBISJohn Eagle, Shannon Dowd-Eagle, Anthony Antosh, Lisa Leboeuf, Natalie Andrus, Ashley Musco and Liana Gonzalez, Rhode Island College, Providence, RI; Lavonne Nkomo, Paul V. Sherlock Center on Disabilities at Rhode Island College, Providence, RIThe School-wide Evaluation Tool–Family (SET-F), an addendum to the School-wide Evaluation Tool (SET), will be presented as a measure of parent engagement within Universal SWPBIS implementation. Results from over 30 schools will be discussed.

❑ Poster 141Strand: School-wide SystemsType: ResearchSchool-wide Classroom Management Fidelity and Outcomes with Students in Elementary SchoolRob Oats, Jay Ringle and Alex Mason, Boys Town, Boys Town, NE; Ray Burke, University of Nebraska at Omaha, Omaha, NEThis study examines the implementation of a school-wide class-room management program with elementary school students. Results indicated that high program fidelity was significantly related to greater academic engagement and fewer suspensions, but not higher grades.

❑ Ð Poster 142Strands: Mental Health; ClassroomType: Strategies/ToolsSupporting ROCKS Behavior and Student Engagement Through a School-wide Problem Solving ProcessKiki Mc Gough and Melisa Ellis, Adams County School District 50, Westminster, COThis interactive presentation will outline a problem solving process,based on Life Space Interviewing, to address the mental health needs of students in a very challenging and diverse elementary school using the PBIS ROCKS acronym.

❑ Poster 143Strands: Autism Spectrum Disorder and Aspergers Syndrome; Individual SupportsType: ResearchResolving Incidents of Bullying Among High Functioning Adolescents with ASD: Parent PerspectivesWan-Ting Chuang and Darlene Anderson, Brigham Young University, Provo, UTResults of a qualitative investigation in which semi-structured interviews were conducted with parents of high functioning adolescents with ASD provide insights concerning strategies that parents and teachers can use to mediate the effects of bullying.

Poster 144Strands: Classroom; Middle and High SchoolType: Strategies/ToolsImplementing a Targeted Check-in, Check-out Intervention in a Middle School ClassroomDiane Myers and Elizabeth Sullivan, Assumption College, Worcester, MAThis presentation focuses on the application of a targeted, check-in/check-out intervention in an urban middle school classroom; itwill include details about the experience and suggestions for prac-titioners considering a similar intervention for their classrooms.

❑ Poster 145Strands: School-wide Systems; CommunityType: Strategies/ToolsBuilding PBIS in Afterschool Programs: A Collaborative PartnershipShelby Pons, Connecticut State Department of Education, Middletown, CT; Anne Farrell, University of Connecticut, Stamford, CT; Melissa Collier Meek, Kellie Randall and Mamta Saxena, University of Connecticut, Storrs, CTThis poster presents activities and interim outcomes of collabora-tive efforts to build PBIS in afterschool programs (ASPs). It in-cludes: an overview; staff training summary; program and fidel itymeasures; preliminary data; and “lessons learned” and implications.

❑ Poster 146Strands: School-wide Systems; Middle and High SchoolType: Strategies/ToolsQuestion: What Does PBIS Actually Look Like? Answer: Let’s Take a Look!Michael Kennedy, University of Kansas, Lawrence, KSThe purpose of this poster session is to visit with attendees regarding “all things video.” Please come with questions or materials to share regarding: Production and technical considerations, writing tips, and where to find support.

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❑ Poster 147Strands: Autism Spectrum Disorder and Aspergers Syndrome; Multi-culturalType: Strategies/ToolsGeneralization of Toilet Skills Based on Functional Assessment Through Parent ConsultationShu-Fei Tsai, University of Washington, Seattle, WAIn this poster, we share the procedure of training a parent to help a child with autism generalize toilet skills to home. Our findings reveal that the child increased urination in the toilet at home.

Poster 148Strand: Ethics, Policy and Best Practice in PBSType: Strategies/ToolsPBIS Through and Through: PBIS and Data to Improve Sustainability & ServicesJohn Brinz, Creative Options Inc., North Kingston, RI; Edmund Sullivan, Rhode Island Public Schools: Barrington, East Greenwich, Little Compton, Middletown, Portsmouth, Tiverton, WesterlyAn engaging presentation that will challenge teams and agenciesalike to take a look inward and utilize potent data driven decision-making strategies and the principles of pbs to improve what they do to others.

❑ Poster 149Strands: School-wide Systems; Ethics, Policy and Best Practice in PBSType: ResearchValidating the Risk Triangle: Outcomes of a Universal ScreeningTara Payne, Kimberly Vannest and John Davis, Texas A&M University, College Station, TXA three-tier prevention “triangle” has been used to organize effective interventions for dissemination in a systematic way. The current study validates the triangle, but finds that dis pro por tion-ality is not erased by a universal screening.

❑ Poster 150Strands: Autism Spectrum Disorder and Aspergers Syndrome; ClassroomType: Strategies/ToolsElectronic Daily Behavior Report Card Facilitates Communication Between Home and SchoolHeather Davis, Texas A&M University, College Station, TXCommunication between home and school helps to decrease be haviors exhibited by autistic students. The (e-DBRC) allowsparents the access to their child’s daily behavior reports while rein-forcing and implementing strategies that are successful in school.

❑ Poster 151Strands: School-wide Systems; TrainingType: Strategies/ToolsInnovative Delivery of SW-PBIS Training and SupportYadira Flores, Daniel Gulchak, Angel Jannasch-Pennell andSamuel DiGangi, Arizona State University, Scottsdale, AZLearn how a state is using innovative ways to deliver training and support in SW-PBIS. In addition to training we provide support via Skype, and webinars, create professional learning com mu-nities and launched www.pbis.info.

Poster 152Strands: School-wide Systems; Middle and High SchoolType: ResearchThe Validity of Using SWPBS Expectations for Universal Screening in Middle SchoolMack Burke and Melissa Fogarty, Texas A&M University, College Station, TXThis study examined the concurrent validity of a brief universal behavioral screener using SWPBS expectations. Results indi-cated that SWPBS expectations were most strongly associated with school problem and externalizing items from the criterion instrument.

❑ Poster 153Strands: Middle and High School; School-wide SystemsType: ResearchHigh School Stakeholders Perceptions of School-wide Positive Behavior SupportKimberly Thier, Pamela Fenning, Alissa Briggs, Lauren McArdle,Kira Hicks and Brigit Aikins, Loyola University Chicago, Chicago, IL; Brigid Flannery, Mimi McGrath, Bonnie Doren and Jessica Swain-Bradway, University of Oregon, Eugene, ORThe purpose of this poster is to share qualitative findings from focus groups and interviews with key high school stakeholders implementing SWPBS. Attendees will learn about factors related to buy-in of SWPBS in high schools.

Poster 154Strands: Ethics, Policy and Best Practice in PBS; CommunityType: ResearchTelling the Story: Challenging Behavior and Person Centered Planning Across Kansas WaiversNan Perrin, Community Living Opportunities, Lawrence, KS;Matt Enyart and Kelcey Schmitz, University of Kansas, Lawrence, KSA mixed method research design reveals approaches to person-centered planning and challenging behavior for Home and Community Based (HCBS) waivers serving individuals across the lifespan in the sunflower state.

❑ Ð Poster 155Strand: School-wide SystemsType: Strategies/ToolsUtilizing SWIS and PBIS Data in Rural School DistrictsJim Anderson, North Park School District, Walden, CO; Kelly Vanderbosch, Colorado Department of Education, Denver, COThis presentation outlines how one school district in rural Colorado utilizes SWIS and PBIS data to guide decision-making and to provide feedback to teachers. Intended audiences include ele men tary through secondary. Introductory to intermediate level materials.

❑ Poster 156Strand: School-wide SystemsType: Strategies/ToolsImplementing PBIS District-wide in a Large Urban School DistrictBeth Jones, SAISD, San Antonio, TX; Darlene Redclift, Education Service Center, Region 20, San Antonio, TXThis session will describe the process SAISD has created for implementing PBIS in a large urban school district. A variety of best practices and products will be shared for supporting the campus PBIS process.

