time day strand lead presenter name lead presenter affiliation tecbd schedule... · time day strand...

Time Day Strand Lead Presenter Name Lead Presenter Affiliation

1:00 Friday Allison Bruhn University of Iowa

3:00 Thursday Evidence Based Practices

Allison Bruhn University of Iowa

1:00 Friday Tier 2 Amanda S. Hilsmier Samford University

9:00 Friday Amy Ruhaak University of Hawaii

9:00 Friday Academic & Behavioral Interventions

Andrea Flower The University of Texas at Austin

3:00 Thursday Academic & Behavioral Interventions

Andrew Wiley Kent State University

9:00 Thursday PRECONFERENCE Ashley Hare Arts Education Program Director, City of Phoenix Office of Arts and Culture

5:00 Thursday Ashley Lower Brigham Young University

2:00 Friday Tier 2 Ashley S. MacSuga-Gage

University of Florida

10:00 Friday Ashley S. MacSuga-Gage


TECBD 2015 Conference Presenter Schedule

3:00 Thursday Academic &

Behavioral

Interventions

Ashley S. MacSuga-

Gage


3:00 Thursday Aydin Bal University of Wisconsin-

Madison

4:00 Friday Evidence Based

Practices

Barbara Mitchell University of Missouri

3:00 Thursday Research to Practice Bridget Walker Sound Supports

4:00 Thursday Research to Practice Bridget Walker Sound Supports

1:00 Friday Academic &

Behavioral

Interventions

Brittany L. Hott Texas A&M-Commerce


Practices

Candace Gann University of Texas San Antonio

5:00 Friday Carl Liaupsin University of Arizona

11:00 Saturday Carl Liaupsin University of Arizona


Practices

Catherine P. Bradshaw University of Virginia


Behavioral

Interventions

Chris Schwilk Shippensburg University

10:00 Friday Juvenile Justice Christina Bosch University of Massachusetts

5:00 Friday Research to Practice Christina Crowe University of Massachusetts

Dartmouth


Behavioral

Interventions

Corey Peltier Texas A&M

9:00 Saturday Academic &

Behavioral

Interventions

Crystal Summers Arizona State University

9:00 Thursday PRECONFERENCE Daniel Gulchak KOI Education


Practices

Daniel M. Maggin University of Illinois at Chicago

2:00 Friday Shores Daniel M. Maggin University of Illinois at Chicago


Behavioral

Interventions

David J. Royer University of Kansas

2:00 Friday Research to Practice Debbie Brooks Penn State

3:00 Friday Research to Practice Denise A. Soares University of Mississippi

4:00 Thursday Denise A. Soares University of Mississippi


Behavioral

Interventions

Donna L. Spencer Pitts University of Florida

3:00 Thursday Erin Rotheram-Fuller Arizona State University

4:00 Thursday Juvenile Justice Eugene W. Wang Texas Tech University

4:00 Friday Juvenile Justice Gita Upreti Texas Juvenile Justice

Department


Behavioral

Interventions

Glenna M. Billingsley Texas State University

3:00 Thursday Tier 2 Gregory J. Benner Center for Strong Schools

University of Washington

Tacoma

9:00 Friday Gregory J. Benner Center for Strong Schools


5:00 Thursday Gregory J. Benner Center for Strong Schools



Behavioral

Interventions

Hayleigh Garlow Texas A&M University-

Commerce

5:00 Thursday Juvenile Justice Heather Griller Clark Arizona State University

4:00 Friday Shores James Fox East Tennessee State

University

5:00 Friday Shores James Fox East Tennessee State

University

9:00 Friday Juvenile Justice Jason Travers Kansas University

3:00 Thursday Juvenile Justice Jeffrey R. Sprague University of Oregon

4:00 Thursday Jennifer D. Walker University of Mary Washington

4:00 Friday Autism Research &

Intervention

Jennifer McIntire University of Massachusetts


Intervention

Joanne Kim UCLA Neuropsychiatric Institute


Practices

John Wills Lloyd University of Virginia


Intervention

Juliet Hart Barnett Arizona State University


Behavioral

Interventions

Kaitlin A Bundock University of Utah

9:00 Saturday Kaitlin A Bundock University of Utah

4:00 Thursday Tier 2 Karen R. Harris Arizona State University

11:00 Saturday Karen Sealander Northern Arizona University

1:00 Friday Juvenile Justice Kathleen Kimball Georgia State University

9:00 Friday Juvenile Justice Kathleen Kimball Georgia State University

2:00 Friday Identification,

Assessment, &

Intervention

Kathleen Lynne Lane University of Kansas


Assessment, &

Intervention

Kathleen Lynne Lane University of Kansas

3:00 Friday Kathleen M. McCoy Arizona State University


Behavioral

Interventions

Kathleen M. McCoy Arizona State University

11:00 Saturday Kelcey Schmitz Center for Strong Schools


3:00 Friday Shores Kimberley Vannest Texas A & M University

5:00 Friday Kimberly Maddox-Reihl State of Illinois-Regional Office

of Education

9:00 Saturday Kristine Camacho University of Massachusetts


Behavioral

Interventions

Lauren L. Evanovich University of Louisville

5:00 Thursday Research to Practice Lauren L. Evanovich University of Louisville

4:00 Thursday Evidence Based

Practices

Leanne S. Hawken University of Utah


Behavioral

Interventions

Lori Lynass Sound Supports LLC

2:00 Friday Louise Yoho Claremont Graduate University

10:00 Saturday Louise Yoho Claremont Graduate University

10:00 Friday Juvenile Justice Lucille Eber Midwest PBIS Network


Behavioral

Interventions

Mark W White Georgia State University


Behavioral

Interventions

Mark Zablocki Illinois State University

10:00 Friday Mary Bailey Estes University of North Texas

9:00 Saturday Mary Margaret Kerr Univ. of Pittsburgh


Intervention

Maureen Bradshaw University of Atkansas

Bentonville School District

2:00 Friday Juvenile Justice Michael Krezmien University of Massachusetts


Behavioral

Interventions

Michael Krezmien University of Massachusetts

3:00 Thursday Juvenile Justice Michael Krezmien University of Massachusetts


Behavioral

Interventions

Micheline Malow Manhattanville College


Behavioral

Interventions

Nelly Shora Texas A&M-Commerce


Behavioral

Interventions

Nelly Shora Texas A&M-Commerce

4:00 Friday Research to Practice Neslihan Unluol Unal Kent State University

10:00 Saturday Nicholas A. Gage University of Florida


Intervention

Nichole Wangsgard Utah Valley University

3:00 Friday Tier 2 Nicole Cain Swoszowski University of Alabama

3:00 Friday Juvenile Justice Nikki L. Josephs Manhattanville College


Behavioral

Interventions

Nikki L. Josephs Manhattanville College

5:00 Friday Juvenile Justice Pamela Cichon Wruble Loyola University Maryland

3:00 Friday Pamela Harris Arizona State University


Behavioral

Interventions

Penny Paige Craven Mississippi State University


Behavioral

Interventions

Rayann Silva Center for Strong Schools


10:00 Saturday Rebecca Hartzell University of Arizona


Practices

Reesha Adamson Missouri State University


Intervention

Renee Wozniak Grand Canyon University

9:00 Friday Robert Gable Old Dominion

5:00 Friday Tier 2 Robin Parks Ennis University of Alabama at

Birmingham

9:00 Saturday Ryan Reid Washington Elementary School

District


Intervention

Sandy Devlin Mississippi State University

11:00 Saturday Juvenile Justice Sarup Mathur Arizona State University

4:00 Friday Tier 2 Shanna Eisner Hirsch University of Virginia


Practices

Shanna Eisner Hirsch University of Virginia

4:00 Friday Sharon L. Bohjanen University of Arizona

4:00 Friday Susan Bigelow Nashoba Regional High School

2:00 Friday Susan Etscheidt University of Northern Iowa

10:00 Saturday Juvenile Justice Taryn VanderPyl Claremont Graduate University

4:00 Thursday Juvenile Justice Taryn VanderPyl Claremont Graduate University


Behavioral

