APBS 2018 Call for Papers
The APBS 2018 Call for Papers is now closed.
The Call for Papers for the Fifteenth Annual Conference on Positive Behavior Support closed at midnight EST on Wednesday, September 13th. If your presentation proposal is selected for APBS 2018, you will be notified in late October. Please consult the section below, "Important Dates for APBS 2018" for important information and dates related to presentations at APBS 2018.
Click here to read a guide created by the APBS Training & Education Committee on submitting a proposal to the Fifteenth Annual Conference on Positive Behavior Support.
As you prepare your presentation proposal for the Fifteenth International Conference on Positive Behavior Support, please consult the scoring rubric for APBS Conference presentation proposals.
Presenters should consider submissions that address some targeted topics including:
- policies that impact PBS including Every Student Succeeds Act, Medicaid, etc.,
- alignment of PBIS with other initiatives such as trauma informed practices, mental health, restorative justice, etc.
- culturally responsive PBS practices,
- practical applications of PBS in school and classroom settings,
- the role of various disciplines or personnel in PBS implementation, and
- collaborations between families, schools, agencies and communities.
The APBS Conference would encourage presenters to consider submitting a symposium with 3-4 speakers on a relevant topic. High quality symposium submissions will be given strong consideration for acceptance.
Important Dates for APBS 2018 Presenters
|Dates to Remember|
|September 13, 2017||Deadline for receipt of presentations|
|Late October 2017||Notification of selection*|
|Late December 2017||Online publication of APBS 2017 Draft Agenda with presentation times|
|March 5, 2018||Deadline for registration and housing of all presenters|
|March 5, 2018||Deadline for APBS 2017 Conference registration|
|*If you do not receive notification by email at that time please contact Ilene Page.|
The APBS Conference Committee will be accepting submissions online for oral presentations and posters. Please indicate during the submission process whether your presentation is a Strategies/Tools, Conceptual, or Research-based presentation.
Author Submission Limitation
In order to provide attendees with a broad array of presenters and presentation topics, the Conference Committee will limit the number of presentation submissions to two (2) by one lead author. An author can be the lead presenter on one oral presentation and one poster presentation or a co-presenter (second or later author) on one other submitted presentation.
NOTE: Keynote, Featured, Invited, Workshop, Ignite, and Symposium presentations do not count toward the submission limit.
- Oral presentations are 75 minutes in length and will occur at various times during the conference on March 29th & 30th. You may present one topic the entire time or may choose to have multiple topics and presenters within your presentation. For example, you might have 3 presenters and a discussion all focused around a topic area (e.g., interventions for individuals diagnosed with autism). Oral presenters are provided with a screen, LCD projectors and microphone (where needed). Laptops are the responsibility of the presenter. If you need to rent a laptop for your presentation, please download the AV forms (3 forms) and return to the appropriate party (specified on the forms). Please keep in mind that rented equipment is at the expense of the presenter.
- Ignite Sessions - In an Ignite Session, each presenter/proposal will receive from 5-10 minutes to present about one important aspect of their experience. A 75 minute time slot may include presentations from 7-10 different presenters arranged around a common theme. This year we will allocate at least three themes for Ignite Sessions: School, district and state applications of PBS. Proposals can select to be considered for an Ignite Session. Oral presentations that are not selected for the conference may also be contacted about participating in an Ignite Session.
- Symposium Sessions - A symposium session provides several (sometimes contrasting) views on a single topic or issue. Three to four people each provide a 15–20 minute presentation related to an issue or a theme. The formation of the symposiums will be a combination of presentations submitted in a group of related subjects/topics by the presenters themselves and/or organized into like topic sessions by the APBS Training and Education Committee.
Poster Presentations - Posters will be presented in conjunction with the conference reception, Thursday, March 29th from 6:30-8pm. Each presentation is provided with an 8' x 30" table. A 36" x 48" presentation board on which to display a summary of the presentation will be furnished for every accepted presentation. Poster presenters are not supplied with any audiovisual equipment or electrical access. Those requiring audiovisual equipment are responsible for their own equipment or working with the hotel AV staff at their own cost. Additionally, electrical access can be obtained by the presenter directly through the hotel at their own cost.
There will be two scholarships awarded for students who present scholarly work at the Reception/Poster Session. Awards will be given to students who present original research or original research-based practitioner or teacher education information. If the only entries to the contest fall into the research-based or practitioner/teacher education category then two awards shall be presented within that single category to ensure that two awards are delivered per year.
To be considered for the APBS Student Poster Presentation Award presenters must: (1) be present and set-up 30 minutes prior to the start of the Reception/Poster Session; and (2) visibly post their APBS generated Poster Session sign.
If the focus of your presentation is to showcase a product (materials, books, videos, or consultation services) for sale, the appropriate forum is our exhibitor section. You may not conduct a presentation with the purpose of marketing or selling your product. Exhibitors tables are available in a specific high traffic area of the conference on both Thursday and Friday (March 29th & 30th). Information on becoming an APBS exhibitor is available here. Note- The APBS Conference Committee will respond to reports of presenters selling materials, books, videos, or consultation services by excluding such presenters from future conference presentations.
APBS 2018 Strands
During the submission process you will be asked to select the topic area or areas that best represent your submission. You may select more than one topic area but will be asked to select the "primary area"-the one that is the best match. Topic areas include the following general areas: school-related, developmental disabilities/individuals at risk, and strands that cross multiple areas. Pick a topic within one or more of these general areas.
