Preliminary Agenda 15Th INTERNATIONAL CONFERENCE on POSITIVE BEHAVIOR SUPPORT Expandingthe World of PBS: SCIENCE, VALUES, and VISION

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Preliminary Agenda 15Th INTERNATIONAL CONFERENCE on POSITIVE BEHAVIOR SUPPORT Expandingthe World of PBS: SCIENCE, VALUES, and VISION Preliminary Agenda 15th INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT ExpandingThe World of PBS: SCIENCE, VALUES, AND VISION March 28 – 31, 2018 • San Diego, CA MANCHESTER GRAND HYATT SAN DIEGO • ONE MARKET PLACE, SAN DIEGO, CA 92101 www.apbs.org Session & Presentation Types / Strands EssION YPES Classroom OralS sessions are T75 minutes in length and will occur at various times Presentations in this strand focus on how the principles and technol- during the conference on March 29th and 30th. There may be one ogy of PBS are implemented within classroom settings. topic presented for the entire time, or there may be multiple topics School-Wide Systems and presenters during an oral presentation. Presentations in this strand highlight current work in school-wide ThePoster session will be held in conjunction with the conference positive behavior support. Emphasis is placed on efforts to “scale-up,” reception on Thursday, March 29th from 6:30 p.m. – 8 p.m. Posters implement and sustain PBS principles and technology across multiple will display a summary of the author(s) work. Authors will be available schools in districts and states. for questions during the poster session. School Low Incidence Structured Networking sessions offer participants the oppor tunity Presentations in this strand focus on how PBS principles and technol- to connect with other members of the APBS community and experts ogy are used to support students with low incidence disabilities (i.e., to discuss issues relevant to the session topic. Unlike the brief Q&A vision, hearing, or motor impairments, intellectual disability, autism periods at the end of the sessions, this is an oppor tunity for in-depth spectrum disorder, or multiple disabilities). conversations about topics of interest to you and your peers/colleagues. Equity In an Ignite session, each presenter/proposal will have from 5–10 Presentations in this strand focus on applying PBS principles and minutes to present about one important aspect of their experience. technology to support a fair and inclusive educational system that A 75-minute time slot may include presentations from 7–10 different results in higher student achievement, increased quality of instruction, presenters arranged around a common theme. improvement of low-performing schools, and/or better outcomes for students from diverse circumstances. A Symposium session provides several (sometimes contrasting) views on a single topic or issue. Three to four people each provide a 15–20 Home and Community minute presentation related to an issue or a theme.. 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, PRESENTATION TYPES adult employment, residential settings, and eldercare facilities. Conceptual presentations consist of a discussion of topics including Intellectual and Developmental Disabilities philosophical, case studies, or systems level issues in the area of posi- Presentations in this strand will highlight the application of PBS tive behavior support or a related field. principles and technology to support children and/or adults with IDD Research presentations are intended to share data from studies of in settings outside of school (e.g., home, community). An intellectual individuals or small/large groups of subjects or agencies. disability is characterized by limitations in intellectual functioning and difficulties in a variety of everyday social and practical skills. A devel op- Skill development presentations are intended to provide introductory mental disability is attributed to a cognitive or physical impairment information about new, practical intervention strategies or in stru ments/ that results in limitations in areas such as self-care, language, and tools for use with families, schools, or community agencies. mobility. The term IDD covers a broad range of disorders and •MARCH 2018 SUPPORT ON POSITIVE BEHAVIOR CONFERENCE 15TH INTERNATIONAL syndromes. ONFERENCE TRANDS Families and Parent Supports TheC breakout sessions for the S 15th International Conference on Positive Presentations in this strand highlight working in partnership with Behavior Support have been organized into strands again this year to parents and other family members when implementing PBS in help you find the presentations you are most inter ested in attending. school, home, and community settings. Presentations may be focused These strands include: on how professionals can understand, support, and include the family School perspective when serving families, or, be aimed at helping parents and family members learn to understand and implement