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

APBS 2017 is Now Over


APBS 2017 Presentations

Keynote

Keynote An Optimistic Approach to Helping Students With Challenging Behaviors

V. Mark Durand, University of South Florida St. Petersburg, St. Petersburg, FL

Pre-conference Workshops

SWK 102 Team Initiated Problem Solving II (TIPS II) Workshop

Anne Todd, University of Oregon, Eugene, OR

SWK 103 Coaching Schools to Engage in Effective Teaming and Data-Use Practices Within MTSS

Brian Gaunt, University of South Florida, Tampa, FL; Scott Ford, Pflugerville Independent School District, Austin, TX

SWK 104 Ethical Issues Surrounding Challenging Behaviors: Issues for BCBAs and School Teams

Ilene Schwartz, Natalie Badgett, and Nancy Rosenberg, University of Washington, Seattle, WA

SWK 105 Basic FBA to BSP: A Practical Approach to Providing Function-Based Behavior Support

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

SWK 106 Integrating Mental Health Within a School-Wide System of PBIS: Systems, Practices, Data

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

Oral Presentations

A1 Operationalizing and Integrating MTSS and Prevention and Behavioral Sciences

George Sugai, University of Connecticut, Storrs, CT

A3 Integrating Mental Health Supports Within a School-Wide System of PBIS

Kelly Perales, Midwest PBIS Network, Lombard, IL; Susan Barrett, Sheppard Pratt Health System, Baltimore, MD

A5 Responding to Escalating Behavior: Practical Strategies for the Classroom

Sylvia Martinez and Joasia Garza, Los Angeles Unified School District, Los Angeles, CA

A6 Structured Networking Session for Existing APBS Networks

Ashley MacSuga-Gage, University of Florida, Gainesville, FL

A8 “Houston, We Have a Problem”: Building Systems to Support Significant Behavior

Kara McCulloch and Aaron Butler, Williamsburg-James City County Public Schools, Williamsburg, VA

A10 Socially and Academically Ready for Kindergarten: Implementing MTSS in Preschool

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

A11 The Prevent-Teach-Reinforce Model (PTR): Improving FBA/BIP Processes and Practices

Rose Iovannone, University of South Florida, Tampa, FL

A12 Classroom Symposium - A

Facilitator: Allison Bruhn, University of Iowa, Iowa City, IA

A14 Using Self-Monitoring to Increase On-Task Student Behavior in a Juvenile Justice Facility

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

A15 Positive Behavior Interventions and Supports and Achievement in Rural Schools

Kari Oyen and Sarah Wollersheim-Shervey, University of South Dakota, Vermillion, SD

A18 Families and Professionals Partnering for an Inclusive Multi-Tiered System of Support (MTSS)

Kimberli Breen, University of Kansas, Swift Center, Lawrence, KS; Joy Takatsuka, Kamehameha III School, Lahaina, HI; Randy Young, Long Island Early Childhood Direction Center, Long Island, NY

B1 The 8th Annual PBIS Film Festival

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

B3 Striving or Struggling for Success? How to Implement PBIS Successfully and Sustainably

Joke Kamstra and Margreet van Oudheusden, Windesheim University of Applied Sciences, Zwolle, The Netherlands

B4 Quality of Life is Directly Related to Quality of Support

Victoria McMullen and Justine Steffens-Willis, Webster University, St. Louis, MO; Grace Francis, George Mason University, Fairfax, VA

B8 Effective Professional Development of Teachers’ Classroom Management Practices

Lola Gordon, Janet VanLone, Sarah Wilkinson, Jennifer Freeman, and Brandi Simonsen, University of Connecticut, Storrs, CT

B11 How Trauma-Informed Approaches Integrates With PBIS Within an MTSS Framework

Lynne DeSousa, Colorado Department of Education, Denver, CO; Hailey Uphaus, Thompson School District, Loveland, CO

B12 International and National Ignite Session

Karen Childs, University of South Florida, Tampa, FL

B13 Individual Student Symposium – A

Facilitator: Lauren Evanovich, University of South Florida, Tampa, FL

B15 Native American Students’ Exposure to Culturally Responsive Support and Their Academic Achievement

Claudia Vincent and Heather Robbins, University of Oregon, Eugene, OR

B14 PBIS Policy and Practice in Juvenile Justice Programs and Implementation in Texas

Brenda Scheuermann, Texas State University, San Marcos, TX; Janice Lopez, Texas Juvenile Justice Department, Austin, TX; Tony Roberts, Ron Jackson State Juvenile Correctional Complex, Brownwood, TX; Tatrina Bailey, Giddings State School, Giddings, TX; James Bateman, Gainesville State School, Gainesville, TX; Richard Tucker, student, North Carolina

B16 Active Implementation Frameworks: The Missing Puzzle Piece

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

B18 Better When We’re Together: Parents Applying PBIS at Home and School

Melissa Ruiz, Catholic Charities, Denver, CONational Jewish Health, Denver, CO

C1 Expanding the PBIS Framework to Improve Student Outcomes in High Schools

Jennifer Freeman, 2017 Ted Carr Award Winner, University of Connecticut, Storrs, CT

C2 Don’t Train and Hope: Promoting School Professionals’ Use of Performance Monitoring

Lisa Thomas and Barry McCurdy, Devereux Center for Effective Schools, King of Prussia, PA

C4 A Data-Driven Process for Rallying Staff Commitment to Implement SWPBIS

Laura Feuerborn, University of Washington Tacoma, Tacoma, WA; Ashli Tyre, Seattle University, Seattle, WA; Kevin Filter, Minnesota State University, Mankato, Mankato, MI

C5 The Classroom Check-Up: Supporting Classroom Management Using a Web-Based Coaching System

Jennifer McKenzie, Wendy Reinke, and Keith Herman, University of Missouri, Columbia, MO

C6 Sustaining SWPBIS and RtI at the Middle School Level

Randall De Pry, Portland State University, Portland, OR;
Cindy Shane, Jenkins Middle School, Colorado Springs, CO

C7 Use of a Protocol to Embed Mental Health Services Within SWPBIS

Timothy Runge, Indiana University of Pennsylvania, Indiana, PA; Timothy Knoster, McDowell Institute, Bloomsburg University of Pennsylvania, Bloomsburg, PA; James Palmiero, Pennsylvania Training and Technical Assistance Network - Pittsburgh, Pittsburgh, PA; Deanna Moerer, Carbon Lehigh Intermediate Unit 21, Schnecksville, PA

C8 Data-Based Decision Making With Indicators of Social-Emotional Wellness and Problems

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

C9 Data Rich, Information Poor? Not Anymore! Teacher Team Data Use

Nicole Bucka, Northern Rhode Island Collaborative, Lincoln, RI; Ellen Reinhardt, Rhode Island College, Providence, RI

C11 Three-Tiered Implementation of Person-Centered Practices and Positive Behavior Support: Integrating Cultural Awareness

Anab Gulaid, Erin Watts, and Rachel Freeman, University of Minnesota, Minneapolis, MN

C14 Helping Children Early: Proactive Behavior Support in Early Childhood School-Based Programs

Chris Huzinec and Roland Espericueta, Review360 Pearson North America Clinical, Houston, TX; Kimberly Vannest, Texas A&M University, College Station, TX

C17 How to Build Capacity and Sustain Family Engagement Through a Systemic Structure

S. Andrew Garbacz, University of Wisconsin-Madison, Madison, WI; Jennifer Grenke, Wisconsin RtI Center/Wisconsin PBIS Network, Gillett, WI

C18 Positive Behavior Support and Inclusive Education for Students With Emotional Impairments

Jessica Cohen, Walled Lake Consolidated Schools, Walled Lake, MI

D1 Bullying Prevention Within a Framework of MTSS

Scott Ross, Colorado Department of Education, Denver, CO

D2 Data Rich, But Information Poor? Not Anymore!

Allison Bruhn, 2017 Ted Carr Award Winner, University of Iowa, Iowa City, IA

D4 Interconnected System Framework With Community and Enhanced Tier 2/3 Supports

Donna M. Halpin, Molly Flood, and Todd Breinich, Carbon Lehigh Intermediate Unit #21, Schnecksville, PA

D7 Staff Commitment to Implement SWPBIS: Theory, Measurement, and Application

Kevin Filter, Minnesota State University, Mankato, Mankato, MN

D8 Check & Connect: Statewide Scale-Up Within a PBIS Framework rough Collaborative Efforts

Eileen Klemm, University of Minnesota, Minneapolis, MN; Bess Wood, Iowa Department of Education, Des Moines, IA; Shelli Blazic, Great Prairie Area Education Agency, Burlington, IA