- School: Presentations within the School strand focus on how the principles and technology of PBS are implemented across the continuum of support levels and in schools and other educational settings and/or to address specific topics faced by school districts and other educational settings.
- Early Childhood: The Early Childhood strand includes presentations about systems change efforts, research, evidence-based practices, and case study presentations related to young children (birth through age 5) and PBS implementation
- Integration and Alignment: Presentations in this strand provide frameworks for integrating and aligning systems of support (e.g., academic and behavior MTSS supports, positive behavior supports and mental health systems) to enhance student success and interagency collaboration and cooperation.
- Individual Students: This strand emphasizes the use of PBS principles and technology to support individual students within a school setting. The focus is on one or more specific students, rather than the school system.
- Classroom: Presentations in this strand focus on how the principles and technology of PBS are implemented within classroom settings.
- School-Wide Systems: Presentations in this strand highlight current work in school-wide positive behavior support. Emphasis is placed on efforts to "scale-up," implement and sustain PBS principles and technology across multiple schools in districts and states.
- School Low Incidence: Presentations in this strand focus on how PBS principles and technology are used to support students with low incidence disabilities (i.e.., vision, hearing, or motor impairments, intellectual disability, autism spectrum disorder, or multiple disabilities).
- Equity: Presentations in this strand focus on applying PBS principles and technology to support a fair and inclusive educational system that results in higher student achievement, increased quality of instruction, improvement of low-performing schools, and/or better outcomes for students from diverse circumstances.
- Home and Community: Presentations within the home and community strand focus on how the principles and technology of PBS are implemented across the lifespan in a variety of settings such as home, community centers, adult employment, residential settings, eldercare facilities, etc.
- IDD: Presentations in this strand will highlight the application of PBS principles and technology to support children and/or adults with IDD in settings outside of school (e.g., home, community). An intellectual disability is characterized by limitations in intellectual functioning and difficulties in a variety of everyday social and practical skills. A developmental disability is attributed to a cognitive or physical impairment that results in limitations in areas such as self-care, language, and mobility. The term IDD covers a broad range of disorders and syndromes.
- Families and Parent Supports: Presentations in this strand highlight working in partnership with parents and other family members when implementing PBS in school, home, and community settings. Presentations may be focused on how professionals can understand, support, and include the family perspective when serving families, or, be aimed at helping parents and family members learn to understand and implement PBS with their family members and in their community.
- Juvenile Justice: Presentations in this strand describe how PBS principles and technology are applied to juvenile justice and other alternative settings.
- Mental Health: The presentations in this strand focus on physiological or neurological issues, health, and well-being. In addition, presentations are included that describe how PBS principles and technology are implemented within mental health settings.
- Quality of Life: Presentations in this strand describe how PBS principles and technology are applied to improve the wellbeing of individuals including physical, mental, and or social wellbeing across the lifespan.
- PBS and Employment: Presentations in this strand describe how PBS principles and technology are applied to support individuals and vocational support staff in work environments and/or how it is used to improve employment opportunities.
The APBS Conference Committee reserves the right to allocate your presentation to either oral presentation or poster session and to vary the chosen strand, depending on the number and type of submissions received.
Workshop Protocol for the APBS Conference
Pre- and post-conference workshops (half- and full-day sessions requiring attendees to pay an extra fee beyond standard conference registration) are invited presentations. The Conference Committee actively identifies and recruits national people who are experts on specific topics. If you are interested in presenting a pre- or post-conference workshop at a future International APBS Conference (i.e., after 2018), please follow these directions.
- Please submit a proposal for an oral presentation through our Call for Papers site.
- If the proposal is accepted, you will receive an email notification. After getting the notification, please contact our Meeting Planner, Ilene Page (firstname.lastname@example.org) to let her know that you wish to present the topic as a workshop at the following year’s conference.
- During the Conference in which you will be presenting the oral topic, Ilene will arrange for at least one Conference Committee board member to attend your presentation.
- If the board member agrees that your session would be a valuable workshop at a future conference, a recommendation will be made to the Conference Committee.
- The Conference Committee will meet to discuss the recommendation and in keeping with the needs and desires of conference attendees related to topics of interest, will come to consensus on a decision.
- The Conference Committee will contact you via email to let you know of their decision.
- If the Conference Committee agreed that your topic should be presented in a workshop format, you will receive an invitation to present the topic as a workshop for the next annual International APBS Conference.
Formatting Your Submission
Before submitting your presentation online, please review the following guidelines:
- Title: Enter the FULL TITLE of your abstract EXACTLY as it appears in your proposal. This will be used for printing in the final program and on the website schedule. The title of your presentation should be no more than 12 words. Please capitalize the first letter of each word and do not put a period at the end of the title. Your title should be as descriptive as possible; it should give attendees a good idea about your topic.
- Abstract: Can be cut pasted into the submission site from a Word document - limit 450 words
- Summary: Please provide a 35-word summary. It will be included in the Conference Program and the website Agenda.
- APBS is committed to the use of person first language throughout all correspondence including the website, conference media, and any business emails. This means that presenters must use person first language when they submit their conference proposals including titles, abstracts, and session descriptions. Person first language puts the person before the disability or category. Examples of person first language include "she has autism"as opposed to "she is autistic," "he receives special education" versus "he is a special ed. Kid(Snow, 2009)." For more information go to http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf.