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 var­ ious 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 oppor­tunity 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 oppor­tunity 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 devel­op- 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 in­stru­ments/ 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 15TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2018 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 inter­ested 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 Issues When BCBAs Work in Exploration Schools Anne Todd, University of Oregon, Eugene, OR Ilene Schwartz, University of Washington, Seattle, WA TIPS is a problem solving model nested within a set of meeting Professional behavior analysts face challenges when working in public foundations used for data-based decision making. Participants will schools. The purpose of this workshop is to help BCBAs bridge the work in teams to apply TIPS with simulated social and academic divide between school culture and best practices in applied behavior data/meeting video. analysis. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision and Values, of PBS: Science, Support:World Behavior Expanding The Positive

❑ 4  BCBA Type 2 Credit Beginning SWPBS Sessions Thursday Conference Sessions THURSDAY, MARCH 29

A3 Seaport Ballroom B Thursday at a Glance Type: Conceptual 7 a.m. – 6 p.m. Registration/Information PBS and MTSS: Federal Laws, Federal Guidance, and the U.S. (Seaport Foyer) Supreme Court 8 a.m. – 9:15 a.m. Welcome/Opening Keynote Mitchell Yell and Susan Thomas, University of South Carolina, Columbia, SC 9:30 a.m. – 10:45 a.m. Session A We examine the legal basis of PBS and MTSS in federal law, guid- 11 a.m. – 12:15 p.m. Session B ance issued by the U.S Department of Education, and the Supreme 12:15 p.m. – 1:30 p.m. Lunch On Your Own Court’s decision in Endrew F. v. Douglas County School System. 1:30 p.m. – 2:45 p.m. Session C ♦ A4 Seaport Ballroom G 3 p.m. – 4:15 p.m. Session D Strands: Individual Students; Classroom Type: Research 4:30 p.m. – 5:45 p.m. Session E Using the Coaching Cycle to Implement Teaching Practices in the 6:30 p.m. – 8 p.m. Reception and Poster Session Classroom Scott Spaulding and Carol Davis, University of Washington, Seattle, WA Peer coaching is effective professional development for implementing Welcome/Opening Keynote teaching practices. But what guidelines should schools follow? Using 8 A.M. – 9:15 A.M. a web application, coach-teacher dyads implemented a cycle of plan- ning, observation, and feedback to improve their practices. ❑ Keynote Grand Hall Featured Session ❑ A5 Seaport Ballroom A Strand: School Panel Discussion Strands: IDD; Home and Community Type: Research Type: Conceptual Evolving More Nurturing Societies Issues Related to the Home and Community-Based Waiver and Anthony Biglan, Oregon Research Institute, Positive Behavior Support Eugene, OR Rachel Freeman, University of Minnesota, Minneapolis, MN; Behavioral science research has taken us to a Ralph Lollar, Centers for Medicare & Medicaid Services (CMS), point where we can achieve much higher levels Washington, DC; Stewart Shear, Devereux Adult Services, Villanova, of wellbeing than have ever been achieved in PA; Terri Rodgers, Missouri Department of Mental Health, Jefferson history. PBIS is a key part of this effort. City, MO; Dennis Reid, Carolina Behavior Analysis and Support Center, Morgantown, NC This panel will address important issues related to the Home and Community-Based (HCBS) Waiver and how PBS can be used to support people with IDD from different leadership perspectives ession including federal, state, and local levels. S A A6 Invited Presenter Seaport Ballroom C 15TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2018 9:30 A.M. – 10:45 A.M. Strand: Integration and Alignment ♦ ❑ A1 Featured Session Seaport Ballroom D Type: Structured Networking Strand: School-Wide Systems Multi-Tiered Support for Academics and Behavior Type: Conceptual Steve Goodman, Michigan’s Integrated Behavior and Learning Support The Origins of PBS and Implications for the Future Initiative, Holland, MI Rob Horner, University of Oregon, Eugene, OR This structured networking session will provide participants the PBS is an elegant integration of behavioral science, valued lifestyle opportunity to meet with others who are implementing integrated outcomes, and sustainable organizational systems. This session will academic and behavior systems. Discussion will focus on developing trace the history of how these themes emerged and combined, and staff buy-in, program considerations, and implementation logistics. suggest implications for the future. A7 Invited Presenter Seaport Ballroom F A2 Seaport Ballroom E Strands: Equity; School-Wide Systems Strands: Classroom; School-Wide Systems Type: Conceptual Type: Skill Development Involving All: Stakeholder Input as the Key to Problem Solving The Comprehensive Classroom Management Tool: A School- Disproportionate Discipline Wide and Classroom Coaching Process Stephanie Martinez, Devon Minch, Therese Sandomierski, Anna Sara McDaniel, University of Alabama, Tuscaloosa, AL; Barbara Winneker, Rebecca Webster, and Ashley MacSuga-Gage, University of Mitchell and Danielle Starkey, University of Missouri, Columbia, MO South Florida, Tampa, FL We will describe a new freely available instrument, the Comprehensive This presentation will review an approach to build capacity for Classroom Management Tool, which is used to gather data about addressing disproportionate discipline focusing on obtaining and teacher implementation of effective management practices. We will using input from families, educators, and students as part of problem- share data collection and coaching process examples. solving. Participants will be provided access to resources.