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Friday’s Conference Sessions


FridAY AT A glAnceMARCH 11, 20118 a.m. – 5 p.m. Registration/Information8:30 a.m. – 9:45 a.m. Session F10 a.m. – 11:15 a.m. Session G11:30 a.m. – 12:45 p.m. Session H12:45 p.m. – 2 p.m. Lunch (on your own)2 p.m. – 3:15 p.m. Session I3:30 p.m. – 4:45 p.m. Session J

session F8:30 A.M. – 9:45 A.M.F1 Invited Presentation Centennial EStrand: School-wide SystemsMoving From Awareness to Sustainable Implementation of School-wide and Classroom Level PBSRandy Sprick, Safe & Civil Schools, Eugene, ORThis session describes a SWPBS model being implemented success fully in large and small districts nationwide. Specifics will be presented on winning support from general education staff (including high schools) and maintaining long-term commitment to implementation.

F2 Invited Presentation Capitol 4Strand: Middle & High SchoolImplementing SWPBIS in Middle Schools: What We Know and What We NeedJeffrey Sprague, University of Oregon, Eugene, ORThis session will outline preliminary findings of the first ever randomized trial of School-Wide PBIS in Middle Schools. The impact of PBS on school staff member discipline practices and student behavior will be reported.

F3 Featured Speaker Centennial HStrand: School-wide SystemsComprehensive, Integrated, Three-tiered Models of Prevention: Integrating Response-to-Intervention and Positive Behavior SupportsKathleen Lane and Wendy Oakes, Vanderbilt University, Nashville, TNWe discuss one approach to developing comprehensive, inte gratedthree-tiered models of prevention, with an emphasis on using reliable, validity systematic screening procedures to identify students requiring secondary (Tier 2) and tertiary (Tier 3) supports.

F4 Centennial GStrands: Early Intervention; School-wide SystemsType: ResearchPositive Behavior Supports in Preschools: A Meta-analysisReesha Adamson and Nicholas Gage, University of Missouri,Columbia, MOThis presentation provides an overview of PBS in preschools andreports on a meta-analysis using meta-analytic structural equationmodeling to identify key components of effective prevention practices. Recommendations for practitioners will be presented.

❑ F5 Centennial FStrands: School-wide Systems; Multi-culturalType: Strategies/ToolsLooking in the Classroom: Video Feedback in the PBS SchoolMariette Haasen, Fontys University of Applied Science, Tilburg, NetherlandsIn this presentation, the audience will see video-interaction analysis to describe and support positive behavior patterns in classrooms. We will also focus on monitoring and evaluating behavior of teachers and students.

F6 Invited Presentation Mineral D/EStrand: Individual SupportsSupporting Adults with Intensive Support Needs to Have Real Lives: Triumphs/ChallengesLisa Fleisher, New York University, New York, NYThis presentation will provide a case study of triumphs and personal and system challenges as individuals with intensive support needs live in their own homes, work, volunteer, have fun, and enhance friendships and community connections.

Ð F7 Mineral B/CStrands: School-wide Systems; Middle and High SchoolType: Strategies/ToolsThe Gallery Walk – Data-Driven Decision Making and Problem Solving in ActionJody Mimmack, FMHS, Fruita, CO; Michael Kennedy, University of Kansas, Lawrence, KSWelcome to “the gallery walk,” a data-driven professional learning activity used to build faculty support at a successful high school implementing SW-PBIS. In this session, presenters will show how the activity works, and share results.

F8 Mineral F/GStrands: Individual Students; ClassroomType: ResearchThe Effects of Self-Monitoring on Student Academic and Social BehaviorMary McConnell, University of Missouri–Kansas City, Kansas City, MOThis session will discuss the implications and outcomes on the use of self monitoring strategies with students who have specific academic, behavior, and social needs. A model for teaching the strategy will also be presented.

F9 Invited Presentation Capitol 2Strand: School-wide SystemsProgress Monitoring Implementation: Introduction to the PBS Implementation Checklist (PIC) and PBS WalkthroughHeather Peshak George, University of South Florida, Tampa, FLThe new PBS Implementation Checklist (PIC) and Walk-through, reliable with the BoQ , quickly progress monitor implementation across tiers. Participants will understand the psychometric properties and how to administer and interpret data derived from these tools.

F10 Capitol 1Strands: School-wide Systems; FamiliesType: ConceptualHelping Education/Linking Parents: A Pro-active, Preventive Approach to Addressing SuspensionsVickie Brown, Aubur University at Montgomery, ALThe Helping Education/Linking Parents is a collaboration between Tuscaloosa City Schools, The City of Tuscaloosa and the Tuscaloosa County District Attorney’s office to address out of school suspensions in a positive, proactive approach.

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F11 Capitol 3Strands: Classroom; Ethics, Policy and Best Practice in PBSType: ResearchSupporting PBIS in Specialized Programs for Students with Emotional and Behavioral DisabilitiesBridget Walker, Seattle University, Seattle, WA; Michaela Clancy, Highline School District, Seattle, WAPresenters will describe and share results from a three-year pro-gram evaluation/improvement process that focused on in creasing the implementation of evidence based PBIS strategies in special-ized programs for students with EBD in a large urban district.

❑ F12 Capitol 7Strands: Multi-cultural; School-wide SystemsType: ResearchMinority Students and Support Intensity: Discipline and Intervention DataClaudia Vincent and Tary Tobin, University of Oregon, Eugene, ORDiscipline and intervention data disaggregated by race and referralfrequency will be presented to assess the effectiveness of behavior support for students from varying cultural backgrounds. Referral frequency will be juxtaposed to support intensity provided.

F13 Capitol 5Strands: Classroom; Middle and High SchoolType: ResearchA Teacher Consultation Model for Strengthening Classroom Capacity and Increasing Treatment IntegrityTalida State and Lee Kern, Lehigh University, Bethlehem, PA;Tim Lewis, University of Missouri, Columbia, MOA national research center investigated the effectiveness of a class-wide teacher consultation model in providing interventions to high school students with emotional and behavioral problems. Treatment integrity was increased through problem solving and booster sessions.

❑ F14 Capitol 6Strands: School-wide Systems; TrainingType: Strategies/ToolsToward a Technology of Treatment IntegrityRonnie Detrich, Wing Institute, Oakland, CATreatment integrity is necessary for data-based decision making. Educators recognize the importance of it but there are few demonstrations on how to achieve it. This session will focus on strategies for achieving treatment integrity.

F15 Mineral AStrands: School-wide Systems; Middle and High SchoolType: Strategies/ToolsBuilding Capacity for a Tier 2 System in a Secondary SchoolJeffrey Beiswinger, Tim Lewis and Linda Bradley, University of Missouri, Columbia, MOThis session will describe lessons learned while developing a “doable” system to support students needing Tier 2 interventions in a junior high school. Team structures, implementation of Check-In/Check-Out (R2S) and data used will be shared.

F16 GraniteStrands: Individual Students; School-wide SystemsType: ConceptualApplying Implementation Science to FBA/BSP and Individual Student Behavior Support in SchoolsChris Borgmeier and Sheldon Loman, Portland State University, Portland, ORDespite research support for FBA/BSP schools struggle with im plementation and supporting challenging students. This pre-sentation applies the implementation framework developed by Fixsen and colleagues to inform systems implementation of Tier 3 behavior support in schools.

F17 AgateStrands: Autism Spectrum Disorder and Aspergers Syndrome; School-wide SystemsType: Strategies/ToolsTips and Tweaks for Effective School-wide PBS for Students with ASDKathy Gould, IATTAP, Lombard, ILThis session will provide participants the opportunity to learn how easy modifications at all three tiers in their School-wide Positive Behavior Supports (SWPBS) can increase its effectiveness with students with Autism Spectrum Disorders.

❑ F18 QuartzStrands: Autism Spectrum Disorder and Aspergers Syndrome; Mental HealthType: ConceptualImplementing PBIS in a Residential Treatment Facility for Autism and Related DisordersPaul Boer, Camelot Schools of Oklahoma, Oklahoma City, OKPBIS has been extended to alternative settings. This presentation describes the application of PBIS to a residential treatment center serving children ages 5–17 diagnosed with autism spectrum disorders, intellectual disabilities, and/or mental illness.

session g10 A.M. – 11:15 A.M.G1 Centennial EStrands: School-wide Systems; Individual StudentsType: Strategies/ToolsMeaningful Work: A Tier 2 Standard Treatment ProtocolMichele Kelk, Kirkwood School District, Kirkwood, MOThis presentation will describe Meaningful Work — a Tier 2 standard treatment protocol designed to increase student responsibility, give students an increased sense of belonging in the school and also serve to meet the functions of escape.