D9 Whole Child Planning: Tools to Help Teams Integrate Academics and Behavior

T. Chris Riley-Tillman, University of Missouri, Columbia, MO;
Teri Marx, American Institutes for Research, Washington, DC

D10 Accessing Resources to Provide Quality Tier 3 Supports

Don Kincaid and Lauren Evanovich, University of South Florida, Tampa, FL

D11 Exploring the Relationships Between Discrete Teacher Behaviors and Student Outcomes

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

D12 Individual Student Symposium - B

Facilitator: Mack Burke, Texas A&M University, College Station, TX

D13 Implementing Positive Family Support Within Multi-Tiered Systems of Support

Meghan McCarthy, Elmhurst School District 205, Elmhurst, IL

D14 Start With the Heart: Aligning PW and SW-PBIS in Early Elementary Grades

Michelle Sandrock, Metropolitan Regional Educational Service
Agency, Smyrna, GA
; Tara Davis, Georgia Department of Education, Atlanta, GA

D15 Student Social Connections – The Answer to the Question We Should be Asking?

Ellen Reinhardt, Rhode Island College, Providence, RI; Michele Walden-Doppke, Northern Rhode Island Collaborative, Lincoln, RI

D16 How Do We Serve and Use Data With Highly-Mobile Populations?

Kimberly Vannest, Texas A&M University, College Station, TX; Georgette Price, Bossier Parish School District, Bossier, LA; Rebecca Leglan, North Cumberland County Schools, Cumberland, NC;
Jacqy Matlock, Military Child Education Coalition, Alexandria, VA

D17 Implementing Positive Behavior Support Within Organizations Serving Individuals With ASD and IDD

Robert Putnam, Shannon Barry, and Catherine Rossi, May Institute, Randolph, MA

E1 Classroom Coaching: Tools for Effective Problem-Solving

Devon Minch, Anna Winneker, and Stephanie Martinez, University of South Florida, Tampa, FL

E4 Integrating and Aligning PBIS and Restorative Practices: The TFI-Restorative Practice Companion

Jeffrey Sprague and Tary Tobin, University of Oregon, Eugene, OR

E5 Dual Factor Model of Mental Health for High School Students With EBD

Imad Zaheer and Talida State, Montclair State University, Montclair, NJ; Lee Kern, Lehigh University, Bethlehem, PA

E6 Increasing Teachers’ Use of Evidence-Based Positive Classroom Behavioral Supports

Susan Barrett and Kimberly Yanek, Mid-Atlantic PBIS Network at Sheppard Pratt Health System, Baltimore, MD; Sheri Luecking and Brian Meyer, Midwest PBIS Network, Lombard, IL

E7 Play With a Purpose: Leveraging Recess to Support PBIS

Allan Whitmore, Sandy, UT; Ben Cromwell, Playworks Utah, Salt Lake City, UT

E8 Do We Say “All”, But Mean “Some”? Using Data to Enhance Equity

Bert Eliason and Kathleen Conley, University of Oregon, Eugene, OR

E10 Data Tools to Use When Implementing PBIS in Early Childhood Settings

Elizabeth Steed, University of Colorado Denver, Denver, CO; Lise Fox, University of South Florida, Tampa, FL

E12 Early Childhood Symposium - B

Facilitator: Denise Binder, University of South Florida, Tampa, FL

E14 Function-Based Interventions Within Typical Family Routines

Meme Hieneman, PBS Applications, Palm Harbor, FL; Christine Goulbourne, Sensory Friends, Elfers, FL

E16 From Admiring to Using Data to Improve Systems and Practices

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

E18 Using the Class Pass Intervention to Address Disruptive Behavior of Children Disabilities

Taylor Narozanick and Kwang-Sun Cho Blair, University of South Florida, Tampa, FL

F1 Delivering Conceptual Feedback During Coaching

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

F2 Top Ten Positive Behavior Support Strategies Parents (and Teachers) Can Use Monday

Kiki McGough, Catholic Charities, Denver, CO; Missy Sieders, PEAK Parent Center, Colorado Springs, CO

F3 Organizing and Implementing Problem Solving and Data-Based Decision Making

Anne Todd, University of Oregon, Eugene, OR; Marla Dewhirst, Dewhirst Consulting, Mahomet, IL