❑  BCBA Type 2 Credit Beginning SWPBS Sessions 5 Thursday Conference Sessions

♦ A8 Seaport Ballroom H ❑ A13 Old Town AB Strand: School-Wide Systems Strands: Mental Health; School-Wide Systems Type: Research Type: Skill Development What’s Your Function? Making Check-In/Check-Out Work for A “How-To” Session on Implementing School-Based Universal All Students Screening for Mental Health Evan Dart, University of Southern Mississippi, Hattiesburg, MS; Emily Graybill, Georgia State University, Atlanta, GA David Klingbeil and Amber Schramm, University of Wisconsin Universal screening is a research-supported process for identifying -Milwaukee, Milwaukee, WI; Jonathan Jagemann, Milwaukee Public students at risk of challenges. This session will teach district personnel Schools, Milwaukee, WI how to implement the universal screening for mental health process Check-in/Check-out (CICO) is a popular Tier 2 intervention; from start to finish. however, it isn’t effective for all students without modifications. The A14 Balboa ABC results of a study comparing function-based CICO to standard CICO Strands: Mental Health; School-Wide Systems will be presented. Type: Research A9 Cortez Hill ABC Researching Mindfulness as a PBIS intervention. A High School Strands: School-Wide Systems; School and College Collaboration THURSDAY, MARCH 29 THURSDAY, Type: Skill Development Scott Silverman, Tarek Alamarie, John Mazzocchi, and Daniel Scanlon, Implementation Fidelity and Outcome Assessment Planning for John Adams High School, Ozone Park, NY; Mary Stone, Marist College, States, Regions, and Districts Poughkeepsie, NY Bert Eliason, University of Oregon, Eugene, OR; Jennifer Rollenhagen, Improving school climate and culture for youth placed at risk in Michigan’s Integrated Behavior and Learning Support Initiative school or classroom settings is important. While improving school (MIBLSI), Holland, MI; Jennifer Harms, Desert Mountain SELA, climate and culture we have put systems and interventions in place Apple Valley, CA using the PBIS framework. Reliable and valid surveys exist to help states, regions, and districts A15 Hillcrest AB regularly evaluate PBS implementation fidelity and outcomes. Large Strands: School; Integration and Alignment organizations wonder which surveys best support disparate school Type: Skill Development support needs and most effectively advise PD planning. Building for Success: Refining Your Tier 2 Programming Through a ♦ A10 Invited Presenter Gaslamp AB Systems-Based Lens Strands: Early Childhood; School-Wide Systems Megan Pell and Deborah Boyer, University of Delaware, Newark, DE Type: Structured Networking Schools struggle to provide Tier 2 interventions structured to meet Early Childhood Networking Session - EC MTSS students’ short- and long-term needs. Learn how to improve impor- Jolenea Ferro, University of South Florida, Tampa, FL; Brenna Wood, tant systems-level components of your Tier 2 programming through Lehigh University, Bethlehem, PA discussion and new resources. This session focuses on integrating early childhood classrooms into A16 Hillcrest CD school-wide MTSS systems. One example will be presented. Tier 2 Strands: School-Wide Systems; Mental Health and 3 tools and strategies will also be discussed. Participants can share Type: Skill Development their experiences and tools. Creating Trauma-Informed, Culturally Responsive PBIS Systems ❑ A11 Gaslamp CD in an Urban School District Strand: Integration and Alignment Lara Slee, Ingham Intermediate School District, Mason, MI; Karlin Type: Conceptual Tichenor, Lansing School District, Lansing, MI Success, Barriers, and Resources: District-wide Implementation in A trauma-informed CRPBIS implementation plan will help districts/ Urban Districts schools better support all students and decrease disproportionality Trisha Guffey, University of Missouri, Columbia, MO; Ambra Green, between subgroups. It offers strategies and activities that can be University of Texas at Arlington, Arlington, TX adapted to fit different kinds of districts/schools. Districts in large urban centers struggle to implement PBIS with fidelity. This session will discuss success, barriers, and resources to district-wide implementation. A District-wide PBIS Team Guidebook will be reviewed and made available. A12 La Jolla AB Strands: Juvenile Justice; Classroom Type: Research The Impact of CWPBIS on Student Behavior in a Juvenile Justice Facility Rachel Lively and Diane Myers, Texas Woman’s University, Denton, TX This presentation describes results from single-case study investigating the impact of a brief classwide positive behavioral interventions and supports (CWPBIS) training for teachers on students’ on-task behavior in a secure juvenile justice facility. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision and Values, of PBS: Science, Support:World Behavior Expanding The Positive

❑ 6  BCBA Type 2 Credit Beginning SWPBS Sessions Thursday Conference Sessions THURSDAY, MARCH 29

