APBS 2018 Presentations

Keynote

Keynote Evolving More Nurturing Societies

Anthony Biglan, Oregon Research Institute, Eugene, OR

F1 IDD Keynote - Promoting Happiness Among People With Severe Disabilities: Evidence-Based Strategies

Dennis Reid, Carolina Behavior Analysis and Support Center, Morganton, NC

Pre-conference Workshops

SWK 102 Integrating Mental Health Within a School-Wide System of PBIS: Systems Practices, Data

Lucille Eber and Kelly Perales, Midwest PBIS Network, La Grange, IL

SWK 103 Navigating Ethical and Professional Issues When BCBAs Work in Schools

Ilene Schwartz, University of Washington, Seattle, WA

SWK 105 Implementing Behavioral Kernels to Support PBIS

Anthony Biglan, Oregon Research Institute, Eugene, OR

SWK 106 Basic FBA to BSP: An Efficient Approach to Providing Function-Based Support

Sheldon Loman, Portland State University, Portland, OR; Kathleen Strickland-Cohen, Texas Christian University, Fort Worth, TX

SWK 107 Team Initiated Problem Solving II (TIPS II) Workshop and Exploration

Anne Todd, University of Oregon, Eugene, OR

Oral Presentations

A1 The Origins of PBS and Implications for the Future

Rob Horner, University of Oregon, Eugene, OR

A2 The Comprehensive Classroom Management Tool: A SchoolWide and Classroom Coaching Process

Sara McDaniel, University of Alabama, Tuscaloosa, AL; Barbara Mitchell and Danielle Starkey, University of Missouri, Columbia, MO

A3 PBS and MTSS: Federal Laws, Federal Guidance, and the U.S. Supreme Court

Mitchell Yell and Susan Thomas, University of South Carolina, Columbia, SC

A4 Using the Coaching Cycle to Implement Teaching Practices in the Classroom

Scott Spaulding and Carol Davis, University of Washington, Seattle, WA

A5 Issues Related to the Home and Community-Based Waiver and Positive Behavior Support

Rachel Freeman, University of Minnesota, Minneapolis, MN; Ralph Lollar, Centers for Medicare & Medicaid Services (CMS), Washington, DC; Stewart Shear, Devereux Adult Services, Villanova, PA; Teresa Rodgers, Missouri Department of Mental Health, Jefferson City, MO; Dennis Reid, Carolina Behavior Analysis and Support Center, Morgantown, NC

A7 Involving All: Stakeholder Input as the Key to Problem Solving Disproportionate Discipline

Stephanie Martinez, Devon Minch, Therese Sandomierski, Anna Winneker, Rebecca Webster, and Ashley MacSuga-Gage, University of South Florida, Tampa, FL

A8 What’s Your Function? Making Check-In/Check-Out Work for All Students

Evan Dart, University of Southern Mississippi, Hattiesburg, MS; David Klingbeil and Amber Schramm, University of Wisconsin-Milwaukee, Milwaukee, WI; Jonathan Jagemann, Milwaukee Public Schools, Milwaukee, WI

A9 Implementation Fidelity and Outcome Assessment Planning for States, Regions, and Districts

Bert Eliason, University of Oregon, Eugene, OR; Jennifer Rollenhagen, Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI), Holland, MI; Jennifer Harms and Natalie Sedano, Mountain Desert SELA, Apple Valley, CA

A10 Early Childhood Networking Session - EC MTSS

Jolenea Ferro, University of South Florida, Tampa, FL; Brenna Wood, Lehigh University, Bethlehem, PA

A11 Success, Barriers, and Resources: District-wide Implementation in Urban Districts

Trisha Guffey, University of Missouri, Columbia, MO; Ambra Green, University of Texas at Arlington, Arlington, TX

A12 The Impact of CWPBIS on Student Behavior in a Juvenile Justice Facility

Rachel Lively and Diane Myers, Texas Woman’s University, Denton, TX

A14 Researching Mindfulness as a PBIS intervention. A High School and College Collaboration

Scott Silverman, Tarek Alamarie, Brendan Walsh and Joseph Cataldo, John Adams High School, Ozone Park, NY; Mary Stone, Marist College, Poughkeepsie, NY

A15 Building for Success: Refining Your Tier 2 Programming Through a Systems-Based Lens