F4 Aligning RtI and PBIS: Potholes and Potential for an Integrated MTSS

Brian Gaunt, University of South Florida, Tampa, FL

F6 Using a Multi-Tiered System for Professional Development to Increase Classroom Management Skills

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

F9 Critical Incidents in the Implementation of a Multi-Tiered System of Supports

Cade Charlton and Christian Sabey, Brigham Young University, Provo, UT; Scott Ross, Colorado Department of Education, Denver, CO

F10 Integrating Data-based Individualization Into a Multi-Tiered Framework: Facilitating Individualized Assessment and Intervention

Lori Newcomer, University of Missouri, College of Education, Columbia, MO; Gail Chan, National Center on Intensive Intervention, Washington, DC

F11 Positive Connections: An Initial Step in Addressing School Failure in High Schools

Sara Beth Hitt, East Tennessee State University, Johnson City, TN

F12 Early Childhood Symposium – A

Facilitator: Lise Fox, University of South Florida, Tampa, FL

F13 District Ignite Session and Schools

Dia Davis, University of South Florida, Tampa, FL

F14 Enhancing Assessment and Treatment of Challenging Behaviors in Autism Using Physiological Monitoring

Johanna Lantz, Theresa Hamlin, and C. Matthew Northrup, The Center for Discovery, Harris, NY

G2 Multimodal Functional Behavioral Assessment: Incorporating Multiple Perspectives for People With Intensive Needs

Tim Moore, Minnesota Department of Human Services, St. Paul, MN; Jodi Dooling-Litfin and Jonna von Schulz, Rocky Mountain Human Services, Denver, CO

G3 Creating a Culturally Responsive PBIS System in an Urban School District

Lara Slee and Richard Couturier, Ingham Intermediate School District, Mason, MI

G4 Rethinking Classroom Management Professional Development for Novice Teachers

Shanna Hirsch, Clemson University, Clemson, SC

G7 Improving the Effectiveness of Tier 2 Interventions

Robert Putnam and Shannon Barry, May Institute, Randolph, MA

G8 A Three-Tiered Process to Improve Development of FBA/BIP’s Using the TATE

Kimberly DeGeorge, Buffalo Schools, Buffalo, NY

G9 Lessons Learned: What It Takes to Support Districts With Disproportionate Discipline

Robyn Vanover, Therese Sandomierski, and Stephanie Martinez, University of South Florida, Tampa, FL

G11 The Role of School-Based Clinicians in a Multi-Tiered System of Support

Sheri Luecking and Kelly Perales, Midwest PBIS Network, Lombard, IL; Susan Barrett, Sheppard Pratt Health System, Baltimore MD

G12 Safety Symposium

Facilitator: Rebecca Webster, University of South Florida, Tampa, FL

G13 Designing Individualized Interventions to Complement a School-Wide Model

Alicia Wolfe and Nichole Held, Centennial School of Lehigh University, Bethlehem, PA

G15 Effects of CW-FIT on an Elementary Student With Autism in Taiwan

Pei-Yu Chen, Yi-Chen Wu, and Shin-Ping Tsai, National Taipei University of Education, Taipei City, Taiwan, Taiwan; Shu-Fei Tsai, National Taipei University of Nursing and Health Sciences, Taipei City, Taiwan, Taiwan

H1 Tiered Teacher Coaching to Increase Support for Students With Behavioral Challenges

Tosha Owens, Ya-Yu Lo, and Belva Collins, University of North Carolina-Charlotte, Charlotte, NC

H2 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

H3 What Now? How to Initiate Tier 2 in Large, High School Settings

Beth Udisky and Yesmina Luchsinger, Tolleson Union High School District, Tolleson, AZ

H5 Lessons Learned From a State Initiative to Support Districts Implementing PBIS

Ellie Young, Brigham Young University, Provo, UT; Leanne Hawken and Heidi Mucha, University of Utah, Salt Lake City, UT

H7 Addressing Trauma Within School-Wide PBIS Systems

Regina Oliver and Brenda Leggiadro, Lincoln Public Schools, Lincoln, NE

H8 Implementing Effective Practices for Family, School, and Community Partnering

Kim Watchorn and Darcy Hutchins, Colorado Department of Education, Denver, CO; Michelle Nay, Lewis-Palmer School District #38, Monument, CO

H10 Providing Evidence-Based Individualized Supports to Students With Autism Spectrum Disorder (ASD)

Cynthia Anderson and Shannon Barry, May Institute, Randolph, MA; Rose Iovannone, University of South Florida, Tampa, FL

H11 Treatment Integrity: Are we doing what we said we would do?