Interventions

Tia Barnes Yale University

1:00 Friday Research to Practice Tia Navelene Barnes Yale University

5:00 Thursday Juvenile Justice Tichelle Bruntmyer University of Missouri

1:00 Friday Shores Tim Lewis University of Missouri,

Department of Special

Education


Assessment, &

Intervention

Wendy P. Oakes Arizona State University


Assessment, &

Intervention



Assessment, &

Intervention


9:00 Saturday Wendy P. Oakes Arizona State University

5:00 Thursday Tier 2 Wendy P. Oakes Arizona State University


Behavioral

Interventions

William C. Hunter The University of Memphis


Behavioral

Interventions

William C. Hunter The University of Memphis

5:00 Thursday Evidence Based

Practices

William Therrien University of Virginia

Session Title

Show me the data!

On-Task and On-Tech

Function-Based Thinking as a Tier 2 Intervention: Training

Teachers to Intervene Early

Neuroscience and Attribution Theory: Creating Positive

Classroom Environments for Students with EBD

Considering Many Variables: A Look at Three Studies

Advancing Teacher Education for Children with Behavioral

Disorders: Four Radical Reforms

Using the Arts: Power + Healing

Self-Management with Parent Involvement as a Tier-3

Intervention for Classroom Disruptions

Multi-Tiered Support Professional Development: Using

Performance Feedback at Tier Two

A Multi-Tiered Professional Development Model to Increase

the Use of Effective Classroom Management Strategies

Improving Classroom Management with Problem Solving

and Direct Assessment

Conducting Culturally Responsive Experimental

Interventions for Ecologically Valid Systemic Transformation

Promoting Effective Classroom Management: Teachers

Coaching Teachers

Towards Meaningful Program Improvement: An Overview of

the Participatory and Expert Review for Programs Serving

Students with EBD

Building Sustainable and Effective Programs to Better

Support Students with EBD: Results from Districts &

Programs Implementing the PEER-EBD

Preparing Middle School Students with EBD for High Stakes

Assessments

Using the Function-Based Intervention Decision Model to

Improve Behavior in the Classroom

A Functional Approach to Teacher Behavior

Turning the Tables: Using the ABC Format to Observe and

Support Teachers

Double Check: A Cultural Proficiency and Student

Engagement Model

Effect of an Adventure Based Education Program on

Academic Outcomes

Pushing the Boundaries of Instruction in Juvenile Corrections

Settings - Project RAISE

The impact on inter- and intra-classroom transitions on

classroom stability and student performance in the EBD

classroom

The Effects of Schema-Based Instruction on the

Mathematical Problem-Solving Abilities of Four Second-

Grade Students with an Emotional or Behavioral Disorder

Positive Reinforcement for Adolescents with Disabilities

PBIS Isn't Just Posters and Prizes: The 4-Part Accountability

System Essential for Success

Developing Intensive Academic Interventions for Students

with EBD

Making Evidence Count: Using Single-Case Research to

Improve Practice

Instructional Choice Interventions Promoting On-Task and

Other Appropriate Behaviors: A Field Test of CEC 2014

Quality Indicators

Increasing the Impact of Professional Development and Use

of Evidence Based Practices through Directed Consultation

Emotional/Behavioral Disorders, Access to the General

Education Curriculum and Inclusive Practices

Correspondence among Parent and Teacher Behavior

Ratings in a Dual Language Learner Preschoolers

Identification of Executive Function Deficits in Students with

Emotional Behavioral Disorders

Using Peer Social Ratings to Predict Problem Behavior

Where Do I Begin (To Tell the Story of How Great My Group

Analysis Would Be)? Your Love-Hate Relationship with

Grouped Longitudinal Data

Managing Cultural Infrastructure in Juvenile Justice Amidst

System Change

Students with EBD: Preference for Instructional Methods

Eliminating Disparities and Increasing School Completion in

a Large Ethnically-diverse Urban School District through

Whole Child Screening and Evidence-based Programs and

Practices

The Tacoma Whole Child Initiative: Scaling-Up a Multi-Tier

System of Support in a Large Urban District

Social Emotional Learning Prevention and Intervention for

Students With Behavioral Disorders: An MTSS Behavior

Model

Practical Tips for Supporting Students with EBD in

Secondary Science

Merging Two Worlds Transition Curriculum

Historical, Contemporary, and Future Issues in Research in

Behavior Disorders: The Role of Single Subject Research in

Building a Science and Practice

Discussant Session: Richard E. Shores Strand on Research

in Behavior Disorders

Kids with Intellectual Disabilities in Jail: What do we Know

The Feasibility of the PBIS Framework in Juvenile

Corrections: Initial Findings

Practical Strategies for PBIS Implementation for Students

with EBD

Successful Inclusion Interventions for Students with Autism

Five-year Follow Up of Preschoolers with Autism after Brief

Interdisciplinary Intervention

Applying Three Decades of Research on Self-Monitoring:

Recommendations for Practice

An Investigation of Visual Supports to Teach Algebraic

Problem Solving to a Student with Autism Spectrum Disorder

Teaching Rate of Change to Students with Disabilities: A

Concrete-Representational-Abstract + Writing Approach

Preventing Math Failure Through Formative Assessment:

The Relationship Between Math CBM, College Readiness

and State Accountability Exams

SRSD for Writing Persuasively from Source Text: “Super

Duper Fun”!

Increasing Teacher Trainee Self-Efficacy to Promote

Retention of Educators That Work With Children With EBD

Supporting Youth in Secure Care with High-Probability

Requests: Practical Guidelines for Implementation

Family Engagement Using the PBIS Framework in Secure

Care: Getting Started

Systematic Screening in Secondary Schools: What have we

learned about the Student Risk Screening Scale for

Internalizing and Externalizing Behaviors?

Supporting Behavior for School Success: A Step-by-Step

Guide to Key Strategies

Reduction of Aggressive Behavior using Technology

Behavior Issues of Students with Multiple Sclerosis

Beyond the School Yard: Establishing a Community-wide

Network to Promote Healthy Neighborhoods and Families to

Complete the Circle of Support for the Whole Child

The Application of Effect Sizes in Single Case Experimental

Design

What Information Do Administrators and Teachers Need to

Effectively Program for Youth in Alternative Settings?

The Same Old Problem – Disproportionate Suspensions in

Maryland

Effects of Implementing a Direct-Instruction Reading

Intervention on Student Engagement for Elementary

Students with or At-Risk for E/BD

The Use of Performance Feedback to Increase Teacher

Praise: An Evidence-Based Practice?

Check-in/Check-out: Helping Teachers Support Students

who are At Risk for Behavioral Disorders

Check This Out!

After-School Inclusion: Empowering Students to Make Social

Connections Beyond the Classroom

Community Based Adult Transition: Strengths and

Challenges in An Adult Program

SWPBS as a Framework for Installing Restorative Practices

in Schools

Visual Mapping: Effects On Persuasive Writing Skills Of

Students With Emotional And Behavior Disorders

Reading to Learn: Can Reciprocal Teaching Make a

Difference for Youth in Alternative Settings?