G2 Invited Presentation Capitol 4Strand: School-wide SystemsIf Coaching is Important, Why Do We Know So Little About It?Don Kincaid and Amanda March, University of South Florida, Tampa, FLThis presentation will review what we know from literature about coaching, describe the characteristics of effective coaches, high-light some initial research about and training for coaches, and discuss a research agenda for coaching.

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❑ G3 Centennial HStrands: Academics; Middle and High SchoolType: ResearchUsing Web Technology and Self-management to Enhance Success in Middle SchoolCraig Blum and Carrie Osborn, Illinois State University, Normal, ILData will be presented on the use of a web-based student infor-mation system combined with a self-management program for middle school students with LD. Findings suggest that students benefited from the use of both together.

G4 Centennial GStrands: School-wide Systems; TrainingType: Strategies/ToolsExpanding Our Horizons: Enhancing Ways to Support Schools Through the PBS ProcessStephanie Martinez and Anna Winneker, University of South Florida, Tampa, FLAs the numbers of schools implementing PBS are increasing, exploring alternative methods to providing support is essential. This session will present technology utilized to provide training and technical assistance. Strategies for use will be shared.

G5 Invited Presentation Centennial FStrand: Middle & High SchoolMiddle School Students Suggestions for How Teachers Can Show RespectSharon Lohrmann, Sunne-Ryse Smith and Scott McMahon, The Boggs Center, UMDNJ, New Brunswick, NJResults of a study involving 3,600 students from five middle schools and their suggestions for how teachers can show respect will be shared. Implications for involving students and promoting SWPBS staff buy-in will be discussed.

❑ G6 Mineral D/EStrands: Families; Early InterventionType: Strategies/ToolsEngaging Families of Children Birth to Eight in the PBIS ProcessPamela Shackelford, Institute for PBIS at Stone Soup Group, Anchorage, AKThis presentation will provide an overview of the CSEFEL curriculum, Positive Solutions for Families, as well as ideas for implementing this curriculum with families of children birth to eight who experience challenging behaviors.

G7 Mineral B/CStrands: School-wide Systems; Middle and High SchoolType: Strategies/ToolsHigh School Tertiary Supports Implementation StrategiesLucille Eber, Illinois PBIS Network, LaGrange Park, IL; JoAnne Malloy, Jonathon Drake and Ami Flammini, Institute on Disability at the University of New Hampshire, Concord, NHThis session will illustrate how the Illinois PBIS Network and the NH APEXIII Dropout Prevention Project are systematically implementing tertiary supports in high schools in their respective states. School case examples will be discussed.

❑ G8 Mineral F/GStrands: Autism Spectrum Disorder and Aspergers Syndrome; ClassroomType: Strategies/ToolsUsing PBS to Help Students with ASD Soar in Today’s Classrooms!Janet Fisher, Eastern Michigan University, Ypsilanti, MIWhat principle guides your work with students on the autism spectrum? This session will emphasize presumed competence versus assumed deficits as we use PBS to “do no harm” to students with ASD.

G9 Capitol 2Strands: Individual Students; Individual SupportsType: Strategies/ToolsEvaluating the Technical Adequacy of FBAs and BIPs: How are Schools Doing?Rose Iovannone and Kathy Christiansen, University of South Florida, Tampa, FLThis session will focus on an evaluative tool used to assess the quality of 100+ FBA/BIPs completed by school-personnel. Results and case examples will be discussed. All participants will receive a copy of the tool.

G10 Capitol 1Strands: Classroom; School-wide SystemsType: ResearchSecondary Interventions Within Multi-Tiered Models of Prevention Evidencing a Primary Behavioral PlanAllison Bruhn and Kathleen Lane, Vanderbilt University, Nashville, TNWe will review the literature base on secondary interventions conducted within multi-tiered models of prevention evidencing a primary behavioral plan. Topics addressed include: treatment integrity, student characteristics, and academic, behavioral, and social intervention outcomes.

G11 Capitol 3Strands: Individual Supports; Mental HealthType: Strategies/ToolsIt’s Not About Attention, It’s Not About Escape – It’s About PAINVictoria McMullen, Webster University, St. Louis, MO; Grace Francis, University of Kansas, Lawrence, KSThis session addresses functional assessment of and intervention with internal state variables causing pain/discomfort in indi-viduals having limited verbal communication skills. Tools and strategies for assessing physiological variables and intervening behaviorally will be discussed.

❑ G12 Capitol 7Strands: School-wide Systems; Ethics, Policy and Best Practice in PBSType: Strategies/ToolsImplementation School-wide PBS Policy in Los Angeles: Strategies, Techniques and ToolsLaura Zeff and Nancy Franklin, Los Angeles Unified School District, Los Angeles, CAThe purpose of this presentation is to provide lessons learned, tools and strategies used in the ongoing implementation of the Los Angeles Unified School District’s (LAUSD) Discipline Foundation Policy: School-Wide Positive Behavior Support.

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G13 Capitol 5Strands: Community; Early InterventionType: Strategies/ToolsUsing Data-Based Decision-Making for PW-PBS in Community Early Childhood ProgramsSusan Jack, Jack Consulting Group, Parsons, KS; Lise Fox, University of South Florida, Tampa, FL; Brendan Messmer, La Petite Academy, Ankeny, IAUsing data is fundamental to PBS, yet difficult for early child-hood programs. Presenters will discuss a variety of data systems and how they have been successfully used in Head Start and private child care centers.

❑ G14 Capitol 6Strands: Multi-cultural; School-wide SystemsType: Strategies/ToolsPBIS Indiana: Applying Culturally Responsive Practice to Positive Behavior SupportsHeather Ormiston and Michele Brentano, Center on Education andLifelong Learning, Indiana University Bloomington, Bloomington, IN;Lauren Shure, The Equity Project, Indiana University Bloomington, Bloomington, INParticipants will learn the practical ways culturally responsive pedagogy is infused into PBIS and will learn how to modify current school systems in order to meet the needs of culturally diverse students and families.

❑ G15 Mineral AStrands: Families; Individual SupportsType: Strategies/ToolsThe Effect of Parent Fidelity of Implementation on the Child’s Challenging BehaviorAmanda Little, University of Texas at Austin, Austin, TXThe presenter will report data collected on children’s challengingbehavior and video footage. The correlation between parent fidelityof implementation of the individualized interventions and child challenging behavior during various phases will be discussed.

G16 GraniteStrands: Training; Ethics, Policy and Best Practice in PBSType: Strategies/ToolsSupporting the Supporters: Virginia’s Effort to Maintain Quality ServicesMolly Dellinger-Wray, Carol Schall and Emily Helmboldt, Partnership for People with Disabilities, Virginia Commonwealth University, Richmond, VAPresenters will describe Virginia’s state-wide system of support provided to Endorsed Positive Behavior Support Facilitators and efforts to prevent professional burn out through ongoing com mu-ni cation, networking, professional development and emphasis on ethical practice.

G17 AgateStrand: Middle and High SchoolType: ResearchPerceptions of Students with Emotional and Behavioral Disorders: Strengths and School ExperiencesAndrea Flower, John McKenna and Christa Haring, University of Texas at Austin, Austin, TXSecondary students with EBD at several schools were inter-viewed in order to assess students’ perceptions of their own strengths and the facilitators and barriers of their school success. This presentation will discuss the initial findings.

G18 QuartzStrands: Positive Behavior Supports for Adults; Individual SupportsType: Strategies/ToolsThe Artists’ Exchange: Innovative Programming for Adults with Developmental DisabilitiesGreg Morro, Gateways to Change, Warwick, RIAn arts collaborative has cultivated a positive atmosphere which has reduced problematic behaviors and increased quality of lives. Specialized groups, creative programming, consumer altruism, and community integration have played key roles in its success.

session h11:30 A.M. – 12:45 P.M.H1 Centennial EStrands: Training; Individual StudentsType: Strategies/ToolsSupporting Implementation of Tertiary and Secondary Interventions: Lessons Learned Along the WaySharon Lohrmann, The Boggs Center–UMDNJ, New Brunswick, NJThis session will discuss the obstacles encountered and strategies we are using to support implementation of secondary and tertiary interventions. Our initiative’s training and coaching model, evaluation procedures, and next steps will be described.