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

H12 General PBIS Ignite Session

Brian Gaunt, University of South Florida, Tampa, FL

H12 General PBIS Ignite Session

Brian Gaunt, University of South Florida, Tampa, FL

H13 Juvenile Justice Symposium

Facilitator: Jessica Swain-Bradway, Midwest PBIS Network, Lombard, IL

H14 Implementing PBS Services With Incarcerated Psychiatrically Hospitalized Men

Wesley Bettger, California Department of State Hospitals - Vacaville Psychiatric Program, Vacaville, CA

H16 PBIS in Alternative Education: Adaptations for Students With EBD

Barry McCurdy, Lisa Thomas, and Jennifer Francisco, Devereux Center for Effective Schools, King of Prussia, PA; Nicolette Grasley-Boy, University of Florida, Gainesville, FL; Imad Zaheer, Montclair State University, Montclair, NJ

H17 Police and PBS Interventions for Clients With Critical Behaviours: One Year Later

Victoria Hatch and Sherry Adam, CBI Consultants, Burnaby, BC, Canada; Taylor Quee, RCMP, Surrey, BC, Canada

H18 Supporting County Offices of Education With District-Wide PBIS Implementation in California

Josh Harrower, California State University, Monterey Bay, Seaside, CA; Rebecca Celes Mendiola, Santa Clara County Office of Education, San Jose, CA; Esther Rubio, Monterey County Office of Education, Salinas, CA; Reba Morgan, Salinas Union High School District, Salinas, CA

I1 Proven Reinforcers to Create a Climate of Appreciation in Your School

Laura Riffel, University of Kansas, Lawrence, KS

I2 Implementing PBIS in High Schools: Same Features, Different Context

Patti Hershfeldt, Mid Atlantic PBIS, Baltimore MD; Brigid Flannery, University of Oregon, Eugene, OR

I3 Alignment, Implementation and Educational Excellence: Effective Alignment for Better Outcomes

Steve Goodman, Michigan’s Integrated Behavior and Learning Support Initiative, Holland, MI; Rob Horner, University of Oregon, Eugene, OR

I6 Infusing Equitable Practices in SWPBIS: Moving From Theory to Culturally Relevant Practices

Ruthie Riddle, Michigan’s Integrated Behavior and Learning Support Initiative, Lansing, MI

I7 Selecting Tier 1 Fidelity Instruments: Perspectives From Evaluators

Phillip Whitefield, University of Sydney, NSW, Australia; Carla
De Angelis and Yasmin Ibrahim, New South Wales Department of Education, NSW, Australia

I8 Is Your District Producing High Quality FBA/BIPs? The TATE and Improving Practice

Rose Iovannone, Natalie Romer, and Kathleen Christiansen, University of South Florida, Tampa, FL

I10 High Schools: Getting to Know YOU!

Stephanie Martinez, Anna Winneker, and Lauren Evanovich, University of South Florida, Tampa, FL

I11 Classroom Symposium - B

Facilitator: Kristy Park, George Mason University, Fairfax, VA

I12 Not Just for Kids: Why Teacher Engagement is Critical to PBIS Success

Yesmina Luchsinger and Beth Udisky, Tolleson Union High School District, Tolleson, AZ

I14 PBIS in Intellectual/Developmental Disabilities: Description of a Large Scale Implementation for Adults

Stewart Shear, Samantha Sarin, and Lania Stricker, Devereux Adult Services, Berwyn, PA

I18 Implementation of a Collaborative Behavior Response Team Model to Support PBIS Kristin Stokes, Grace Wayman, Kristin Kladis, Leanne Hawken, Aaron Fisher, and John Davis, University of Utah, Salt Lake City, UT; Andrea Miller, Granite School District, Salt Lake City, UT
J3 Improving Classroom Management in Elementary and Middle Schools With Class-Wide FIT

Paul Caldarella, Brigham Young University, Provo, UT; Howard Wills and Benjamin Mason, University of Kansas, Kansas City, KS; Joseph Wehby, Vanderbilt University, Nashville, TN

J5 Understanding Equity Constructs: Steps to Getting Started

Therese Sandomierski, Robyn Vanover, and Rebecca Webster, University of South Florida, Tampa, FL