Meeting the Mental Health Needs of Children and Youth

Worldwide

After Graduate School, Then What? Successful Career

Strategies

Language Deficits and Intervetions in EBD and ASD

Students

Disciplinary Practices in Juvenile Corrections Settings

A Look at the Reading and Math Skills of Students with EBD

in Residential Schools

Challenges and Successes of Implementing a Community

Based Gang and Youth Violence Prevention Program

Mindfulness with Students Classified with EBDs: A Pilot

Investigation

On the Write Track: A Persuasive Writing Intervention to

Support Students with Emotional and Behavioral Disorders

Stop Write There: Practical Strategies and Interventions to

Teach Writing in Content Areas

Research on Treatment Acceptability: Implications for

Improving Educational Practices and Outcomes for Students

with EBD

Measuring Teacher’s Use of Evidence-based Classroom

Management Practices

The Perceptions of Teachers Who Work with Students with

Autism Spectrum Disorder

Assessing the Utility of Check-in/Check-out in Alternative

Educational Settings

The Implications Of A System-Wide Positive Behavioral

Intervention Initiative: From Inception, To Design, To

Successful Implementation

Can Peer-Mediation Help Students Meet the Science

Curriculum Standards?

School-Based Referrals to the Juvenile Court: Prevalence

and Characteristics in Several States

Supporting Students with Bipolar Disorder in the Transition

to Post-Secondary Education

An Evaluation of the DORE Program

Summer Boost Designed to Prevent Summer Academic

Slide and Increase Social Emotional Skills—An Urban-

Serving School District and Community Partnership that

Promoted Whole Child Development

Social Engagement with Generalization for Students with

Emotional Behavior Disorders

From Low Tech to High Tech: Active Engagement within the

Classroom

Sibling relationships: Implications for social programming

when one child is identified with ASD

Journal Editors

Precorrection: An Effective Tier 2 Intervention for Your

Classroom or School

Creating an Environment Where Students With Behavioral

Disorders Can be Successful in the General Education

Classroom

Camp Jigsaw

Project RISE

Integrating a Tier-II, Classwide, Group Contingency into

Physical Education

A Step-by-Step Process to Help Teachers Implement

Evidence-Based Classroom Management Strategies

Re-examination of the Psychometric Properties of the Pre-

School Wide Evaluation Tool (Coefficient Alpha and

Confidence Intervals)

Beyond PBIS: Successfully Serving ED/BD Students in a

Public High School

Seclusion and Restraint Practices in Schools: A Legal

Analysis

Improving reentry outcomes for incarcerated youth through

employability and social skills training

The complex intersectionality of race, disability, and juvenile

justice as told by incarcerated youth

The Influence of Student Characterisitcs on Cogntiive-

Behavioral Intervention Effectiveness

Teacher-Paraeducator Interactions and Classroom Quality

Trial-based Functional Analysis in Juvenile Justice

Classrooms

Methodological Issues in EBD Research: The Importance of

Continuing Our Applied Behavior Analytic Roots and Single

Subject Design

Comprehensive, Integrated, Three-tiered (CI3T) Models of

Prevention: What is new in measurement?

Functional Assessment-based Interventions: Developing

School-site Capacity

Supporting Students with EBD in CI3T Models: Success and

Challenges

Engaging in Conversations with Parents about Young

Children’s Behavior: Experiences of New Teachers

Increasing Opportunities to Respond for Elementary

Students with Internalizing Behaviors during Math Instruction

to Support Engagement

Examining Numbered Heads Together as an Instructional

Strategy for Students with Emotional and Behavioral

Disorders within Multi-Tiered Systems of Support.

Examining Self-Monitoring Interventions for Academic

Support of Students with Emotional and Behavioral

Disorders

Evidence Based Academic and Behavioral Supports for

Students with EBD in Inquiry Science Classrooms

Session Abstract (50 words)

Collecting data and using it to inform instructional programming has become the norm in schools. However,

behavioral progress monitoring lags behind when compared to academic progress monitoring. This presentation

includes a discussion of behavioral progress monitoring as well findings from a study comparing direct observation,

behavior ratings, and the SDQ.

Recent literature indicates classroom teachers and researchers have used handheld mobile devices, Twitter,

repurposed response systems, and iPad apps to help students self-monitor and, in turn, improve their on-task

behavior. We will discuss the strengths and limitations of these methods. Next we will present findings of several

studies in which a self-monitoring app was used to improve behavior of middle school students with significant

academic and behavioral problems. Finally, we will describe steps in the self-monitoring process with

considerations for incorporating technology (e.g., resource availability, managing data, and implementation

recommendations).

All teachers need to be equipped to handle challenging behaviors in the classroom. Function-based thinking (FBT)

builds on the evidence-based practice of functional behavior assessment (FBA), but allows classroom teachers the

opportunity to intervene before larger behavioral problems occur. The ability of general education classroom

teachers to implement FBT using the lens of FBA to identify, interpret, and intervene with individualized challenging

behaviors is a Tier 2 intervention that could impact the outcomes of at-risk students. This presentation will outline

FBT, provide examples of teacher-implemented data, and discuss implications for training teachers to use an FBT

approach.

The causality of the behaviors of students with emotional and behavioral challenges is commonly misunderstood by

their teachers and peers. This presentation will explore how neuroscience can help to disabuse teachers of

erroneous beliefs about this student population and ameliorate the problem of fundamental attribution error related

to students with EBD.

Presenters will discuss three studies, which considered overall intervention effect as well as variables such as

immediacy of effect and dose. Presenters will discuss the Check, Connect, and Expect intervention, a meta-

analysis study of the Good Behavior Game, and a reliability and validity study concerning two data extraction

programs.

To improve both teacher education and school-based practices for children with behavioral disorders, four radical

reforms are suggested. First, narrow, sharpen, and deepen the focus of what is taught. Second, overhaul formative

and summative assessments to ensure careful and comprehensive alignment with what is taught. Third, develop

and disseminate systematic supports for teacher educators, including training and field-tested instructional

tools/platforms. Fourth, take deliberate steps to move teacher education from a skilled occupation to a full-fledged

profession. Existing trends that are either consistent or inconsistent with recommended reforms will be discussed.

When the arts are integrated, collaborative and healthy environments are developed. This allows youth a safe

space for expression. Youth with verbal or physical limits find an alternate way to communicate. This

preconference session will focus on ways to integrate an arts practice into your work. Guest arts organizations will

lead participates through activities they have used in their own artistic work with juvenile corrections, foster care

homes, schools, and shelters

This study investigated the effects of a Tier-3 peer-matching self-management intervention with daily electronic

communication between teachers and parents on two elementary school students who were previously non-

responsive to Tier-1 and Tier-2 interventions. Results indicated that this intervention, when implemented with

fidelity, effectively reduced disruptive behaviors and increased academic engagement.

This presentation will discuss a multi-tiered support (MTS) framework for professional development (PD) to

increase in-service elementary teachers use of evidence-based classroom management practices, with particular

emphasis on performance feedback at tier two. Attendees will (a) learn about the MTS framework for PD, (b) learn

about how to implement performance feedback, and (c) receive information about the effects of performance

feedback implemented as part of a MTS PD to increase teachers’ use of evidence-based classroom management

skills.

This presentation will report on a novel approach to increase teacher’s use of evidence-based classroom

management practices using a multi-tiered system of support (MTSS) professional development (PD) model. The

MTSS PD model includes universal, secondary, and tertiary professional development supports for teachers based

on data indicating need.

This presentation will describe a problem solving process for providing technical assistance to improve classroom

management. The model is currently being evaluated across the state of Florida as part of the state's schoolwide

positive behavior support initiative. Attendees will receive data collection instruments and learn how to implement

the model.