❑ H2 Capitol 4Strands: Classroom; TrainingType: Strategies/ToolsIncreasing Teacher Use of Evidence-based Classroom Management Strategies: A Consultation ModelAshley MacSuga and Donald Briere, University of Connecticut,Storrs, CTIn this session, we will (a) describe issues in classroom manage-ment, (b) present results of recent studies using a consultation model to increase teacher use of evidence-based strategies, and (c) discuss tailoring support to teachers.

H3 Invited Presentation Centennial HStrand: School-wide SystemsThe Second Annual PBIS Film FestivalJessica Swain-Bradway, University of Oregon, Eugene, OR;Michael Kennedy, University of Kansas, Lawrence, KSThe Second Annual PBIS Film Festival will highlight school-developed PBIS videos from schools across the nation. Come celebrate the creativity of PBIS film makers and learn strategies for developing your own PBIS videos.

H4 Centennial GStrands: Academics; Middle and High SchoolType: Strategies/ToolsClass-wide Secondary Interventions for Secondary Teachers: Overlapping Strategies to Increase Student EngagementRegina Kearley, Auburn University, Auburn, AL; Ellen Duchaine and Patsy Nomvete, Georgia State University, Atlanta, GAEvidence-based secondary tier intervention strategies will be presented to middle and high school teachers to support universal principles of SW-PBS and to compliment a variety of teaching styles making implementation simple and results almost immediate.

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❑ H5 Centennial FStrands: Families; Autism Spectrum Disorder and Aspergers SyndromeType: ResearchThe Concession Process: Understanding Challenging Behavior in Autism Spectrum DisordersV. Mark Durand, University of South Florida St. Petersburg,St. Petersburg, FLThis talk will introduce the “concession process” as a new frame-work from which to understand how behaviors develop over time. Data from families will be described addressing how this concept can significantly improve treatment outcomes.

H6 Mineral D/EStrands: Classroom; Middle and High SchoolType: Strategies/ToolsUsing Hints, Cues and The Nudge to Promote Positive Behavioral ChoicesJeanne D’Haem, William Paterson University, Wayne, NJThis study examines the nudge as a tool to prompt students to choose appropriate behaviors. A nudge is not a mandate, it simply suggests a better choice. It is used in addition to incentives.

❑ H7 Mineral B/CStrand: School-wide SystemsType: Strategies/ToolsTraining Your Staff on PBIS (or RTI)? We’re Here to HelpJonathan Stewart, Jerri Sagers and Andrea Miller, Tooele County School District, Tooele, UT; Allan Whitmore, Canyons School District, Sandy, UT; Kathy Tatum and April Reynolds, Salt Lake City School District, Salt Lake City, UT; Mishele Carroll, Granite School District, Salt Lake City, UTThe presentation will consist of training materials with an accom-pany ing CD to assist school teams in implementing PBIS/RTI. This presentation will be applicable for schools of all demo-graphics and grades (K–12).

❑ Ð H8 Mineral F/GStrands: School-wide Systems; Mental HealthType: Strategies/ToolsImplementation of SW-PBIS in Alternative School Settings in the Denver Metro AreaPatricia Johnston and Lauren Ross, Denver Public Schools, Denver, COAlternative educational programs in Denver Metro are imple-menting SW-PBIS in creative and strategic ways to better meet the academic, behavior, and social-emotional needs of their students in order to keep them successfully engaged in school.

H9 Invited Presentation Capitol 2Strand: Early InterventionSystems Change in Early Intervention: Positive Behavior Support as a State-wide ApproachGlen Dunlap and Lise Fox, University of South Florida, Tampa, FL; Phil Strain, University of Colorado at Denver, Denver, COThis presentation will provide a discussion of issues related to ongoing initiatives designed to produce unified perspectives and programs in early childhood services throughout a number states' systems and agencies.

H10 Capitol 1Strands: School-wide Systems; Individual StudentsType: Strategies/ToolsA Tool to Guide Successful Implementation of Advanced Tiers of Behavior SupportKaren Childs and Don Kincaid, University of South Florida, Tampa, FL; Cynthia Anderson, University of Oregon, Eugene, ORLearn how the Benchmarks for Advanced Tiers (B.A.T.) can be used to guide schools and districts to successful implementation of behavior support at Tier 2 and Tier 3.

❑ H11 Capitol 3Strands: Individual Students; Multi-culturalType: ResearchIncreasing Validity at Tier 2: Making the Case for Brief Experimental AnalysisTracy Catalde, Brandman University, Walnut Creek, CA;Michael Elium, University of the Pacific, Stockton, CABrief experimental analysis is introduced as a strategy to increase experimental control of intervention design in Tier 2. Pre sen ta-tion includes a training segment as well as a review of progress monitoring data from several diverse learners.

❑ H12 Capitol 7Strands: Ethics, Policy and Best Practice in PBS; Individual SupportsType: Strategies/ToolsRedesigning Behavioral Support and Services for Students with DisabilitiesSusan Morris, Los Angeles Unified School District, Los Angeles, CAThe purpose of this presentation is to share the policy, tools and implementation strategy to improve instructional programs for students with disabilities who have behavioral challenges while creating an array of behavioral services for students.

❑ Ð H13 Capitol 5Strands: Early Intervention; FamiliesType: Strategies/ToolsAn Interactive Journey of the Development and Implementation of Behavior Support PlansJohanna Berry Wasser, University of Colorado Denver, Denver, CO; Virginia Kile and Robin Snyder, Pyramid Plus Certifying Site, Norwood, COA team of technical assistant, coach, and preschool teacher will guide you through the development of a behavior support plan featuring real life examples of family involvement, team roles, and skill building for the student.

❑ H14 Capitol 6Strands: Autism Spectrum Disorder and Aspergers Syndrome; ClassroomType: Strategies/ToolsPractical Strategies for Supporting Students with Asperger Syndrome in General EducationSmita Mehta and Lindsey Eason, University of North Texas, Denton, TXThis presentation provides practical and evidence-based strategiesfor elementary, middle and high school teachers to enable them toeffectively support students with Asperger Syndrome in general education environments.

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❑ H15 Mineral AStrands: Individual Students; ClassroomType: Strategies/ToolsDeveloping Crisis Plans for Escalating BehaviorSylvia Martinez, Los Angeles Unified School District, Los Angeles, CAStudents with escalating behavior can benefit from the imple men-tation of crisis plans which incorporate proactive and evidence-based interventions. Sample crisis plans will be developed to guide school teams in defusing escalating behaviors safely.

H16 GraniteStrand: School-wide SystemType: ResearchEvaluation of Pennsylvania’s SWPBS Initiative in 33 SchoolsTimothy Runge, Mark Staszkiewicz, Rick Boyle and Melissa Gilroy, Indiana University of Pennsylvania, Indiana, PA; James Palmiero and Ronald Sudano, Pennsylvania Training and Technical Assistance Network, Pittsburgh, PA; Tina Lawson, Pennsylvania Training and Technical Assistance Network, King of Prussia, PAOutcomes related to implementation of SWPBS in 33 Penn syl-vania schools revealed desired trends regarding school climate and safety, office discipline referrals, and reductions in restrictive special education placements. Academic effects of SWPBS are also reviewed.

H17 AgateStrands: Early Intervention; School-wide SystemsType: ResearchAssessing Positive Behavior Support in Childcare CentersElizabeth Steed, Georgia State University, Atlanta, GAThis presentation will review a study on the impact of PBS training in inner city childcare centers. Discussion of the results will include the current status of PBS implementation and training needs in childcare centers.