Megan Pell and Deborah Boyer, University of Delaware, Newark, DE

A16 Creating Trauma-Informed, Culturally Responsive PBIS Systems in an Urban School District

Lara Slee, Ingham Intermediate School District, Mason, MI; Karlin Tichenor, Lansing School District, Lansing, MI

B1 The 9th Annual PBIS Film Festival

Shanna Hirsch, Clemson University, Clemson, SC; Robin Parks Ennis, University of Alabama at Birmingham, Birmingham, AL; Ashley MacSuga-Gage, University of Florida, Gainesville, FL

B3 Developing and Using Variations on the Tiered Fidelity Inventory

Jeffrey Sprague and Kristine Jolivette, University of Oregon, Eugene, OR

B4 Reducing Levels of Behavioral Risk: A Comparison of Two Targeted Interventions

Sara McDaniel, University of Alabama, Tuscaloosa, AL

B5 Delivering High Quality Positive Behavior Support During Uncertain Economic Times

Marc Ellison, Jim Harris, and Charlotte Hays, Marshall University, Huntington, WV

B6 Increasing Meaningful, Culturally Responsive Family Engagement at School Through Positive Behavior Supports

Kimberli Breen, University of Kansas SWIFT Center, Lawrence, KS; Tim Fulenwider, Lizbeth Gonzalez, and Ana Luna, Bakersfield City School District, Bakersfield, CA

B8 Blending Restorative Practices Into an Established Tier 1 PBIS Framework

Lauren Evanovich, Dia Davis, and Stephanie Martinez, University of South Florida, Tampa, FL

B12 Juggling Multiple Initiatives - Too Much? Too Little? Getting it Right!

Ellen Reinhardt and Michele Walden-Doppke, Northern Rhode Island Collaborative, Lincoln, RI

B13 Using Technology to Increase Opportunities to Respond in the Classroom

Ashley Rila and Sara Estrapala, University of Iowa, Iowa City, IA

B15 Layering Social-Behavioral and Mental Health Interventions Within Tier 2 PBS Structures

Christine Fonseca, Collaborative Learning Solutions, Temecula, CA

B16 Discovering Your Biggest Asset: Youth Leadership in PBIS!

Heidi Cloutier and Katherine Francoeur, University of New Hampshire IOD, Concord, NH

C2 PBS Films: Understanding How Educators Create and Use Films in School Settings

Shanna Hirsch, Clemson University, Clemson, SC; Ashley MacSuga-Gage, University of Florida, Gainesville, FL; Robin Parks Ennis, University of Alabama at Birmingham, Birmingham, AL; Kathryn Rice, Clemson University, Clemson, SC; John Beach, Intermediate School, Princeton, MN; Jessica Rogers, Everett Alvarez High School, Salinas, CA

C3 Reducing Disproportionality in Discipline: The Michigan Equity Pilot

Ruthie Payno-Simmons and Beth Hill, Michigan’s Integrated Behavior and Learning Supports Initiative, Holland, MI

C4 Statewide PBS Planning and Implementation in IDD Systems: Issues, Challenges, and Examples

David Rotholz, Center for Disability Resources (UCEDD), University of South Carolina School of Medicine, Columbia, SC; Teresa Rodgers, Missouri Department of Mental Health, Division of Developmental Disabilities, Columbia, MO; Molly Dellinger-Wray, Partnership for People with Disabilities, Virginia Commonwealth University, Richmond, VA; Matt Enyart, Kansas Institute for PBS, University of Kansas, Lawrence, KS; Barbara Brent, National Association of State Directors of Developmental Disabilities Services, Alexandria, VA

C5 Implementing With Fidelity, Aligning Initiatives, and Ensuring Sustainability of High School PBIS

Steve Goodman, Michigan’s Integrated Behavior and Learning Support Initiative, Holland, MI; Patricia Hershfeldt, Mid-Atlantic PBIS Network, Baltimore, MD; Brigid Flannery, University of Oregon, Eugene, OR; JoAnne Malloy, The Institute on Disability at the University of New Hampshire, Durham, NH

C8 Check-In/Check-Out: Adaptations for Students Within a PBIS Framework

Grace Wayman, Leanne Hawken, Julia Fleming, and Kristen Stokes, University of Utah, Salt Lake City, UT; Kaitlin Bundock, Utah State University, Logan, UT