This presentation provides the guiding principles and specific steps for educators and researchers to conduct

locally meaningful and sustainable experimental behavioral interventions in schools. In addition, a real life

application of these principles in a statewide research project (Culturally Responsive PBIS) will be presented for

ecologically valid systemic transformation.

Consistent use of effective classroom management practices is associated with higher rates of student

engagement and learning. This session describes on-going efforts for training school leadership teams to facilitate

peer to peer classroom observations that include data collection and performance feedback. Results from a recent

experimental investigation will be shared.

This session will provide an overview of the PEER-EBD, an effective approach to implementing meaningful

program review and improvement used in many programs to improve services and supports for students with EBD.

We will summarize the process and overall approach, share preliminary psychometric analyses and discuss

potential for further implementation.

Presenters will describe how several districts and specialized programs have implemented the PEER-EBD to

evaluate and improve their services for students with EBD. We will describe how the process guides organizational

change, enhances professional practice, and improves program climate. We will share findings across a range of

districts and programs.

This session will describe the procedures and results of a study investigating the effects of a multi-component test

taking intervention on the mathematics performance of middle school students with emotional or behavioral

disorders. Implications for practice and future research directions will be shared.

When students struggle with maintaining appropriate behavior in the classroom, they struggle with learning; further.

The Function-Based Intervention Decision Model is a widely used and highly successful method of developing

successful behavioral interventions. Attendees will learn about the Decision Model and how it’s been used to

develop both individual and small-group behavior interventions that effectively decreased problem behavior and

increased positive behaviors. Suggestions for implementation and examples of interventions developed using the

Decision Model will be provided.

When behavior support plans fail, it is often because teachers omit or do not sufficiently engage in intervention

behaviors. This session will explore how the function-based concepts and practices commonly used to develop

student intervention plans could also be used to provide improved support for teacher intervention behavior.

The ABC data collection format has long been used as a tool to observe and understand student behavior. This

session offers the insights of researchers and district staff who explored the use of this format to observe and

support teacher behavior. Learn new and practical uses for this time-honored tool.

African American students are at the highest risk for emotional and behavior disorder identification. This

presentation will provide information on Double Check, a research-based professional development model that

seeks to improve student engagement and behavioral outcomes by increasing teachers’ cultural proficiency.

Participants will learn about the research behind the intervention and will also receive practical information on

implementing key features of Double Check.

Researchers will share the results of a study designed to investigate whether an adventure based education activity

(Scuba) paired with standards based science content produced greater recall and retention in students with EBD

compared with those who received the same content without scuba.

This lecture will discuss the process of developing an NSF funded UDL project-based science curriculum within a

juvenile justice setting. We discuss the usability testing findings with teachers and youth in a JJ science class, and

the process for curriculum development. Examples of the UDL curriculum and the tablet technology will be

presented.

Our presentation discusses the frequency and range of inter- (within classroom movement, phone

calls/announcements) and intra- (movement into/out of the classroom) transitions and is informed by systematic

classroom observation of 50 EBD classrooms, observer, and teacher reports. Instructional productivity, student

learning and classroom management are discussed in light of findings.

Academic strategies in mathematics are replete in the literature but few studies demonstrate effects for students

with EBD. This single case experimental design (SCED) study examines the effectiveness of schema-based

instruction (SBI) and problem-solving strategy use, (Search, Translate, Answer, Review, STAR), on the

mathematical problem solving abilities of four second grade students receiving special education services under

the service category of emotional and/or behavioral disorders (EBD). Results demonstrate a functional relationship

between the strategies use and dependent variable, an increase in the dependent variables of problem-solving

skills for grade-level word problems (addition and subtraction of two-digit integers), maintenance data suggests

performance was substantially improved from baseline data but with a decline of trend. Students and special

education teacher report a socially valid intervention.

Many important steps and considerations need to be thought about during the process of developing a Functional

Behavior Assessment (FBA) and interventions. Being mindful of the type of intervention that is chosen, along with

the type of reinforcement is a critical step in developing a Behavior Intervention Plan (BIP) This presentation will

help develop an understanding around positive reinforcements and other various reinforcement systems available

for adolescents with developmental disorders.

True multi-tiered systems of support (MTSS), such as PBIS, require teaching and reinforcing expectations as well

as a system for holding students accountable to those expectations. School and district teams participating in this

interactive workshop will: 1) Learn the 4-parts of an accountability/consequence system, 2) Create a 5-piece

behavior flowchart, 3) Differentiate ODR forms and procedures, and 4) Master skills to synthesize data for precision

decision-making. Gain the Knowledge to improve Outcomes and Impact student achievement.

Research has consistently indicated that students with emotional and behavioral disorders (EBD) experience some

of the most dismal academic outcomes amongst students with disabilities. As such, there is a need to develop

intensive individualized academic programs for students with EBD. This session will describe the research and

process of using brief experimental analyses of academic behavior to develop effective, intensive, and

individualized academic intervention for students with EBD.

This session will overview the conceptual and methodological underpinnings of using single-case research

methods to develop evidence-based programs for students with emotional and behavioral disorders. Session

participants will learn about the importance and process used to identify evidence-based practices and consider

some strengths and limitations. Examples will be drawn from recent work of various national centers.

Instructional choice intervention studies were used in a field test of the CEC 2014 quality indicators. Coding results

and implications for establishing instructional choice as an evidence-based practice are discussed. Inclusion

criteria were: independent variable was instructional choice; dependent variables included disruptive behavior or

academic engaged time; school-age students; single-subject experimental design; and published 2002-2014.

Directed Consultation is a framework to inform, guide, and support teachers in the use and integration of evidence

based practices in their classrooms. We will discuss the theoretical background and describe the 4 components of

Directed Consultation as utilized in the Supporting Early Adolescent Learning and Social Success Project.

This presentation will present the results of the systematic scoping review including themes in the empirical

literature, empirical evidence within those themes, questions to be addressed by future research, implications for

serving and advocating for youth with EBD, and ethical issues related to inclusion.

Best practices in the assessment of EBD suggest behavior ratings be obtained from multiple raters, such as

parents and teachers. However, a problem arises with the interpretation of discrepancies that typically occur

between parent and teacher behavior ratings. This presentation will present the results on differences in multiple

raters on problem behavior by using a large sample of preschool dual language learners.

Executive Function (EF) skills have been shown to support the ability to self-regulate one’s thoughts, actions, and

emotions, and students with Emotional/Behavioral Disorders (EBD) often have impaired self-regulatory skills. This

study investigated differences in EF skills performance between students with EBD and typically developing

students.

This study assessed the academic and social competence of 163 children in an urban elementary school early in

the school year, and how both predicted Office Discipline Reports at the end of the year. Implications suggest that

peers may be a key to identifying students at risk for discipline issues.

This presentation describes how to collect, store, and prepare complex longitudinal data for group analyses.

Although focused on juvenile justice settings, the principles and practices will be relevant for any setting. Topics

will include accessing and using archival data in data systems, as well as planning and implementing new data

collection/storage/preparation efforts.

Movement toward evidence-based best practices in juvenile justice (JJ) settings requires a systemic strategic

framework to manage an agency’s cultural infrastructure amid dynamic external and internal influences. This

session will share lessons learned by Texas JJ staff from systems change efforts related to statewide PBIS

implementation.

The results of a study on the relationship between student preference for instructional methods and actual learning

outcomes for secondary students with Emotional/ Behavioral Disabilities (EBD) will be presented. This study sought

to determine whether learning preferences aligned with the instructional method with which high school students

best learned mathematics.

In this session we will describe whole child screeners used by a large urban school district to detect students in

need of additional support. We will review the systems necessary to initiate, support and sustain screening at the

district and building level. Participants will learn more about two evidence-based interventions, Check and Connect

and The Behavior Education Program (Check In/Check Out), and the structures created at a district level to train,

implement and ensure sustainability of these programs. Examples of how schools in the district are utilizing these

programs and other high yield strategies will be shared.