❑ H18 QuartzStrands: Training; CommunityType: Strategies/ToolsPractical Solutions for Supporting People with Disabilities and Alzheimer’sWarren Bird and Dave Mackowski, State of Oregon, Salem, ORThis session will introduce the application of Positive Behavior Support adapted for people with disabilities who have been diagnosed with Alzheimer’s or Dementia.

session i2 P.M. – 3:15 P.M.I1 Invited Presentation Centennial EStrand: School-wide SystemsBuilding Tier 2/3 Capacity Within a School-wide System of PBISLucille Eber and Kimberli Breen, IL PBIS Network, La GrangePark, ILParticipants will learn how their schools/districts can organize Tier 2/3 systems and develop capacity for effectively supporting students with more complex emotional/behavioral needs. System tools to guide Tier 2/3 implementation will be shared.

I2 Capitol 4Strands: Ethics, Policy and Best Practice in PBS; TrainingType: ConceptualPBIS Minnesota: Scale UP! Common Principals of Effective PracticeEric Kloos and Ellen Nacik, Minnesota Department of Education, Roseville, MNMinnesota is working with the Centers on PBIS and State Imple mentation & Scaling-up of Evidence-based Practices (SISEP) to establish infrastructure to expand PBIS to scale. This presentation shares Minnesota’s learning curve towards sustained PBIS implementation.

I3 Featured Speaker Centennial HStrand: Targeted GroupAdvanced Training on the Behavior Education Program (BEP): A Check-in, Check-out InterventionLeanne Hawken, University of Utah, Salt Lake City, UT;Mishele Carroll, Granite School District, Salt Lake City, UTThis presentation will be an interactive training for schools that have experience implementing the BEP/CICO intervention. Audience members should come with questions and be ready to share experiences regarding effective implementation.

I4 Centennial GStrands: School-wide Systems; Individual StudentsType: Strategies/ToolsDirect Behavior Rating (DBR): Progress Monitoring within a Multi-tiered Behavioral Support ModelRose Iovannone, University of South Florida, Tampa, FL;T. Chris Riley-Tillman, East Carolina University, Greenville, NC; Lori Lynass, University of Washington, Seattle, WAA consistent behavioral data system is essential for monitoring student response to interventions. Presenters will discuss the use of Direct Behavior Ratings, a feasible, practical, and acceptable method of progress monitoring within multi-tiered behavioral supports.

I5 Centennial FStrands: Research Topics and Grant Writing; Early InterventionType: ResearchAn Experimental Evaluation of Implementing PBS in Early Childhood Special Education ClassroomsLise Fox and Denise Binder, University of South Florida, Tampa, FL; Mary Louise Hemmeter, Vanderbilt University, Nashville, TN;Pat Snyder, University of Florida, Gainesville, FLPresenters will describe a randomized experiment on the im ple-men tation of the Teaching Pyramid Model in preschool class-rooms. Topics will include: data-driven coaching and teacher implementation fidelity; classroom and child outcome measures; and research outcomes

I6 Mineral D/EStrands: Ethics, Policy and Best Practice in PBS; Autism Spectrum Disorder and Aspergers SyndromeType: ConceptualEthical Behavioral Treatment of Children and Adolescents with Disabilities in Community SettingsNan Perrin, Stephanie Thorne and Diane Bannerman Juracek, Community Living Opportunities, Lawrence, KSParticipants will engage in discussion of ethical behavioral and professional standards. Multimedia scenarios will center on the application of those standards during consultation in homes, schools, residential and day centers.

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❑ I7 Mineral B/CStrands: Classroom; Individual StudentsType: Strategies/ToolsA Tier 2 Intervention to Address Challenging Behaviors in Young ChildrenAnnemieke Golly, Oregon Research Institute, Eugene, ORFive universal principles of positive behavior support are discussed. Implementation and demonstrations, as well as the main functions of weak and non-responders in small and large group settings are shared. Positive strategies will be provided.

❑ I8 Mineral F/GStrands: Middle and High School; School-wide SystemsType: Strategies/ToolsNo PBS Funding – No Problem – Make Normal High School Routines PBS InitiativesBilly Mims, C.E. Jordan High School, Durham, NCThis session is for any administrator at the school building level who wants to get PBS started at their school with little or no budget for PBS Initiatives.

❑ I9 Capitol 2Strands: Positive Behavior Supports for Adults; CommunityType: Strategies/ToolsResidential Services Using PBS: Lessons From Wins and LossesJeffrey Vogt, Beyond Abilities LLC, Abrams, WILearners will get strategies in writing a positive behavior support plan for people receiving residential services. Learners will get data that was successful for people in residential settings. Learners will get lessons from losses!

I10 Capitol 1Strands: Families; Autism Spectrum Disorder and Aspergers SyndromeType: ResearchSystems Factors in Families Coping with ASD: Marital and Parental VariablesCaitlin Walsh, Megan Tudor, Emile Mulder and Lauren Moskowitz, Stony Brook University, Stony Brook, NYFamily systems factors influence effective treatment for children with autism. Recent findings pertaining to divorce rate, maternal stress, marital satisfaction, paternal involvement, and parental psychopathology are discussed in relation to treatment and quality of life.

I11 Capitol 3Strands: Multi-cultural; School-wide SystemsType: Strategies/ToolsDisproportionate Suspensions of African American Youth: The Shame and The PromiseNancy Franklin and Laura Zeff, Los Angeles Unified School District, Los Angeles, CAData on suspensions of African American students indicate Dis proportionality in LAUSD. Participants will have an opportunity to review the data, the commitment to action and action plans; explore the successful strategies and evaluate suspension alternatives.

I12 Capitol 7Strands: Classroom; TrainingType: Strategies/ToolsCoaching the Paradigm ShiftHeather Hatton, Texas A&M University, College Station, TXStruggling to convince teachers to adopt PBIS practices in the classroom? This session provides strategies and resources to empower teachers to create and maintain positive, productive classroom environments and manage student behavior.

I13 Featured Presentation Capitol 5Strands: Individual Students; School-wide SystemsType: Strategies/ToolsTargeted Level Supports: A District ModelBrenda Scheuermann, Texas State University, San Marcos, TX; Carolyn Gordon, Cheryl Roitsch, Laura Pustejovsky, Dollie Coleman, Kyle Poenitzsch, Jerrell Barron and Laura Motal, El Campo Independent School District, El Campo, TXThis session describes a district-wide model for behavior supports.Features include a district Behavior Interventionist to coordinate behavior supports, and campus Behavior Coaches for targeted supports. Efficacy data for high-needs students will be presented.

❑ I14 Capitol 6Strands: School-wide Systems; AcademicsType: ResearchPBS Research and Issues in Tennessee: Primary, Secondary and Tertiary LevelsKathleen Lane and Wendy Oakes, Vanderbilt University, Nashville, TN; Leia Blevins and James Fox, East Tennessee State University, Johnson City, TN; Tara Moore, University of Tennessee, Knoxville, TNThese presentations address research data from two state-funded PBS projects in Tennessee regarding issues of identification and intervention at the primary, secondary and tertiary levels. Discus sant reactions and audience questions and answers are also provided.

I15 Mineral AStrands: Multi-cultural; School-wide SystemsType: ResearchCapping the Pipeline? School-wide PBS Fidelity and Disproportionality in Discipline OutcomesTherese Sandomierski, University of South Florida, Tampa, FLImplementation of SW-PBS does not guarantee equitable out-comes for minority students. This presentation will share the outcomes of a study which examined whether implementation fidelity is related to disproportionate outcomes, and offer tips for implementation.

❑ I16 GraniteStrand: Middle and High SchoolType: Strategies/ToolsImplementing and Sustaining PBS in Urban Middle SchoolsAngela Thomas and Eric Scott, Oak Park School District, Oak Park, MIAre you interested in implementing and sustaining PBS in urban middle schools? This session will provide secondary admini stra-tors and teachers with the steps needed for implementing and sustaining PBS to increase student learning.

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❑ I17 AgateStrands: Classroom; Early InterventionType: Strategies/ToolsPreventing Kindergarten School Refusal Behavior: A Positive Approach with Zanda the PandaChristian Sabey and Miriam Bales, Salt Lake City School District, Salt Lake City, UT; Benjamin Springer, Park City School District, Park City, UTThis presentation addresses the theoretical foundations and practical applications of a school-refusal prevention program for kindergarten students. The program is based on social learning, social stories, cognitive behavioral principals and the work of Christopher Kearney.