PBS with their Presentations within the School strand focus on how the principles family members and in their community. and technology of PBS are implemented across the continuum of support levels and in schools and other educational settings and/or to Juvenile Justice address specific topics faced by school districts and other educational Presentations in this strand describe how PBS principles and technol- settings. ogy are applied to juvenile justice and other alternative settings. Early Childhood Mental Health The Early Childhood strand includes presentations about systems The presentations in this strand focus on physiological or neurological change efforts, research, evidence-based practices, and case study issues, behavioral health, and well-being. In addition, presentations presentations related to young children (birth through age 5) and PBS are included that describe how PBS principles and technology are implementation. implemented within mental health settings. Integration and Alignment Quality of Life Presentations in this strand provide frameworks for integrating and Presentations in this strand describe how PBS principles and technol- aligning systems of support (e.g., academic and behavior MTSS sup- ogy are applied to improve the wellbeing of individuals including ports, positive behavior supports and mental health systems) to enhance physical, mental, and or social wellbeing across the lifespan. student success and interagency collaboration and cooperation. PBS and Employment Individual Students Presentations in this strand describe how PBS principles and technol- This strand emphasizes the use of PBS principles and technology to ogy are applied to support individuals and vocational support staff support individual students within a school setting. The focus is on in work environments and/or how it is used to improve employment one or more specific students, rather than the school system. opportunities. 3 Wednesday Pre-Conference Workshops ❑ SWK104 TBD WEDNESDAY AT A GLANCE Strands: Integration and Alignment; School-Wide Systems 11 a.m. – 6 p.m. Registration/Information Type: Skill Development (Seaport Foyer) Coaching Schools to Engage in Effective Teaming and Data-Use 1 p.m. – 5 p.m. Pre-conference Workshops Practices Within MTSS (Pre-registration required at an additional fee) Brian Gaunt, University of South Florida, Tampa, FL; Scott Ford, Pflugerville Independent School District, Austin, TX Participants will learn how effective teaming practices and a structured data analysis process can improve academic instruction and behavior PRE-CONFERENCE WORKSHOPS management practices. An activity-based learning approach will be 1 P.M. – 5 P.M. used. Resources will be offered for application of ideas. SWK101 TBD ❑ SWK105 TBD Strand: Classroom Strands: Classroom; School Type: Skill Development Type: Skill Development Taking a Walk Through a Classroom Coaching Guide Implementing Behavioral Kernels to Support PBIS Devon Minch, Anna Winneker, Stephanie Martinez, Ashley MacSuga- Anthony Biglan, Oregon Research Institute, Eugene, OR WEDNESDAY, MARCH 28 WEDNESDAY, Gage, and Kathy Christiansen, University of South Florida, Tampa, FL This workshop will show participants how they can impelment Participants will learn a process for coaching teachers to apply PBS behavior influence techniques called “kernels” to promote students principles within their classrooms. Utilizing case scenarios, partici- self-regulation, cooperation, and academic engagement. pants will practice using a Classroom Coaching Guide. Electronic ♦ SWK106 TBD copies of the guide will be provided. Strands: Individual Students; School-Wide Systems SWK102 TBD Type: Skill Development Strand: Mental Health Basic FBA to BSP: An Efficient Approach to Providing Function- Type: Skill Development Based Support Integrating Mental Health Within a School-Wide System of PBIS: Sheldon Loman, Portland State University, Portland, OR; Kathleen Systems Practices, Data Strickland-Cohen, Texas Christian University, Fort Worth, TX Lucille Eber and Kelly Perales, Midwest PBIS Network, La Grange, IL This workshop will teach participants to use a proactive approach to This workshop will describe how to expand the continuum of multi- more efficiently implement function-based supports. Attendees will be tiered interventions within schools to ensure a comprehensive system given access to the Basic FBA to BSP curriculum and have multiple of behavioral health supports using the Interconnected Systems practice opportunities using case-studies. Framework including key features, tools, and examples. ❑ SWK107 TBD ♦ (Ethics) SWK103 TBD Strands: School; School-Wide Systems Strands: School; Quality of Life Type: Skill Development Type: Skill Development Team Initiated Problem Solving II (TIPS II) Workshop and Navigating Ethical and Professional
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