Scaling up is the process of moving from ‘exemplars’ to the ‘typical.’ Come learn how a large urban district is

scaling up and out to make every child a whole child (at grade level academically and behaviorally) by the end of

third grade by linking data, systems, and practices to achieve performance outcomes.

In this presentation we demonstrate a model for social emotional learning (SEL) for students with behavioral

disorders within a multi-tiered system of support. We will overview essential elements of a primary level prevention

system (Tier I) with an emphasis on SEL and offer strategies for embedding SEL into a multi-tier system of

supports.

This session will share practical strategies for teaching students with EBD using an inquiry based instructional

model. Practical examples from physical science lessons including force, motion, matter, energy, optics, acids and

bases, and stoichiometry will be shared. Resources and materials will be provided.

Behavior disorders has varied conceptual and methodological roots. Effective answers to working with students

with EBD require pragmatic solutions. One of the most productive approaches has been the behavioral model and

single subject methodology. Using research on EBD preschoolers as a focus, we review methodological history,

exemplary research findings, and critical issues.

This is the culiminating discussion sessions for sessions presented in the Richard E. Shores Strand on Research in

Behavior Disorders

We present a descriptive study of the students with ID incarcerated in one state. We present educational and

demographic information about this understudied group, and discuss the current issues associated with

incarceration of students with ID.

The adoption and adaptation of the PBIS framework into secure juvenile facilities is still relatively new. We will

share initial findings of a multi-year and multi-state project addressing the feasibility of the PBIS framework across

short- and long-term facilities in relation to processes, descriptive statistics, policy changes, and facility exemplars.

This session will describe practical strategies for PBIS implementation in the classroom. Information will be

presented within a PBIS framework, to include strategies within each of the tiers of intervention. Participants will

receive several take-aways that can be used with students with EBD.

We describe the first applied study of a manding intervention implemented with elementary school students with

autism in an inclusion public school setting. The strong findings from the multiple baseline across activities single

case design with replications across participants are presented and discussed. Implications for future research are

addressed.

More than a dozen studies in the past decade or so have followed preschoolers with autism spectrum disorder

(ASD) into their elementary school years. Findings have been fairly conclusive that progress is not uniform across,

or even within, children with ASD during this period. The present study follows 65 preschoolers with ASD for 5

years after they had received a two month interdisciplinary intensive intervention. Subsequent school interventions

received in the community during these five years were analyzed as to children's outcomes on both ASD and

comorbid psychiatric symptoms, adaptive behavior, and social responsiveness at follow-up. Implications for early

childhood interventions are discussed.

Evidence-based practices require that teaching procedures not only be based on studies using strong methods but

also on replication series. Self-monitoring surely fits that bill, being a method that crossed that threshold in the early

1990s. It turns out that simpler is better. So how do you do it? This session provides a step-by-step guide to

teaching self-monitoring effectively.

Students with autism spectrum disorders are frequently included in general education and are increasingly

expected to access core content, including mathematics. However, mathematics presents challenges to students

with ASD, particularly higher-order skills such as algebra. We report how visual supports can be implemented to

successfully teach algebraic problem solving to ASD students.

Research demonstrates the success of math interventions incorporating Concrete-Representational-Abstract

(CRA) approaches. Limited research exists regarding implementation of CRA with higher-level math concepts. This

study incorporated a CRA approach and writing to learn to teach students with disabilities about rate of change. All

three participants improved their math scores post-intervention.

There is little research relating secondary math curriculum based measurement to other standardized math

measures, despite its usefulness for instruction. This study examined the relationship between math benchmark

measures, college readiness and state criterion-referenced exams. The measures were significantly correlated.

Student demographics, including disability status, did not moderate the correlations.

This experimental study consisted of 30 randomly assigned fifth and sixth-grade students in five different Title I

elementary schools who scored below the 25th percentile on the Test of Written Language-III (TOWL-III) and who

were also receiving resource room instruction. Fourteen treatment participants received Tier 2 instruction

consisting of 27 to 39 sessions ranging in length from 30-50 minutes over the course of approximately 13 weeks.

Instruction was provided by four different instructors at five different elementary schools, while control participants

received regular resource room writing instruction. Students were assessed using a number of pre, mid, and

posttests to gauge effectiveness and knowledge on writing persuasively from source text, genre knowledge,

attitude and self-efficacy about writing, and a Cloze measure was given to assess reading comprehension. In

addition to the quantitative measures and results, teacher and student interview responses are examined.

With teacher shortages plaguing the field of exceptional student education, especially among teachers who work

with children with emotional and behavioral disorders (EBD), we must develop effective means to provide

preservice teachers with the necessary skills, and promote the self-beliefs, needed to be successful, independent,

motivated, and reinforced in their choice to work with student with EBD. The purpose of this presentation is to

briefly review the four plus decades of research in the area of self-efficacy and suggest how we might build the

basic components and processes that undergird self-efficacy into a preservice teacher training program.

This presentation will summarize existing research for high-probability request (High-p) strategies used in

alternative education settings. Anecdotal evidence gathered from secure care personnel will be discussed.

Participants will learn practical steps for implementing High-p in secure care facilities to increase youth

engagement and participation and decrease challenging behaviors displayed by youth.

This presentation will summarize existing research on PBIS implemented in secure care, among families, and

within the home. Suggestions for implementation of PBIS training to families and youth transitioning out of secure

care will be discussed. Ideas for merging family engagement and PBIS initiatives within strategic plans will be

provided.

In this presentation we discussed the importance of systematic screening tools for use across the K-12 to support

accurate detection of students with internalizing and externalizing behaviors within the context of comprehensive,

integrated, three-tiered models of prevention. We provide an update on the evidence for the adapted tool: the

Student Risk Screening Scale for Internalizing and Externalizing Behaviors, with an emphasis on convergent

validity with established systematic screeners and initial information on how to use these data in schools to support

students with externalizing, internalizing, and comorbid behavior challenges in secondary schools.

In this presentation, we discuss seven low-intensity, teacher-delivered supports, grounded in the principles of

positive behavior interventions and supports (PBIS). We provide an overview of these strategies including step-by-

step guidelines to support implementation effort, with an overall goal of enhancing student engagement and

achievement while decreasing disruptive behavior.

Aggression by individuals with developmental disabilities is a learned behavior or set of behaviors that serves as a

way to communicate. Intervention utilizing two different types of technology are described which reduced severe

aggressive behavior of two adolescents. Implications for intervention in the school environment are discussed.

Multiple sclerosis, a central nervous system disease, interrupts information flow between the brain and body. In

addition to physical symptoms, MS may have profound emotional consequences, e.g., depression, anxiety, mood

swings, and aggressiveness. The purpose of this presentation is to raise awareness of these symptoms and

identify appropriate interventions.

Boosted by the success of district transformation, a large urban city embraces a community-wide effort that links

families, community agencies, and schools together to expand the Tacoma Whole Child Initiative (TWCI). A

community leadership team uses implementation science, three-tiered prevention logic and a participatory

approach to create a framework for transformation.

Effect Sizes (ES) are useful for interpreting and defending results of intervention in research and practice. We will

present an accessible "how-to", describe agreement between ES and the hallmarks of visual analysis (level, trend,

variability, immediacy, and consistency) and examine the relationship between a functional relationship and an

Effect Size.

Accurate records can provide important information in developing programs to address the unique needs of youth

placed in alternative settings. We will discuss our review of over 200 student records from a residential treatment

facility, the barriers encountered in obtaining student records, and the implications for programming and systems

change.