❑ I18 QuartzStrands: Autism Spectrum Disorder and Aspergers Syndrome; Individual SupportsType: Strategies/ToolsSelf-Monitoring and Social Skills Instruction for Students with ASDCarol Ann Davis and Meaghan McCollow, University of Washington, Seattle, WAThis presentation will examine the utility of individualized self-monitoring strategies used in conjunction with social skills instruc tion to influence the performance and generalization of social skills in a school setting.

session J3:30 P.M. – 4:45 P.M. J1 Invited Presentation Centennial EStrand: ClassroomThe Nuts and Bolts of Preventative Classroom Management: PBS in the ClassroomTim Knoster, Bloomsburg University, Bloomsburg, PAThis presentation will highlight effective instructional practices that facilitate both responsible and respectful student behavior in the classroom. The importance of preventative teaching practices will be highlighted with practical strategies shared throughout the invited session.

❑ J2 Capitol 4Strand: ClassroomType: ResearchTeachers’ Use of Praise and Reprimands: Implications for PBIS for the ClassroomTara Moore, University of Tennessee, Knoxville, TN; Joseph Wehby, Vanderbilt University, Nashville, TNPresenters will describe results from classroom-based obser va tionsof teachers’ use of praise and reprimands for students identified to exhibit problem behaviors. Implications for pro moting student engagement and reducing problem behaviors will be discussed.

J3 Invited Presentation Centennial HStrand: School-wide SystemThe Keystone of Success in SWPBS: Developing and Sustaining Effective Leadership TeamsBridget Walker, Seattle University, Seattle, WAStrong, effective leadership teams don’t just happen. This session will discuss strategies that support meaningful progress monitor-ing of key SWPBS practices while also strengthening the skills, cohesion and effectiveness of the entire leadership team.

J4 Centennial GStrands: Classroom; AcademicsType: ResearchPreparing Pre-Service and In-Service Teachers to Effectively Implement Response to InterventionCarolynne Gischel and Lynn Wilder, Florida Gulf Coast University, Fort Myers, FLPresenters will describe key skills needed for general and special educators to effectively implement a response to intervention model; teacher self-perception preparedness in these skill areas; and recommendations for addressing skill gaps.

J5 Centennial FStrands: Training; Individual SupportsType: Strategies/ToolsHigh Fidelity: Implementing PBS Intervention Practices Effectively with ConsumersAmanda Little, University of Texas, Austin, TX; Nan Perrin, Community Living Opportunities, Lawrence, KS; Shonda Anderson and Kelcey Schmitz, University of Kansas, Lawrence, KSFidelity checklists developed for a state-wide PBS training program, video clips illustrating intervention implementation fidelity in family routines, and aggregated fidelity data for 50 training cases and 20 “real-world” cases will be presented.

J6 Mineral D/EStrands: Ethics, Policy and Best Practice in PBS; School-wide SystemsType: Strategies/ToolsThe Missouri Data Profile: Moving Beyond the Black Hole of Data ReportingNanci Johnson, Mary Richter and Nicholas Gage, University of Missouri–Columbia, MOMissouri SW-PBS has developed a web-based MO SW-PBS School Data Profile. The data fields align with guiding docu-ments from the National PBIS Center, providing opportunities for data analysis at the school, district and statewide levels.

❑ J7 Mineral B/CStrand: School-wide SystemsType: Strategies/ToolsScreening for Emotional/Behavioral Risk Within Systems of School-wide Positive Behavior SupportsJim Artesani and Brian Cavanaugh, University of Maine, Orono, MEBehavioral screening is a core component in effective systems of early identification and provision of timely intervention. This presentation describes the development and implementation of systematic screening procedures in rural Maine schools.

J8 Mineral F/GStrands: Individual Supports; Autism Spectrum Disorder and Aspergers SyndromeType: Strategies/ToolsTraining Parents to Implement Intervention with Their Child with Autism Spectrum DisorderDawn Hendricks and Maria Beck, Virginia Commonwealth University, Richmond, VAThis presentation will describe steps for providing training to parents as they implement interventions with their child. A descrip tion of key considerations for training, supporting research, and application through a case study will be provided.

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Ð J9 Capitol 2Strands: Classroom; School-wide SystemsType: Strategies/ToolsTEACH Disrespectful Students to be Respectful and Unmotivated Students to be MotivatedMilcah Hawk, San Luis Valley BOCES, Del Norte, COWith the numerous low level interruptions teachers experience each day, precious instructional time is last. These strategies canenhance learning, reduce teacher stress, and dramatically decreasethe number of student referrals.

J10 Capitol 1Strands: School-wide Systems; ClassroomType: Strategies/ToolsInnovations in Self-Determination and PBIS: An Integrated Approach to Dropout PreventionJohn McNaught, Virginia Department of Education, Richmond, VA; Teresa Cogar, James Madison University, Harrisonburg, VAThis session will explore the relationship between self-determination and PBIS as it pertains to the three-tiered intervention logic. Participants will explore tools created by VDOE that can be used at all levels of support.

❑ J11 Capitol 3Strands: Multi-cultural; School-wide SystemsType: Strategies/ToolsBuilding and Sustaining Culturally Responsive PBIS Systems in Large Urban SettingsSatish Moorthy, New York City Department of Education,New York, NYThis presentation explores PBIS implementation in New York City, from urban policy and funding considerations to building culturally responsive school-based systems that support all students, including students with disabilities and culturally and linguistically diverse students.

J12 Capitol 7Strands: School-wide Systems; Middle and High SchoolType: Strategies/ToolsUse of Universal Behavior Screen as Proactive Approach to District RtI-B ImplementationPamela Bruening, Collier County Public Schools, Naples, FL;Jay Burcham, Leaps, Austin, TXIn an effort to be more proactive in their approach to imple-menting RtI-Behavior, a school district with 100 percent PBS implementation implemented a universal behavior screen in addressing students’ needs prior to discipline referrals.

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Morning session8:30 A.M. – 12:30 P.M. SWK 101 Centennial EStrand: Individual StudentThe A-B-Cs of Functional Behavior Assessment and Behavior Support Plans: Getting StartedTim Knoster, Bloomsburg University, Bloomsburg, PAThis half-day workshop will help develop introductory skills in conducting a Functional Behavior Assessment and, in turn, design a student/client-centered Behavior Support Plan.

SWK 102 Centennial FStrand: Targeted GroupSocial Skills Instruction at the Elementary LevelLori Newcomer, University of Missouri, Columbia, MOSocial competence is a key component to success in school. This half-day workshop focuses on methods, procedures, guidelines, resources and recommended best practices for assessing and teaching social skills at the elementary level.

SWK 104 Centennial GStrand: Individual StudentSWIS, CICO-SWIS and ISIS-SWISCeleste Rossetto Dickey, Anne Todd and Katie Conley, University of Oregon, Eugene, ORThis presentation will provide an overview of the new SWIS application, ISIS-SWIS (Individual Student Intervention System). ISIS-SWIS Readiness Requirements, Data Entry and Report Generation will be covered in the morning session.

SWK 106 Centennial AStrand: ClassroomClass-wide Positive Behavior SupportBrandi Simonsen, University of Connecticut, Storrs, CTIn this workshop, participants will (a) learn critical features of evidence-based classroom management, (b) assess these features in a classroom with which they are familiar, and (c) develop a classroom action plan to support implementation.

SWK 107 Centennial DStrand: School-wide SystemsSWPBS: Taking the Journey Through Initial ImplementationSusan Barrett, Sheppard Pratt Health System, Baltimore, MDParticipants will learn about the critical features of SW PBS as well as the Professional Development Blueprint including information about district readiness, school readiness, behavior support coaches, new team training process, and materials.

SWK 108 Centennial HStrand: FamiliesPositive Behavior Support For Families: Effective Strategies to Address Your Child’s BehaviorAmy McCart, University of Kansas, Lawrence, KS; Diane Bannerman Juracek, Community Living Opportunities, Lawrence, KSThis workshop focuses on hands-on Family Positive BehavioralSupport strategies for use in the home and community. It includesresearch based interventions and completion of a simplified func-tional assessment for immediate implementation in the home.