C9 Preschool Suspension and Expulsion: Perspectives of Diverse Families

Charis Price, The University of Missouri-St. Louis, St. Louis, MO; Elizabeth Steed, University of Colorado Denver, Denver, CO

C10 Family-School Partnerships: Evidence-Based Foundations and Practice

Amanda Witte and Susan Sheridan, University of Nebraska Lincoln, Lincoln, NE

C11 Promoting College and Career Readiness Through PBIS

Jennifer Freeman and Allison Lombardi, University of Connecticut, Storrs, CT

C13 Changing the Mindset: Aligning PW and SW-PBIS in Early Elementary Grades

Michelle Sandrock, Metropolitan Regional Educational Service Agency, Atlanta, GA; Brandy Woolridge, Georgia Department of Education, Atlanta, GA

C15 Implementation Strategies of SWPBIS With Mental Health Supports: RCT Outcomes

Ricardo Eiraldi, University of Pennsylvania, Philadelphia, PA; Barry McCurdy, Devereux Center for Effective Schools, King of Prussia, PA; Rebecca Kanine, Children’s Hospital of Philadelphia, Philadelphia, PA

D1 Building Strong Partnerships to Install Tiered Systems: Learning and Growing Together

Kathleen Lynne Lane, University of Kansas, Lawrence, KS; Wendy Oakes, Arizona State University, Tempe, AZ

D2 Discipline Policies: Examining Commitment to Prevention, Equity, and Engagement

Ambra Green, University of Texas at Arlington, Arlington, TX; Heather Hatton, University of Missouri, Columbia, MO; Sondra Stegenga and Cody Gion, University of Oregon, Eugene, OR

D3 Statewide Implementation and Scale Up With an Eye Toward Fidelity

Barbara Smith and Phil Strain, University of Colorado Denver, Denver, CO; Lise Fox, University of South Florida, Tampa, FL; Mary Louise Hemmeter, Vanderbilt University, Nashville, TN

D4 Essential Skills of Classroom Management: From Novice to Expert Across the Profession

Nathan Stevenson and Brian Barber, Kent State University, Kent, OH; Regina Oliver, Educational Service Unit #5, Beatrice, NE; Janet VanLone, University of Connecticut, Storrs, CN

D5 The Waiting Potential for PBS to Reduce the Use of Restrictive Practices

Gary LaVigna, Institute for Applied Behavior Analysis (IABA), Los Angeles, CA

D6 The Effect of School-Wide Positive Behavior Interventions and Supports on Disciplinary Exclusions

Nicholas Gage, Nicolette Grasley-Boy, and Ashley MacSuga-Gage, University of Florida, Gainesville, FL

D8 You’re Welcome Here! Creating Welcoming and Inclusive School Environments for LGBT Families

Rachel Haug and Deanna Maynard, University of Missouri, Columbia, MO

D10 Pathways to Employment for Adults With ASD

Carol Schall, Jennifer McDonough, Holly Whittenburg, Alissa Brooke, and Whitney Ham, Virginia Commonwealth University, Richmond, VA

D11 Building Tier 3 Statewide Capacity: The Coaching Process Using Prevent-Teach-Reinforce

Niki Roberts and Deborah Boyer, University of Delaware, Newark, DE

D12 Tipping the Scale: A District Process for Data-Based Decision Making

Barbara Kelley and Cristy Clouse, CalTAC-PBIS, La Quinta, CA

D13 Mindfulness-Based Cognitive Behavioral Training: Tiered Approach to High School Stress Management

Imad Zaheer and Talida State, Montclair State University, Montclair, NJ

D15 Increasing Safe Environments for Special Education Paraprofessionals Through Positive and Preventive Practices

Kathleen Beaudoin and Laura Feuerborn, University of Washington Tacoma, Tacoma, WA

E1 Top 10 Behavior Strategies Parents (and Teachers) Can Use on Monday

Kiki McGough, Positive Behavior Consultant, Denver, CO; Shirley Swope, PEAK Parent Center, Colorado Springs, CO

E2 Supporting County Offices of Education with District-Wide PBIS Implementation in California

Josh Harrower, CSU, Monterey Bay, Seaside, CA; Rebecca Celes Mendiola, Santa Clara County Office of Education, Santa Clara, CA; Esther Rubio, Monterey County of Education, Salinas, CA; Reba Morga, Salinas Union High School District, Salinas, CA

E3 School-Wide Positive Behavior Support – What is the Role/s of a BCBA?