This study presents the findings from two related studies of disciplinary practices in Maryland. The first examines

the disproportionate suspension of minority students and students with disabilities using logistic regression and

HLM. The second examines the relationship between disciplinary policies and suspension practices.

The focus of this session will be on a single-subject alternating treatments design study across 3 elementary school

teachers examining effects of implementing Orton-Gillingham Reading Intervention on students’ engagement for

students identified with or at-risk for E/BD. I will discuss method, results, classroom and research

recommendations, limitations and future implications.

One method of ameliorating the gap between research and practice is the use of performance feedback. This

study examined the current literature base related to the use of performance feedback to increase teachers’ use of

praise. A systematic review of the literature was conducted using the CEC Standards for Evidence-Based

Practices in Special Education.

Check-in, Check-out (CICO) is the most widely implemented, research-based, Tier 2 behavior intervention. Over 10

years of research indicates that the majority of the students receiving CICO respond to the intervention by either

showing a reduction in office discipline referrals, decreases in observed problem behavior or increases in daily

behavior ratings by their teachers. The purpose of this presentation is to provide a brief overview of the critical

features of CICO, a summary of the research and recommendations for best practice implementation by teachers.

Details on how to modify and elaborate on basic CICO will be discussed to provide teachers with additional tools to

support more students at-risk.

This session will explore the various Check-in and Check-out style mentoring models and their use with students

who have emotional and behavioral issues. The Check and Connect, Behavior Education Program and Check,

Connect and Expect Models will be showcased. Check, Connect and Expect was originally designed and

researched by Dr. Doug Cheney.

This study investigates the participation of students with disabilities in extracurricular activities and the role that

choice-making skills may have in students’ social and elective activities. The results of this study indicate that

students with disabilities are not afforded the same access to extracurricular activities as their peers without

disabilities.

This session presents the challenges and successes one district has had in creating a meaningful community-

based Adult Transition program for adult students with moderate to severe disabilities. Details about community

integration, utilization of the WorkAbility grant for vocational training and mobility training through an interagency

collaboration with the local public transit system are discussed.

More schools are exploring the use of Restorative Practices to address discipline and disproportionality as repairing

harm and relationships have strong appeal. In spite of the social validity of Restorative practices, there is limited

research on application in schools. This session explores the potential of using the PBIS framework for integrating

restorative practices in schools including the need to develop fidelity measurement tools and a comprehensive

research agenda.

The purpose of this study was to investigate the effectiveness of strategic instruction in visual mapping (VM) on the

persuasive writing skills of youth with emotional and behavior disorders (EBD) in a residential setting. Research

design and results will be discussed.

This group experimental study examined the effectiveness of a reciprocal teaching strategy to improve reading

comprehension for academically at-risk adolescents attending an alternative school. The presenters will discuss

the study’s results, implications, and offer suggestions on how to implement reciprocal reading in the classroom.

In this presentation we review factors that impact the mental health of children and youth, highlight the magnitude

of the problem based on data from selected countries, emphasize the influence of culture, trauma, and poverty,

and review research on "what works," with emphases on school-based practices.

Five experienced faculty members will conduct fast-paced round-robin advising sessions about essential skills for

those seeking academic and/or leadership positions. Learn how not to make mistakes in publishing in peer

reviewed journals, creating an effective curriculum vitae (CV), applying for jobs, giving job talks, and

communicating in an interview. The team will share their personal experiences of mistakes they have observed in

conducting searches and interviewing candidates in both academic and field settings. Participants will have the

unique opportunity to spend time with each scholar in small groups, allowing for individual questions and

discussions not typically offered in the conference environment.

One of the most overlooked areas by teachers (schools) when providing interventions for students with EBD is the

role of language deficits and inappropriate behavior. This session will provide educators with research findings to

develop practical classroom and individualized interventions for students with EBD and language deficits.

This study examines the use of disciplinary removals in juvenile corrections settings. We present findings from a

single juvenile justice agency, and examine referrals to security, time in security, and disproportionate use of

disciplinary removal for minority students and students with disabilities. Implications and potential remedies are

discussed.

We present the findings from a study of the Reading and Math achievement of students with EBD in residential

treatment centers. We present the findings on the WIAT-3. We discuss the performance, instructional contexts,

and instructional needs in RTCs.

This study discusses the challenges of implementing and measuring a community based gang and youth violence

prevention program. We discuss the intervention, the risk assessment tool used for referrals and program

assignment, and the functional elements of three efficacious components (group mentoring, one-on-one mentoring,

mental health outreach and case management).

An ELA teacher in a secondary education (8-12th grade) self-contained school for Students with EB/Ds

incorporated a standard mindfulness curriculum into daily classes as a way to engage students in the learning

process. The six week curriculum consisted of a daily brief mindfulness teaching moment followed by an activity for

reinforcement.

This session reports the results of a multiple baseline study evaluating the use of a persuasive writing intervention

in elementary science. Results indicate that the three elementary students with EBD improved the quality of their

writing and time on-task. Implications for practice and future research directions will be shared.

Students with emotional and behaviors disorders often struggle with writing. This interactive presentation shares

practical strategies and interventions to teach writing in the content areas. Research support, effectiveness,

implementation, grade level, and effect sizes are discussed.

Treatment acceptability (TA) is the extent to which interventions are judged to be fair, reasonable, and appropriate.

We review factors impacting TA and the role of TA in implementing evidence-based practices for students with

EBD. Finally, we outline our agenda for extending TA research to academic interventions for students with EBD.

Measurement of teacher effectiveness is a major topic in education. Yet, classroom management (CM) has not

received much attention. Therefore, we conducted a systematic review to identify the observation systems that

measure CM and how the measures map to the CM practices typically researched in the special education

literature.

The presentation will provide findings from a study that examined special and general education teacher’s self-

perception of themselves in meeting the needs of students with ASD. The presenter will discuss their self-efficacy

needs and provide suggestions of several ways to effectively train teachers who work with students with ASD.

Check-in/check-out has been implemented with high rates of success across traditional and alternative educational

settings. To date; however, researchers have not assessed practitioners’ perceptions regarding the utility of this

approach in alternative school environments. This presentation will describe the procedures and results of a

qualitative study in which educators voiced their perceptions regarding the feasibility and effectiveness of check-in/

check-out in an alternative school setting.

Residential schools for students with emotional and behavioral disorders have been steadily evolving since the

beginning of the 20th Century. Traditional behavioral approaches involving physical restraint and confinement have

been replaced with more humanistic interventions involving positive reinforcement. One residential school

embraced a sea change in behavior management philosophy, and moved from a more traditional behaviorist model

to a positive behavior intervention and support system PBIS. The authors share the success story of one such

residential school as it embraced a sea change in behavior management philosophy, moving from a more

traditional behaviorist model to a positive behavior intervention and support system (PBIS) dubbed: “WISE.”

This project investigated the effects of peer-mediated instruction using science-based informational text on the oral

reading fluency skills of sixth grade students with and without challenging behaviors. The researchers attempted to

answer the following questions: 1) Which peer-mediated fluency strategy is most effective for improving their oral

reading fluency skills, and 2) how did the participants perceive the effectiveness of the intervention?

This presentation will review and discuss a quantitative study that examined the School-to-Prison Pipeline using

descriptive statistics and logistic regression. The study calculated the likelihood of school-based juvenile court

referrals in five states during 1995 and 2011. Overrepresentation of students based on race and special education

status will be discussed.

A systematic literature review of supports for college students with or at-risk for bipolar disorder will be presented,

followed by personal narratives of college students with bipolar disorder and the supports they received and the

needs that were not addressed. This session will also include a participant discussion on the types of systematic

changes that would lead to better success for these students.

