The 13th International Conference on Positive Behavior Support, San Francisco, California, March 23-26, 2016

APBS 2017 is Now Over


APBS 2017 Overview

Who Should Attend

  • Administrators
  • Behavior Analysts
  • Behavior Specialists
  • Counselors
  • Early Interventionists
  • Educators/Special Educators
  • Family Support Personnel
  • Parents/Family Members
  • Psychologists
  • Researchers
  • Social Workers

Click here to download a sample letter to request approval from your organization to attend the Fourteenth International Conference on Positive Behavior Support. View the PDF version of this document here.

Conference Strands

The Fourteenth International Conference on Positive Behavior Support will feature over 150 oral presentations, posters, pre-conference and skill-building workshops highlighting empirical findings, assessment and intervention methods, current topics, and other aspects of Positive Behavior Support. Presentations and workshops will focus on topics including:

  • 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.

Conference Objectives

APBS Conference participants will be able to:

  1. Gain an understanding of research-based strategies that combine applied behavior analysis and biomedical science with person-centered values and systems change to increase quality of life and decrease problem behavior;
  2. Identify practical applications of positive behavior support in a variety of places including schools, early childhood, mental health, child welfare settings, and in organizations that provide services to adults with intellectual or other disabilities;
  3. Describe the most current, state-of-the-art research on positive behavior support for a variety of populations and settings;
  4. Expand explicit knowledge about the field of positive behavior support that promotes questioning about the field and its aims and methods;
  5. Expand their perspective on problems/goals and PBS intervention strategies by enhancing knowledge (unspoken understandings) about the field of positive behavior support; and
  6. Enhance understanding about the key components and related considerations in the positive behavior support process from an individual to systems level perspective.