Robert Putnam, May Institute, Randolph, MA; Kacie Fleetwood, Nevada PBIS Technical Assistance Center, Reno, NV; Rose Iovannone, Univeristy of South Florida, Tampa, FL

E5 Working Together to Implement PBS Statewide in Education and Human Services

Rachel Freeman, University of Minnesota, Minneapolis, MN; Tim Moore, Minnesota Department of Human Services, St. Paul, MN

E7 Challenges to Cheers: A PBS Training for Parents and Alternative Education Professionals

Krystal Kennedy and Cindy Freer Conley, Tennessee Technological University, Cookeville, TN

E8 Implementing an Interconnected Systems Framework: A Review of Training Curriculum and Workbook

Kelly Perales, Midwest PBIS Network, Hummelstown, PA; Susan Barrett, Mid-Atlantic PBIS Network, Sheppard Pratt Health System, Baltimore, MD; Lucille Eber, Midwest PBIS Network, LaGrange, IL

E9 What Does Race Have To Do With It?

Edwin Javius, EDEquity, Inc., San Jose, CA

E10 Using Data to Improve Systems and Practices that Benefit Students

Dale Cusumano, Angela Preston, and Caryn Ward, University of North Carolina Chapel Hill, Chapel Hill, NC

E13 Community Matters: Establishing a Foundation for Tier 2 and 3 Systems

Beth Udisky, Yesmina Luchsinger, and Jewel Riley, Tolleson Union High School District, Tolleson, AZ; Erica Chavez, Touchstone Health Services, Avondale, AZ

E14 School-University Partnerships in MTSS Implementation: A Unique Supervision and Services Model

Sara Rich and Gary Duhon, Oklahoma State University, Stillwater, OK; Brit’ny Stein and Debbie Enos, Osage County Interlocal Cooperative, Hominy, OK

E15 Enhancing the Feedback Loop: Using School Climate Data to Improve PBIS Evaluation

Cade Charlton and Christian Sabey, Brigham Young University, Provo, UT; Sara Moulton, University of South Florida, Tampa, FL

F2 Sustaining Inclusive Behavior Instruction Through California’s Multi-Tiered System of Support (MTSS) Statewide

Kimberli Breen, University of Kansas SWIFT Center, Lawrence, KS; Dori Barnett, Orange County Department of Education, Costa Mesa, CA; Mike Lombardo, Placer County Office of Education, CA PBIS Coalition Director, Placer, CA

F3 Effective Classroom Practices for Students With Internalizing Behavior Concerns

Deanna Maynard and Daniel Rector, Missouri Schoolwide Positive Behavior Support, Columbia, MO

F4 Substitute Teacher Survival Kit: A Collaborative Behavioral Plan to Support Substitute Teachers

Aaron Fischer, Lauren Perez, Magenta Silberman, John Davis, and Leanne Hawken, University of Utah, Salt Lake City, UT

F5 Applying the Team Initiated Problem Solving (TIPS) Model

Anne Todd, University of Oregon, Eugene, OR

F7 Including Students With Severe Disabilities in SWPBIS: A Call to Action

Virginia Walker, 2018 Ted Carr Award Winner, Illinois State University, Normal, IL; Sheldon Loman, Portland State University, Portland, OR; Kathleen Strickland-Cohen, Texas Christian University, Fort Worth, TX

F9 Using Disciplinary Data to Better Understand and Address Restraint and Seclusion

Christopher Vatland, Lauren Evanovich, Rebecca Webster, Anna Winneker, and Laura Kern, University of South Florida, Tampa, FL

F13 Family Coaching to Address Challenging Behaviors at Home

Angel Fettig, University of Washington, Seattle, WA; Erin Barton, Vanderbilt University, Nashville, TN

F15 Forensic Psychiatric Hospital to Life in Community: PBS Best Practices in Action

Paul Malette, CBI Consultants Ltd., Vancouver, BC, Canada

G1 Bullying Prevention in Positive Behavior Support: Updated Interventions

Scott Ross, Colorado Department of Education, Denver, COC

G5 Moving from “Conversation” to “Action”: A Protocol for Disproportionate Discipline

Therese Sandomierski, Stephanie Martinez, and Anna Winneker, University of South Florida, Tampa, FL