The effectiveness of the DORE Program will be evaluated in 70 school aged children included in Tier III or special

education. Areas that will be assessed for growth include; reading, math, handwriting, and behavior. This is an

ongoing two year project which has shown promise as an intervention.

Traditionally, summer school aims, at best, to prevent the summer slide. This intervention was designed to improve

academic and social emotional skills through integrating the reading intervention with an existing program that was

healthy, safe, engaging, supportive, and challenging. In this session we will describe the interventions, measures

and outcomes.

Students with Emotional Behavior Disorders (EBD) often exhibit a wide range of difficulties interacting with their

peers. This session presents a social skills intervention for students with EBD in the natural setting. Results show

improvement in social engagement with typical peers, and demonstrate generalization of skills to a different setting.

Active engagement has been shown to decrease student problem behavior and increase academic learning. This

presentation will discuss research-based interventions which have be documented to directly impact student

behavior. These interventions will be shown during the presentation. Demonstrations of active engagement

strategies and potential changes in academic instruction which can be incorporated in any setting and any

classroom

This video-cued interview study examined the complex relationships between siblings when one child is identified

with ASD. Through stories and experiences of play narrated by siblings, a greater understanding of how children

negotiate social interactions was gained, having possible implications for programming social skills interventions in

home and school settings.

Precorrection is a seven-step strategy designed to prevent problem behaviors from occurring. This presentation will

discuss how precorrection can be used within the context of three-tiered models of positive behavioral interventions

and supports as a secondary-tier intervention.

The goal for children with behavioral disorders is the ability to learn with their peers in a GenEd classroom. A

positive and productive classroom environment is essential to accomplish that. In this session, I will give strategies

to create a classroom culture that allows all children to be successful.

Camp Jigsaw provides a nontraditional, unique environment where both the needs of high school students

diagnosed with High Functioning Autism and graduate students together to meet the goals of campers. Camp

Jigsaw provides a “hands on” learning environment for both campers and graduate students.

Special classes such as physical education (PE) present challenges due to large class sizes and the integration of

all students, including students with EBD. This presentation will describe the results from a study evaluating a

group contingency and procedures (explicit instruction, goal setting, and reinforcement) drawn from Class-wide

Function-related Intervention Teams (CW-FIT; Kamps et al., 2011; Wills et al., 2010) in PE. Participants will walk

away from this session with a description of how to implement a group contingency in PE.

This session will provide a step-by-step overview of professional development along with the results of a targeted

teacher study. Teachers learned to self-manage their use of an evidence-based classroom management

strategies. Participants will learn the strategies along with the process for supporting teachers to apply the

strategies within their classrooms.

Vincent, Spaulding & Tobin (2010) conducted a re-examination of the psychometric properties associated with the

School-wide Evaluation Tool (SET: Horner et al., 2004) and found errors in methodology. Using the alternative

methods promoted by Vincent, et al. (2010), this study re-examined the Pre-school Wide Evaluation Tool (Pre-SET:

Steede & Pomerleau, 2012).

For over 10 years, a therapeutic learning program has been instrumental in helping high school students with

ED/BD stay in their home school and succeed along with their non-disabled peers. This presentation will describe

the design of this program and how it has changed over time.

Students with EBD commonly display high levels of verbal and physical aggression, often addressed with punitive

and restrictive practices such as seclusion and restraint. This research examined the case law pertaining to the use

of seclusion and restraint in educational settings. Results and recommendations for professional practice are

presented.

Incarcerated youth face many obstacles when released. Employment is critical in reducing reoffending, but many

youth do not have the skills they need to obtain and maintain employment. This presentation shares the evaluation

of one curriculum that teaches employability and social skills to incarcerated youth to improve reentry outcomes.

Many incarcerated youth experience intersectionality of disproportionality in race, disability, and juvenile justice.

Incarcerated youth shared their stories that were then analyzed for common themes. Using a DisCrit framework,

social context, environment, and systems of power were considered for better understanding of the experiences of

incarcerated minority youth with disabilities.

Though cognitive-behavioral interventions (CBIs) are effective in preventing problem behavior, there is a need to

extend and refine CBIs to meet the needs of a diverse school population. As a first step in meeting this need, we

present findings on whether student characteristics influence the effectiveness of a school-based CBI.

We contend that classroom quality and student outcomes in self-contained EBD special education classrooms can

be improved by targeting the relationship between the special educator and paraeducators. Informed by research

and practice, we present the Teacher-Paraeducator Framework for improving student educational and behavioral

outcomes in self-contained EBD classrooms.

This presentation will describe a current research study examining the utility of a teacher conducted trial-based

functional analysis (TBFA) procedure in juvenile justice classrooms. The TBFA procedure, correlations between

FBA and TBFA outcomes, and preliminary data on the effectiveness of function-based interventions derived from

TBFA findings will be discussed.

The recent emphasis at the U.S. Department of Education on the use of randomized control trials to designate

interventions as “evidence-based,” coupled with the call to compute effect sizes similar to designs employing

inferential statistics, has forced the EBD and larger special education field to examine it’s current research rigor.

This session will provide an overview and rationale why traditional single subject design and analyses are key to

improving student behavior and should remain a central strategy in the field.

In this presentation we provide an overview of and rationale for comprehensive, integrated, three-tiered (Ci3T)

models of prevention – one approach to integrated tiered systems of support. We describe core features of Ci3T

models, followed by an update on what is new in terms of measures used in training and implementation.

In this presentation, we discuss a practice-based professional learning model for building the expertise of site-level

educators to design, implement, and evaluate functional assessment-based interventions. This practice is

implemented as part of schools’ comprehensive, integrated, three-tiered (Ci3T) models as one Tier 3 support. We

provide an overview of professional learning model with coaching supports, and tools used for supporting the use

of this model with fidelity.

This panel discussion will provide an interactive discussion on how to support students with and at risk for EBD

within and beyond the context of comprehensive, integrated, three-tiered (Ci3T) models of support. We invite

people interested in having a conversation about future directions.

While Division of Early Childhood (DEC) Recommended Practices stress the importance of reciprocal and culturally

responsive collaborations with families, teacher candidates often gain limited experiences in learning from their

students’ families. We share the findings of an Early Childhood Special Education teacher preparation program

syllabi review related to these DEC Practices. In addition, a panel of new teachers will share their experiences

about collaborating with the families in culturally responsive ways specifically related to the behavior of young

children with special needs. Challenges and recommendations will be shared.

In this presentation, we discuss the effects of teacher-delivered increased opportunities to respond (OTR) for two

fourth-grade girls with moderate-to-high levels of internalizing behaviors believed to negatively impact their level of

participation during math instruction. First, we examine if a general education teacher with limited university support

could implement teacher-delivered increased OTR with integrity. Second, we examined the extent to which a

functional relation was established in this alternating treatment design comparing choral and mixed (70% choral,

30% individual) responding was established between the two types of OTR delivery. Third, we explored teachers’

and students’ views on the goals, procedures, and outcomes of the OTR interventions.

Numbered Heads Together (NHT) is an alternative questioning instructional strategy, which can be used within

multi-tiered systems of support (MTSS) and is designed to improve student performance in inclusive and self-

contained classrooms. This presentation provides detail associated with the NHT procedure, previous NHT

research, and future directions for research.

Utilizing a single subject design, three middle school students with emotional and behavioral disorders (EBD) were

observed in a self-contained classroom to determine the effects of a technological based and traditional paper-

pencil self-monitoring intervention. This presentation will include a discussion of the results, limitations, and future

implications of the investigation.