J6 On the Same Page: Simplified PBS for Parents, Teachers & Others

Tom Tutton, Autism Spectrum Australia, Sydney, NSW, Australia

J7 Dissemination of PBS Internationally: Pathways to Implementation and Cultural Considerations

Joseph Lucyshyn, University of British Columbia, Vancouver, BC, Canada; Anita Blonk, Windesheim University of Applied Science, Windesheim, Zwolle, The Netherlands; Jill Schofield, Department of Education, Sydney, NSW, Australia; Dianna Yip, P.L.A.I. Behavior Consulting, Hong Kong, China

J8 High School Engagement and Student Discipline: Implications From a Large Scale Study

Nathan Stevenson, Kent State University, Kent, OH; Jessica Swain-Bradway, Midwest PBIS Network, Lombard, IL

J8 High School Engagement and Student Discipline: Implications From a Large Scale Study

Nathan Stevenson, Kent State University, Kent, OH; Jessica Swain-Bradway, Midwest PBIS Network, Lombard, IL

J9 Scaling-Up Evidence Based Practices Statewide: Nevada’s School Climate Transformation Project

Kaci Fleetwood and Jodie Soracco, University of Nevada, Reno, Reno, NV; Ashley Greenwald and Kathryn Roose, Nevada PBIS Technical Assistance Center, Reno, NV

J10 A Brief, Localized, Intensive, Social Skills Intervention: Measuring What Matters

Christian Sabey, Brigham Young University, Provo, UT

J11 Coaching Teachers to Use Function-Based Interventions in the Classroom

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

J13 Data Options to Fuel Intensive Interventions

T. Chris Riley-Tillman, University of Missouri, College of Education, Columbia, MO; Jill Pentimonti, em>National Center on Intensive Intervention, Washington, DC; Steve Goodman, Michigan’s Integrated Behavior and Learning Support Initiative, Holland, MI

J15 Developing Effective Coaching Plans Using Data and Implementation Science

Tawny Smith, Sarah Weaver, and Melissa Nantais, Michigan’s Integrated Behavior and Learning Support Initiative, St. Johns, MI

J16 Navigating the Storm: Implementing a Sustainable Division-Wide Multi-Tiered System of Support

Aaron Butler and Kara McCulloch, Williamsburg-James City County Public Schools, Williamsburg, VA

Poster Presentations

Poster 104 Self-Management of Behavior in the Early Childhood Classroom: Component- and Meta-Analytic Findings

Brittany Zakszeski, Lehigh University, Bethlehem, PA

Poster 111 Improving Student Disciplinary Outcomes Through Best Practices in Classroom Focused Behavioral Supports

Chris Huzinec and Roland Espericueta, Review360 Pearson North America Clinical, Houston, TX; Julie Salinas, Brownsville Independent School District, Brownsville, TX

Poster 120 Emotional Regulation and Its Impact on Classroom Behavior

Barbara Linnville, Watauga County Schools, Boone, NC

Poster 132 Implementing Tier 1 PBS in Rural School Districts Across Grade Levels

Lisa Neitzke, Sara Rich, and Cristina Serrano, Oklahoma State University, Stillwater, OK; Brit’ny Stein, Osage County Inter-local Cooperative, Hominy, OK

Poster 137 It’s Out of My Control: Teacher Beliefs About Behavior and PBS Implementation

Rachel Robertson, Anastasia Kokina, Rachel Schwartz, Miguel Ampuero, and Sarah Lapinski, University of Pittsburgh, Pittsburgh, PA

Skill-building Workshops

SWK 110 School-Wide Integration of PBIS and SEL to Promote Student Well-Being and Success

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

SWK 111 Supporting PBIS Implementation in Secondary Settings: A Leadership Symposium

Steve Goodman, Michigan’s Integrated Behavior and Learning Support Initiative, Holland, MI; Patti Hershfeldt and Susan Barrett, Mid Atlantic PBIS Network, Baltimore, MD; Brigid Flannery, University of Oregon, Eugene, OR; Jessica Swain-Bradway, Midwest PBIS Network, Chicago, IL

SWK 112 Taking the Ambiguity Out of Coaching: A Skill Primer

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

SWK 113 Igniting the Passion of Classroom Management: Tier 2 Strategies

Laura Riffel, University of Kansas, Lawrence, KS

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

Kiki McGough, Catholic Charities, Denver, CO; Missy Sieders, PEAK Parent Center, Colorado Springs, CO