G6 Ignite Session 1

Facilitator: Amber Maki, Minnesota Department of Human Services, St. Paul, MN

G7 Prevent-Teach-Reinforce for Families: Reducing Challenging Behaviors in Children With ASD

Malena Argumedes, University of Sherbrooke, Montreal, QC, Canada; Janice Lee, University of Nevada, Reno, Reno, NV

G8 Aligning District Initiatives Within a Multi-Tiered System for Complete Mental Health

Cat Raulerson, Natalie Romer, and Karen Cox, University of South Florida, Tampa, FL; Michelle Johnson, Duval County Schools, Jacksonville, FL

G9 Systems Coaching: Supporting Integrated MTSS to Improve Effectiveness, Fidelity, and Sustainability

Kelli Henson and Don Kincaid, University of South Florida, Tampa, FL

G10 Combining SRSD and Self-Monitoring to Improve Writing and Self-Monitoring Skills

Robai Werunga and Ya-yu Lo, University of North Carolina at Charlotte, Charlotte, NC

G12 Mentorship From Juvenile Justice Into the Community: Student, Caregiver, and Mentor Perspectives

Xueqin Qian and Eileen Klemm, University of Minnesota, Minneapolis, MN

G13 Situating Suicide Prevention Gatekeeper Training Within School-Wide Positive Behavior Support

Danielle Empson and Tim Knoster, McDowell Institute, Bloomsburg, PA

G14 IEP Accommodations for Students With Emotional and Behavioral Needs

Colleen Commisso, Lee Kern, Allyse Hetrick, and Beth Custer, Lehigh University, Bethlehem, PA

G15 Focusing on the Classroom Environment During the FBA-BIP Process

Michelle Dunn & Shanna Hirsch, Clemson University, Clemson, SC; Allison Bruhn, University of Iowa, Iowa City, IA

G16 Five Key Steps to Sustainably Aligning Multi-Tiered Systems District-Wide

Amanda Real, East Central ISD, San Antonio, TX; Mae Coffman, Emergent Tree Education, Austin, TX

H2 Connecting Trauma-Informed With Positive Behavioral Interventions and Supports in Missouri Schools

Daniel Rector and Rachel Haug, Missouri Schoolwide Positive Behavior Support, Columbia, MO

H3 The Pyramid Model Goes Program-Wide in Child Care

Erin Barton and Mary Louise Hemmeter, Vanderbilt University, Nashville, TN; Lise Fox and Christopher Vatland, University of South Florida, Tampa, FL

H4 Preventive Classroom Management: Positive Behavior Support in the Classroom

Tim Knoster, McDowell Institute: Bloomsburg University, Bloomsburg, PA

H5 Basic FBA to BSP: Implementing and Sustaining a Continuum of Function-Based Support

Kathleen Strickland-Cohen, Texas Christian University, Fort Worth, TX; Sheldon Loman, Portland State University, Portland, OR

H6 Multi-Tiered Approach to Trauma-Informed Trainings for School Site Staf

Heather Cardona, Lori Le Blanc, Mauro Garcia, Nora Magana, Carol Chen, and Nancy Moradi, San José Unified School District, San Jose, CA

H7 Effective Practices for Partnering Within an Inclusive Multi-Tiered System of Support

Kimberli Breen, University of Kansas SWIFT Center, Lawrence, KS; Navjyot Gill, University of California Irvine, Irvine, CA; Joy Takatsuka, King Kamehameha III Elementary School, Lahaina, HI

H9 Lessons Learned and Questions Remaining about PBIS and Professional Development (PD) Models

Nadia Sampson and Katie Conley, University of Oregon, Eugene, OR; Susannah Everett, University of Connecticut, Storrs, CT

H11 Utilizing the Prevent, Teach, Reinforce Model with Young Adults with Significant Disabilities

Lauren Rollins, Sara McDaniel, Kagendo Mutua, and Amy Williamson, University of Alabama, Tuscaloosa, AL

H12 African American Male Students: A Targeted Model to Address School Disparities

Edwin Wilson and Jacqueline Peterson, Charlotte Mecklenburg Schools, Charlotte, NC

H13 Using the Competing Behavior Pathway as a Contextual Improvement for Progress Monitoring

Stacy Morgan, Emergent Tree Education, Austin, TX; Katy Davenport, Texas State University, San Marcos, TX

H14 Project SUPPORT: A Practice-Based Model for Developing Universal Classroom Management Skills

Brian Barber, Nathan Stevenson, and Sara Boyle, Kent State University, Kent, OH

H15 Multi-Tiered Behavior Intervention Framework for Exceptional Students in Taiwan: Lessons Learned

Pei-Yu Chen, National Taipei University of Education, Taipei, Taipei, Taiwan; Li-Yu Hung, National Taiwan Normal University, Taipei, Taipei, Taiwan

I1 Culture of Wellness in Schools: What Can School Based Clinicians Do?