This presentation provides an overview of research based approaches for students with EBD in inquiry science

classrooms. Essential instructional components that provide a high level of structure such as pre-teaching core

concepts and providing hands on experiences with extra academic and behavioral supports ensure students with

EBD are highly engaged and successful in science.

Co-Presenter #1

Name

Co-Presenter #1

Affiliation

Co-Presenter #2

Name

Co-Presenter #2

Affiliation

Co-Presenter #3

Name

Ted Hasselbring Vanderbilt University

Cindy Farley University of Hawaii

Andrea Simms SUNY Plattsburgh

K. Richard Young,

PhD

Brigham Young

University

Lynnette

Christensen, MS

Brigham Young

University

Leslie Williams, EdS

Nicholas A. Gage

Nicholas A. Gage University of Florida

Tim Lewis University of

Missouri

Doug Cheney University of

Washington

Thomas Grant University of

Washington

Doug Cheney University of

Washington

Thomas Grant University of

Washington

Lisa Hoyt

Jennifer D. Walker University of Mary

Washington

Lesli Raymond Texas A&M

University-Commere

Hayleigh Garlow

Courtney Crane University of Texas

San Antonio

Armando Botti University of Texas

San Antonio

Alison Zagona University of Arizona

Alison Zagona University of Arizona Kathleen McNaboe Vail School District Katelyn Ewing

Kristine E. Larson, Johns Hopkins

Center for the

Prevention of Youth

Violence

Elise Pas, Ph.D. Johns Hopkins

Center for the

Prevention of Youth

Violence

Katrina Debnam

Mark Staszko Yellow Breeches

Educational Center

Paul Sokolofsky Yellow Breeches

Educational Center

Gary Sanderson

Michael P. Krezmien University of

Masscahusetts

Tia Barnes Yale University Lisa Flynn Yale University Susan Rivers

Kimberly Vannest Texas A&M

Yadira Flores KOI Education

Joseph H. Wehby Vanderbilt University

Kathleen L. Lane University of Kansas Emily D. Cantwell University of Kansas

David Lee Penn State Tom Farmer VCU Kate Norwalk

Judith R. Harrison Rutgers University

Shanna Hagan-

Burke

Texas A & M

University

Stephen W. Smith University of Florida

Michael Turner Texas Juvenile

Justice Department

Kelcey Schmitz Center for Strong

Schools University

of Washington

Tacoma


Schools University

of Washington

Rayann Silva Center for Strong

Schools University

of Washington

Rayann Silva Center for Strong

Schools University

of Washington


Schools University

of Washington

Nelly Shora Texas A&M

University-

Commerce

Brittany L. Hott Texas A&M

University-

Commerce

Maureen Conroy University of Florida

Peter Alter Saint Mary’s College

of California

Steve Forness Psychiatry and

Biobehavioral

Sciences, UCLA

Gregory J. Benner


Masscahusetts

candace mulcahy binghamton

university

Kristine Jolivette Georgia State

University

Lauren J. Boden Georgia State

University

Brittany L. Hott Texas A&M-

Commerce


Massachusetts

Steve Forness UCLA

Neuropsychiatric

Hospital

Sarah Dillon University of Virginia

Shannon Cleary ASU

Leanne S. Hawken University of Utah Sharlene A. Kiuhara [email protected]

Leanne S. Hawken University of Utah Courtenay A. Barrett Utah State

University

Robert D.

Richardson

Amber B. Ray Julia Houston Colin P. Kavanagh

Adam Lockwood University of Kansas

Medical Center

Amanda Hackwell Northern Arizona

University

Kristen Lilly

Lauren J. Boden Georgia State

University

Kristine Jolivette Georgia State

University

Denise McClain Georgia Department

of Juvenile Justice

Wendy P. Oakes Arizona State

University

Emily Cantwell University of Kansas

Holly Menzies Robin Parks Ennis University of

Alabama at

Birmingham

Wendy P. Oakes

Renee Newman Retired from Arizona

Department of

Education

Dr. Gregory J.

Bennier

Center for Strong

Schools University

of Washington

Jennifer Ninci Texas A & M

University

Mark Zablocki Illinois State

University

Michael P Krezmien University of

Massachusetts,

Center for Applied

Special Technology

Lauren W. Collins University of Hawaii Chris Sweigart chris.sweigart@louis

ville.edu

Kaitlin Bundock University of Utah

Tricia Hagerty NWPBIS

Jessica Swain-

Bradway

Midwest PBIS

Network

Brian Horn Illinois State

University

Lyndal M. Bullock University of North

Texas

Kathleen Lane Univ. of Kansas Robert A. Gable Old Dominion

University

Sarup Mathur

Susanne Belk

Candace Mulcahy Binghamton

University

Jason Travers Kansas University

Candace Mulcahy Binghamton

University

Jason Travers Kansas University

Nikki L. Josephs Manhattanville

College

Vance Austin Manhattanville

College

Brian Barber Kent State

University

Andrew Wiley Kent State

University

Kristen VanGoeye University of Florida HyunSuk Han University of Florida

Lauren L. Evanovich University of

Louisville

Vance Austin Manhattanville

College

Micheline Malow Manhattanville

College

Andrew Ecker

Robin Alves Greenburgh Central

School District

Martha Cocchiarella ASU Alyssa Sherry ASU student

Sandy Devlin Mississippi State

University

Tim Zeng Center for Strong

Schools University

of Washington

Gregory J. Benner Center for Strong

Schools University

of Washington

Candace Gann, PhD University of Texas

at San Antonio

Carl Liaupsin, PhD University of Arizona

Amy Papacek Arizona State

University

Penny Paige Craven Mississippi State

University

John Wills Lloyd University of Virginia

Ashley MacSuga-

Gage, PhD

University of Florida Lauren Evanovich University of

Louisville

Jennifer A. Catalano University of Arizona

Bridget Kelley Western

Washington

University

Christina Crowe University of

Massachusetts-

Dartmouth

Kathleen Lynne

Lane

University of Kansas David Royer University of Kansas

Kathleen Lynne

Lane

University of Kansas Eric Common University of Kansas Liane Johl

Kathleen Lynne

Lane

University of Kansas

Margarita Jimenez

Silva

Arizona State

University

Veronica Nunez

Eric Common University of Kansas Kathleen Lynne

Lane

University of Kansas Holly Menzies

Lawrence Maheady SUNY Buffalo State Andrea D. Jasper Central Michigan

University

Robert L.

Williamson

Robert L.

Williamson

Simon Fraser

University

Andrea D. Jasper Central Michigan

University

Laura Baylot Casey

David Lee Penn State

University

Charles Hughes Penn State

University

John Hosp

Co-Presenter #3

Affiliation

Co-Presenter #4

Name

Co-Presenter #4

Affiliation

Please list any

additional

presenters

Brigham Young

University

Paul Caldarella, PhD Brigham Young

University

Renton Academy

Texas A&M

University-

Commerce

Vail School District

Johns Hopkins

Bloomberg School

of Public Health

Lancaster Scuba

Center

Yale University

University of

Washington-

Tacoma

Canyons School

District

Angelique Aitken Ashley Barkel, Steve

Graham

Mesa Public

Schools

Valerie Schwiebert Western Carolina

University

Arizona State

University

ASU Kristine Jolivette Georgia State Univ.

Putnam Northern

Westchester

BOCES

University of Kansas

Grand Canyon

University

Jennifer Casas Arizona State

University

Ashleigh Leonard,

Laveen School

District

Mallory Messenger Robin Parks Ennis

Simon Fraser

University

Renee C. Murley The University of

Memphis

Elizabeth Stratton

The University of

Memphis

strtton1@memphis.

edu

The University of

Memphis

Clinton Smith The University of

Tennessee at Martin

University of Iowa

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