SWK 109 Mineral B/CStrand: School-wide SystemsPositive Behavior Support and Response to Intervention for Behavior: Systems Level PlanningHeather Peshak George, University of South Florida, Tampa, FL;Steve Goodman, Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), Holland, MIParticipants with prior implementation experience with Response to Intervention will learn how to build a comprehensive system to support ongoing problem-solving, student identification and progress monitoring of behavior and academics across schools, districts and state.

SWK 110 Centennial BStrand: Targeted GroupThe Behavior Education Program: A Check-in, Check-out Intervention for Students at RiskLeanne Hawken, University of Utah, Salt Lake City, UTThe Behavior Education Program (BEP) is an evidenced-based, Tier 2 behavior intervention for student’s at risk. This workshop will provide participants with the tools to develop the inter-vention to fit the culture of their school.

SWK 111 Mineral D/EStrand: Individual StudentPrevent-Teach-Reinforce Model: A Tier 3 Behavior Intervention That Really Works!Rose Iovannone and Kathy Christiansen, University of South Florida, Tampa, FL; Kelly Wilson, University of Colorado at Denver,Denver, COThis session will describe a teacher-friendly research supported process conducted with 200+ school-based teams. Participants will learn PTR steps, view student case examples, and obtain tools that have been proven useful to school teams.

SWK 112 Centennial CStrand: School-wide SystemsRace is Not Neutral: Addressing Disproportionality in School DisciplineRussell Skiba and Shana Ritter, Equity Project at Indiana University, Bloomington, INThis workshop will present information on what we know about disproportionality in school discipline, and a four-step process of culturally responsive PBIS that can guide schools and school districts in addressing racial and ethnic disparities.

SWK 113 Mineral F/GStrand: Individual SupportsSupporting Self-Determination Within the Context of Natural RoutinesFredda Brown, Queens College, City University of New York, Flushing, NYThis presentation will discuss the importance of self-determination for individuals with severe disabilities. Discussion will focus on how to increase support for self-determination in daily routines, identification of behavioral objectives, systematic instruction, and behavioral support.

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AFTernoon session1 P.M. – 5 P.M.SWK 103 Centennial FStrand: Targeted GroupSocial Skills Instruction at the Secondary LevelLori Newcomer, University of Missouri, Columbia, MOSocial competence is a key component to success in school. This half-day workshop focuses on methods, procedures, guidelines, resources and recommended best practices for assessing and teaching social skills at the middle and high school.

SWK 105 Centennial GStrand: TrainingTeam Initiated Problem Solving (TIPS)Anne Todd, Celeste Rossetto Dickey and Katie Conley, University of Oregon, Eugene, ORThe TIPS model is a framework for implementing effective meeting operations and using data for decision making. The training will provide resources for leading TIPS training: Team Foundations and the Problem Solving Process.

AAdamson, Reesha 24Adkins, James 20Aery, Mary 18Aikins, Brigit 23Alexander, Andrea 12Anderson, Cynthia 28Anderson, Darlene 22Anderson, Jim 23Anderson, Shonda 31Andrus, Natalie 22Antosh, Anthony 22Artesani, Jim 31

BBales, Miriam 31Bambara, Linda 15Banks, Andre 21Barbosa, Jason 20Barnes, Harry 17Barrett, Susan 16, 33Barron, Jerrell 30Barton, Erin 14, 20Basu, Semonti 12, 17Bauserman, Adam 21Beck, Maria 18, 31Becker-Cotrill, Barbara 18Beckman, Alexandra 19Beiswinger, Jeffrey 25BenChaabane, Delia 18Benito, Nila 18Binder, Denise 29Bird, Warren 11, 29Blevins, Leia 30Blonk, Anita 16Blum, Craig 26Boer, Paul 25Bohanon, Hank 10Borgmeier, Chris 10, 25Boyle, Rick 29Bradley, Linda 25Bradshaw, Catherine 12Breen, Kimberli 29Brentano, Michele 13, 27Brewer, Robin 10Brewer, Tammy 17Briere, Donald 27Briggs, Alissa 23Brinz, John 23

Brown, Fredda 33Brown, Vickie 24Bruening, Pamela 10, 32Bruhn, Allison 26Brummett, Wallace 13Bryant-Claxton, Beth 19Bunsen, Teresa 11, 13, 17Burcham, Jay 32Burgess, Clare 15Burke, Mack 19, 23Burke, Ray 22Burnette, Karan 19Butz, Janet 13, 17

CCalder, James 18Campbell, Donna 20Capizzi, Andrea 19Carranco, Zarah 11Carroll, Mishele 28, 29Catalde, Tracy 16, 28Cavanaugh, Brian 31Cave, Megan 19Chen, Pei-Yu 11Cheney, Douglas 13Childs, Karen 11, 28Christiansen, Kathy 26, 33Chuang, Wan-Ting 22Clancy, Michaela 25Cogar, Teresa 32Coleman, Dollie 30Coleman, Dustin 13Conley, Katie 19, 33, 34Corso, Robert 21Cox, Meredith 21Creech, Justin 10Currie, Sue 13, 17

DDavis, Carol Ann 31Davis, Heather 23Davis, John 23Debrah-Sheppard, Joyce 11de Leon, Regina 20Dellinger-Wray, Molly 10, 27Deloach, Thurma 17De Pry, Randall 10Detrich, Ronnie 25

D’Haem, Jeanne 28Dickey, Celeste Rossetto 9, 19, 33, 34

DiGangi, Samuel 17, 23Doren, Bonnie 23Dowd-Eagle, Shannon 22Drake, Jonathon 11, 15, 26Duchaine, Ellen 19, 27Dunlap, Glen 28Durand, V. Mark 28

EEagle, John 22Eason, Lindsey 28Eber, Lucille 11, 26, 29Elium, Michael 16, 28Ellis, Melisa 22Emter, Kathy 13Ennis, Robin 19Enyart, Matt 23Everett, Susannah 20

FFallon, Lindsay 11, 13, 20Farrell, Anne 22Fenning, Pamela 23Ferro, Jolenea 17Fisher, Janet 26Fisher, Marisa 19Flammini, Ami 26Flannery, Brigid 23Fleisher, Lisa 24Flores, Yadira 17, 23Flower, Andrea 27Fogarty, Melissa 23Forton, Mary Beth 22Fox, James 30Fox, Lise 27, 28, 29Francis, Grace 18, 26Franklin, Nancy 26, 30Freeman, Rachel 11, 13

GGage, Nicholas 14, 15, 24, 31Garceau, Blair 13Garrison-Kane, Linda 19George, Heather Peshak 16, 24, 33George-Nichols, Nancy 17Gilroy, Melissa 29

Gischel, Carolynne 22, 31Goei, Sui Lin 16, 19Golly, Annemieke 30Gonzalez, Liana 22Goodman, Steve 9, 33Goodwin, David 19Gordham, Kelley 12, 16Gordon, Carolyn 30Gould, Kathy 20, 25Graham, Judy 20Gulchak, Daniel 17, 23

HHaasen, Mariette 24Hagan-Burke, Shanna 12Hanken, Larry 15Hansen, Blake 16Haring, Christa 27Harmon, Corinne 10Hatton, Heather 30Havercroft, Kathryn 15Hawk, Milcah 32Hawken, Leanne 29, 33Haydon, Todd 15, 19Haynes, Heather 21Hays, Charlotte 18Healey, Devin 21Helmboldt, Emily 10, 27Hemmeter, Mary Louise 29Hendricks, Dawn 18, 31Herrman, Leo 21Hershfeldt, Patricia 12Hertner, Courtney 14Hicks, Kira 23Hieneman, Meme 18Hirn, Regina 13Hoge, Matthew 20Horner, Rob 13, 16Howland, Allison 15Hoyle, Carol 19Hume, Amanda 13Hunt, Mary 12Hutchins, Nancy 21Huzinec, Chris 21

IIovannone, Rose 17, 26, 29, 33

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Index of PresentersJJack, Susan 27Jannasch-Pennell, Angel 17, 23Janney, Donna 17Jewell, Kelly 20Joannou, Kristin 21Johnson, Nanci 31Johnston, Patricia 28Jolivette, Kristine 9, 16, 19Jones, Beth 23Juracek, Diane Bannerman 29, 33