Sheri Luecking, Midwest PBIS Network, LaGrange, IL; Susan Barrett, Mid-Atlantic PBIS Network, Sheppard Pratt Health System, Baltimore, MD

I2 Adapting the Check-In, Check-Out Intervention to Support Students With Internalizing Behaviors

Kristin Kladis, Leanne Hawken, Kristen Stokes, and Robert O’Neill, University of Utah, Salt Lake City, UT

I4 The Role of Behavior Screening in Tiered Systems of Support

Allison Gandhi, American Institutes for Research, Washington, DC; Kathleen Lynne Lane, University of Kansas, Lawrence, KS; Steve Kilgus, University of Missouri, Columbia, MO

I5 Integrating RtI and PBIS: Recommendations From Four States Implementing MTSS

Brian Gaunt, University of South Florida, Tampa, FL; Steve Goodman, MiBLSi, Holland, MI; Scott Ross, Colorado DOE, Denver, CO; Erin Chaparro, University of Oregon, Eugene, OR

I7 Function-Based Thinking: Bringing Research to Classrooms for Effective Responses to Student Behavior

Kimberly Yanek,  2018 Ted Carr Award Winner, Mid-Atlantic PBIS Network, Sheppard Pratt Health System, Baltimore, MD

I8 Incorporating PBIS Into Adult Inpatient Treatment to Enhance IDMI Clients’ Discharge Readiness

Jo Newkirk-Hornecker, Wyoming State Hospital, Evanston, WY

I9 More Than Just Practices: Systems and Data for Tier 2

Jason Harlacher and Lynne DeSousa, Colorado Department of Education, Denver, CO

I10 Practical Classroom Social and Emotional Learning Strategies for Every Educator

Gregory Benner, University of Washington, Center for Strong Schools, Tacoma, WA

I11 Improving Quality of Life: Positive Outcomes for Police/Students Through Evidence-Based Training

Laura Zeff, Los Angeles Unified School District, Los Angeles, CA; James Ream, Los Angeles School Police Department, Los Angeles, CA

I12 Self-Monitoring for Students With Challenging Behavior: Technological Innovations, Research, and Real-world Examples

Howard Wills, Juniper Gardens Children’s Project-KU, Kansas City, KS; Allison Bruhn, Ashley Rila, and Sara Estrapala, University of Iowa, Iowa City, IA

I13 Implementation of Positive Behavioral Supports on a Youth Psychiatric Inpatient Unit

Elizabeth Reynolds, Marco Grados, Jessica Hankinson, Caris Perry-Parrish, and Rick Ostrander, Johns Hopkins School of Medicine, Baltimore, MD; Nancy Praglowski, Johns Hopkins Hospital, Baltimore, MD

I14 Integrating Predictors for Students With Mental Health Disorders to Increase Post-School Success

Tosha Owens, East Carolina University, Greenville, NC; Kelly Clark, University of North Carolina at Charlotte, Charlotte, NC

I15 Let’s Sort This Out With Fidelity! Combining PBIS Data to Differentiate Supports

Eric Kloos and Mary Hunt, Minnesota Department of Education, Roseville, MN; Amanda Petersen, Wilder Research, St. Paul, MN

I16 Outcomes and Lessons Learned From a Study of MTSS in Secondary Schools

Carl Sumi, SRI International, Menlo Park, CA; Miguel Dominguez, Pharr-San Juan-Alamo ISD, Pharr, TX

J1 Putting the “FUN” in Functional Behavior Assessment

Laura Riffel, University of Kansas, Overland Park, KS

J2 Pyramid Equity Project: Data Tools for Early Childhood Programs

Jolenea Ferro, Lise Fox, Denise Binder, and Myrna Veguilla, University of South Florida, Tampa, FL

J3 Free Tier 1 Data Collection Options for Monitoring Student Behavior

Gordon Way, University of Missouri, Columbia, MO

J5 Changing the Fence: Creating Culturally-Sustaining PBIS Systems That Support Historically Vulnerable Students

Ruthie Payno-Simmons, Michigan Integrated Behavior and Learning Initiative, Holland, MI

J6 Involvement and Participation of Students With Extensive Support Needs in SWPBIS

Jennifer Kurth, University of Kansas, Lawrence, KS; Alison Zagona, University of New Mexico, Albuquerque, NM

J7 Ignite Session 2 Facilitator: Brian Guant, University of South Florida, Tampa, FL
J8 Building Positive, Healthy, and Inclusive Communities: Achieving “GOALS” with COW-PBS in Kansas

Matt Enyart, KIPBS, University of Kansas, Lawrence, KS; Janie Yannacito, Johnson County Community Mental Health Center, Olathe, KS; Jodi Taylor, Juvenile Services, Johnson County, KS; Kevin Kufelt, Adolescent Center for Treatment, Johnson County, KS; Stephanie Rahn, Juvenile Services, Shawnee County, KS

J9 Is Your Team Ready to Integrate Mental Wellness Within Your PBIS Framework?

Natalie Romer, Cat Raulerson, and Karen Cox, University of South Florida, Tampa, FL

J11 From the Ground Up PBIS to MTSS: Virginia Tiered Systems of Supports

Steve Tonelson, Corinne Wilson, and Amanda Working, Old Dominion University, Norfolk, VA; Maribel Saimre, Virginia Department of Education, Richmond, VA; Sophia Farmer, Virginia Tiered Systems of Supports, Richmond, VA; Kimberly Yanek, Mid-Atlantic PBIS Network, Towson, MD

J12 Does Play Prevent Problem Behavior? Stimulating Self-Regulation in ECE With PBS

Margreet van Oudheusden and Sui Lin Goei, Windesheim University of Applied Sciences, Zwolle, Netherlands

J13 Effects of Visitation on a Juvenile Detention Center Utilizing a PBS Intervention

Casey Pederson, University of Kansas, Lawrence, KS; Casey Crane and Stephanie Mora, Douglas County Youth Services, Lawrence, KS

J14 Enhancing SWPBIS Programs Through Mindfulness Practices, Trauma Sensitive Approaches, and Community Partnerships

Molly Flood, Lisa Schumacher, and Todd Breinich, CLIU #21, Schnecksville, PA

J16 Demystify Staff Resistance and Build Support for SWPBIS: Practical Strategies and Tools

Laura Feuerborn, University of Washington Tacoma, Tacoma, WA; Ashli Tyre, Seattle University, Seattle, WA

Lunch Sessions

Thursday Home and Community PBS Network Meeting

Nicolette Christians, Spectrum Education and Behavior Services, Seattle, WA; Tim Moore, Minnesota Department of Human Services, St. Paul, MN

Poster Presentations

Poster 105 Educators Perspective on Culturally Adapting Classroom Behavior Plans

Christerralyn Brown and Dan Maggin, University of Illinois at Chicago, Chicago, IL

Poster 106 Review of Culturally Adapted Pro-Social School-Based Interventions for Underrepresented Students

Christerralyn Brown and Dan Maggin, University of Illinois at Chicago, Chicago, IL

Poster 107 Tier 2 Identification and Intervention: District-Wide Implementation Implications and Outcomes

Lisette Spraggins, Texas Behavior Support: Region 14, Abeline, TX; Sara McDaniel, University of Alabama, Tuscaloosa, AL

Poster 109 Increasing Teachers’ Behavior Specific Praise Using Self-Monitoring: Effects on Children’s Academic Engagement

Kazuki Niwayama, Osaka Kyoiku University, Osaka, Osaka, Japan; Yosuke Maeda, Hyogo University of Teacher Education, Kato-city, Hyogo, Japan; Yumi Kaneyama and Hiroshi Sato, Kwansei Gakuin University, Nishinomiya, Hyogo, Japan

Poster 110 Current Practices and Concerns of Thai Teachers Towards Positive Behavior Support

Watinee Amornpaisarnloet, Chulalongkorn University, Bangkok, Thailand; Michael Arthur-Kelly, University of Newcastle, Newcastle, NSW, Australia

Poster 111 Understanding Behavior Incidents in Early Childhood Programs: The Behavior Incident Report System