KKearley, Regina 27Kelk, Michele 17, 20, 25Kennedy, Michael 10, 22, 24, 27Kern, Lee 25Khan, Zafrullah 18, 21Kile, Virginia 28Kimling, Kat 13Kincaid, Don 25, 28King-Peery, Karolyn 22Kloos, Eric 29Knoster, Tim 31, 33Kokina, Ansastasia 15Kummer, Alicia 14Kunsch, Cathy 15

LLaino, Kate 12Lane, Candace 19Lane, Kathleen 19, 21, 24, 26, 30Lannie, Amanda 15Larson, Amelia Van Name 11Larson, Laura 12Lawson, Tina 29Leaf, Phillip 12Leboeuf, Lisa 22Leeds, Betsy 21Lewis, Tim 14, 16, 25Little, Amanda 18, 27, 31Lohrmann, Sharon 26, 27Loman, Sheldon 10, 25Lorenzen, Kristi 14Lovelace, Horace 17Lucyshyn, Joseph 9Lynass, Lori 13, 29

MMackowski, Dave 11, 29MacSuga, Ashley 27Mahan, Martha 17Malloy, JoAnne 10, 11, 15, 26Maraffa, Doug 21March, Amanda 25Marquez, Brion 12, 21Marquez, Jessie 21Martin, Susan 19Martinez, Stephanie 16, 26Martinez, Sylvia 29Martino-Brewster, Grace 12, 17Mason, Alex 22Mathews, Susanna 13Mayberry, Marjorie 18McArdle, Lauren 23McCamish, Cayce 14McCart, Amy 33

McCarthy, Scott 20McClowry, Sandee 13McCollow, Meaghan 10, 31McConnell, Mary 24McCurdy, Barry 15McDaid, Patricia 18McDaniel, Sara 9Mc Gough, Kiki 12, 22McGrath, Mimi 23McIntosh, Kent 13McKenna, John 27McMahon, Scott 26McMullen, Victoria 26McNaught, John 32Meek, Melissa Collier 22Mehta, Smita 20, 28Messmer, Brendan 27Miller, Andrea 28Miller, Terri 15Mills, Karmen 10Mimmack, Jody 24Mims, Billy 30Mitchell, Barbara 15Mitchell, Wayne 19Mitchiner, Melinda 21Moore, Margaret 10Moore, Tara 19, 30, 31Moorthy, Satish 32Morano, Valerie 12Morris, Susan 28Morro, Greg 27Moskowitz, Lauren 30Motal, Laura 30Mueller, Tracy 10, 14Mulder, Emile 30Musco, Ashley 22Myers, Diane 22

NNacik, Ellen 29Nelson, C. Michael 9, 16Nethercut, Jane 12, 17Newcomer, Lori 11, 13, 14, 33, 34Niezen, Richard 10Nkomo, Lavonne 22Nomvete, Patsy 19, 27Novosel, Leslie 18

OOakes, Wendy 21, 24, 30Oats, Rob 22O’Keeffe, Breda 13Ormiston, Heather 27Osborn, Carrie 26

PPalmer, Allyson 21Palmiero, James 29Parker, Richard 12Parkhurst, Stephanie 10Parr, Joan Ledvina 15Pasquale, Lea Ann 22Payne, Tara 23Pell, Karen 12Pennefather, Jordan 21Perez, Christie 16Perrin, Nan 23, 29, 31

Pisecco, Stewart 21Poenitzsch, Kyle 30Pons, Shelby 22Predy, Larissa 13Pressler, Kate 11Pustejovsky, Laura 30

RRandall, Kellie 22Ray, Julie 20Redclift, Darlene 23Reinke, Wendy 17Reynolds, April 28Rice, Craig 18Richter, Mary 31Riffel, Laura 16Riley-Tillman, T. Chris 29Ringle, Jay 22Ritter, Shana 33Rogers, Paul 12Roitsch, Cheryl 30Rollenhagen, Jennifer 9Rosenberg, Michael 12Ross, Lauren 28Ross, Scott 11Runge, Timothy 29Ryan, Gregory 13, 17

SSabey, Christian 31Sage, Gloria 18Sage, Jenna 14Sagers, Jerri 28Sandomierski, Therese 16, 30Sanetti, Lisa Hagermoser 20Savage, Michele 12Saxena, Mamta 22Schall, Carol 10, 15, 27Scheuermann, Brenda 9, 30Schmitz, Kelcey 23, 31Schoorel, Bob 16Scott, Eric 30Scott, Jennifer 14Scott, Terrance 9, 12, 13Sechrest, Richard 12Shackelford, Pamela 26Shook, Jeni 13Shure, Lauren 27Sievers, Phil 12Simonsen, Brandi 9, 33Skiba, Russell 33Smith, Jeffery 17Smith, Sunne-Ryse 26Smolkowski, Keith 12Snyder, Pat 29Snyder, Robin 28Sprague, Jeffrey 16, 21, 24Sprick, Randy 24Springer, Benjamin 31Staszkiewicz, Mark 29State, Talida 25Steed, Elizabeth 29Steensen, Becky 21Stewart, Jonathan 28Stormont, Melissa 15Strain, Phil 28Sudano, Ronald 29

Sugai, George 9, 11, 13Sullivan, Edmund 23Sullivan, Elizabeth 22Sumi, Carl 14Swain-Bradway, Jessica 22, 23, 27Sweeney, Holly Morsbach 21

TTatum, Kathy 28Taylor, Kathleen 17Taylor, Roben 18Thier, Kimberly 23Thomas, Angela 30Thoms, John 17Thorne, Stephanie 14, 29Tidd, Simon 12Tobin, Tary 25Todd, Anne 16, 33, 34Truckenmiller, Adrea 15Tsai, Shu-Fei 23Tucker, Michael 18Tudor, Megan 30Turner, Michael 9Turton, Amina 11, 20

VVanBlaricom, Linda 19Vanderbosch, Kelly 23Vannest, Kimberly 10, 12, 23Vincent, Claudia 25Vogt, Jeffrey 30

WWalker, Bridget 25, 31Walsh, Caitlin 30Wang, Eugene 9Ward, Natalia 19Washburn, Sandy 13Wasser, Johanna Berry 28Wehby, Joseph 31Weingarth, Debra 18Wendt, Adam 12West, Elizabeth 11Westling, David 15White, Michelle 10, 16Whitmore, Allan 28Wichers-Bots, José 16Wilder, Lynn 22, 31Williams, Claire 18Williams, Jacqueline 19Wills, Howard 16Wilson, Erin 19Wilson, Kelly 33Winneker, Anna 26Wonnacott, Ailsa 10Wood, Brenna 9, 17Woodbridge, Michelle 14

YYeaton, Pamela 12

ZZappone, Marisa 17Zeff, Laura 26, 30Ziegler, Jeff 13Zimney-Villegas, Theresa 13Zimprich, Lisa 14

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ThursdAY, MArch 10, 2011Time Session Name/Number Location

8 a.m. Welcome/Keynote Session Centennial A–D9:30 a.m. Session A11 a.m. Session B12:15 p.m. Lunch Break Food Concessions for Sale in Centennial Foyer12:15 p.m. APBS Open Forum Centennial E12:15 p.m. APBS Networks Meeting Centennial E1:30 p.m. Session C3 p.m. Session D4:30 p.m. Session E6:30 p.m. Reception/Poster Session Centennial A–D

FridAY, MArch 11, 2011Time Session Name/Number Location8:30 a.m. Session F10 a.m. Session G11:30 a.m. Session H12:45 p.m. Lunch Break Food Concessions for Sale in Centennial Foyer2 p.m. Session I3:30 p.m. Session J

sATurdAY, MArch 12, 2011Time Session Name/Number Location8:30 a.m. Morning Skill-Building Workshops1 p.m. Afternoon Skill-Building Workshops

noTes______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Hotel Floor PlanTHIRD FLOOR

FOURTH FLOOR

Join us next year at the...

Breakout Sessions,Networking,Skill-BuildingWorkshops,Posters,Exhibits

March 15–17, 2012 | Atlanta, Georgia

Expanding World of PBS:SCIENCE, VALUES, AND VISION

The9th INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT

Hyatt Regency Atlanta on Peachtree Street265 Peachtree St., NE

Atlanta, GA 30303

Watch for Call for Papers in June 2011

agenda - · pdf fileagenda-at-a-glance positive behavior support: the expanding world of pbs:...

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