Myrna Veguilla and Lise Fox, University of South Florida, Tampa, FLU

Poster 123 PBIS for the “Top 5%”: Application to a Treatment Center Setting

Jane Carlson, Preston Campbell, Spencer Corey, and Korin Richins, Utah Behavior Services, Inc., Taylorsville, UT

Poster 131 PBS in an Inpatient Psychiatric Setting: Implementation Challenges, Successes, and Future Directions

Meredith Ronan, Michael Gaskell, and Mara Hart, Worcester Recovery Center and Hospital, Worcester, MA

Poster 132 Supportive Education for American Indian Students: The iCAN Project

Elizabeth Keller-Dupree and Kenny Paris, Northeastern State University, Tahlequah, OK; Rita Bunch, Diane Weston, and Monica Dandridge, Maryetta Public School, Stilwell, OK

Poster 135 Building a Student Guidance System Based on SW-PBS in Japan

Mami Mitachi, Seisa University, Yokohama, Kanagawa, Japan; Naoto Sonobe, Yamagata Prefecture Tsuruoka Special Needs School Ohisama Classroom, Tsuruoka, Yamagata, Japan

Poster 139 Four Key Elements of Tier 2

Jason Harlacher and Lynne DeSousa, Colorado Department of Education, Denver, CO

Poster 140 Using a Community of Practice Model to Support High School PBIS Implementation

Rachel Santos, ABC Unified School District, Cerritos, CA; Cristy Clouse, California Technical Assistance Center (CALTAC), La Quinta, CA

Poster 143 Diffusion of Positive Behavioral Interventions and Supports within School Districts

Angus Kittelman and Kent McIntosh, University of Oregon, Eugene, OR

Poster 144 Literature Review About Using CICO to Address Problem Behaviors in Tier 2 Settings

Xin Xu, University of Connecticut, Storrs, CT

Poster 145 Beyond Disciplinary Data: An Exploration of Viable SWPBIS Evaluation Metrics

Brittany Zakszeski, Lehigh University, Bethlehem, PA; Julie Fogt, Centennial School of Lehigh University, Bethlehem, PA

Poster 147 Does Staff Turnover Affect Growth and Sustainability of an Effective PBS Program?

Steve Bebee and Tandehl Collentine, Cactus Shadows High School, Cave Creek, AZ

Skill-building Workshops

SWK 108 Implementing With Fidelity, Aligning Initiatives, and Ensuring Sustainability of High School PBIS

Patricia Hershfeldt, Mid-Atlantic PBIS Network, Baltimore, MD; Steve Goodman, Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi), Holland, MI; Brigid Flannery, University of Oregon, Eugene, OR; JoAnne Malloy, The Institute on Disability at the University of New Hampshire, Durham, NH

SWK 109 Using Data to Improve Systems and Practices that Benefit Students

Dale Cusumano, Caryn Ward, and Angela Preston, University of North Carolina Chapel Hill, Chapel Hill, NC

SWK 110 Strategies for Implementing FBA in Home, School, and Community Settings

Tim Moore, Minnesota Department of Human Services, Minneapolis, MN; Rachel Freeman, University of Minnesota, St. Paul, MN

SWK 111 Supporting School Success – Back to the Basics! Feasible Strategies for Supporting Engagement

Kathleen Lynne Lane, University of Kansas, Lawrence, KS; Wendy Oakes, Arizona State University, Tempe, AZ

SWK 112 School-Wide Integration of PBIS and SEL to Promote Student Well-Being and Success

Catherine Bradshaw, University of Virginia, Charlottesville, VA; Dana Marchese and Sandra Hardee, Johns Hopkins University, Baltimore, MD

SWK 113 Prevent-Teach-Reinforce (PTR): An Evidence-Based FBA/BIP Process Accepted by School Teams

Rose Iovannone, University of South Florida, Tampa, FL

SWK 114 Bullying Prevention in Positive Behavioral Interventions and Supports

Scott Ross, Colorado Department of Education, Denver, CO

SWK 115 Classroom Management Strategies You Can Take Away and Use the Next Day

Laura Riffel, University of Kansas, Overland Park, KS; Jessica Eggleston, North Central University, Overland Park, KS

SWK 201 Behavior Change is a Family Affair: Empowering Family Partnerships in PBIS Implementation

Kiki McGough, Positive Behavior Consultant, Denver, CO; Shirley Swope, PEAK Parent Center, Colorado Springs, CO