B6 Seaport Ballroom C Session B Strands: School; Families and Parent Supports 11 A.M. – 12:15 P.M. Type: Skill Development ❑ Increasing Meaningful, Culturally Responsive Family Engagement B1 Film Festival Seaport Ballroom D Strands: School-Wide Systems at School Through Positive Behavior Supports Type: Conceptual Kimberli Breen, University of Kansas, Lawrence, KS; Tim Fulenwider, Lizbeth Gonzalez, and Ana Luna, Bakersfield City School District, The 9th Annual PBIS Film Festival Bakersfield, CA Shanna Hirsch, Clemson University, Clemson, SC; Robin Ennis, Large, diverse school districts often struggle to effectively engage University of Alabama at Birmingham, Birmingham, AL; Ashley families. Positive Behavior Supports provides a platform to address MacSuga-Gage, University of Florida, Gainesville, FL this need. Join the Bakersfield City School District to learn specific, During the PBIS Film Festival we share films from schools and replicable family engagement systems and practices. districts. This lighthearted competition recognizes films that (a) ❑ demonstrate PBIS principles and (b) meet film production standards. B7 Invited Presenter Seaport Ballroom F Come laugh, learn, and enjoy the films! Strands: Integration and Alignment; School-Wide Systems ♦ B2 Seaport Ballroom E Type: Conceptual Strands: Equity; School-Wide Systems Identifying Exemplary MTSS Schools to Increase State Level Type: Research Collaboration and Stakeholder Buy-In Brian Gaunt, University of South Florida, Tampa, FL Developing an Intervention Approach to Achieve Racial Equity in Challenges to integrating RtI/PBIS at the state level may be School Discipline overcome by exploring how schools are bringing the two initiatives Kent McIntosh, University of Oregon, Eugene OR together. This presentation will describe a technical assistance strategy This presentation will describe development and initial testing of a to re-energize collaboration for MTSS. multi-component intervention approach to reducing discipline dispro- portionality, including use of data, culturally-responsive adaptations of B8 Seaport Ballroom H PBIS, and training in strategies to neutralize implicit bias. Strands: School-Wide Systems; Integration and Alignment ♦ B3 Seaport Ballroom B Type: Skill Development Strands: Juvenile Justice; Integration and Alignment Blending Restorative Practices Into an Established Tier 1 PBIS Type: Skill Development Framework Lauren Evanovich, Dia Davis, and Stephanie Martinez, University of Developing and Using Variations on the Tiered Fidelity Inventory South Florida, Tampa, FL Jeffrey Sprague and Kristine Jolivette, University of Oregon, Eugene, OR Are you ready to implement Restorative Practices (RP) into your This session will introduce two new variations on the TFI and provide PBIS framework? If so, this is a great session for you! Come learn how guidance to developers and users of the TFI and TFI-related tools: to embed RP into a Tier 1 PBIS framework. The Facility-wide TFI and the Restorative Practice TFI companions. ♦ ❑ B9 Cortez Hill ABC B4 Seaport Ballroom G Featured Session Type: Conceptual Strands: Individual Students; School 15TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2018 Type: Research The Evidence-Based Practice of PBS: Building Bridges Between Research and Practice Reducing Levels of Behavioral Risk: A Comparison of Two Joseph Lucyshyn, University of British Columbia, Vancouver, BC, Targeted Interventions Canada; Randall De Pry, Portland State University, Portland, OR; Sara McDaniel, University of Alabama, Tuscaloosa, AL Rachel Freeman, University of Minnesota, Minneapolis, MN; Matt This presentation will highlight the procedures and outcomes from a Tincani, Temple University, Philadelphia, PA recent trial of two Tier 2 interventions for elementary students. The This session will introduce the APBS definition of Evidence-Based presenters will highlight the procedures for training, issues of treat- Practice (EBP) in PBS, and how the definition aligns with the EBP ment integrity, and risk outcomes. movement, informs PBS practice, and can assist in translating PBS ❑ B5 Invited Presenter Seaport Ballroom A research into practice. Strand: Home and Community ❑ B10 Gaslamp AB Type: Conceptual Featured Session Strands: School; Equity Delivering High Quality Positive Behavior Support During Type: Conceptual Uncertain Economic Times Mapping the School-to-Prison Pipeline Marc Ellison, Jim Harris, and Charlotte Hays, Marshall University, Tia Martinez, Forward Change, Oakland, CA Huntington, WV The School-to-Prison Pipeline places zero-tolerance school discipline The West Virginia Autism Training Center has supported individuals in historical context and identifies how the excessive use of exclusion- diagnosed with ASD for more than 30 years. Funding cuts forced ary punishment in recent decades has triggered a cascade of system- administrators to re-image the center’s service delivery model. This driven negative feedback loops that channel young people into prison. presentation focuses on how that transformation occurred without compromising quality.

❑  BCBA Type 2 Credit Beginning SWPBS Sessions 7 Thursday Conference Sessions

B11 Gaslamp CD Strands: Classroom; Individual Students Thursday Lunch Session Type: Skill Development 12:30 P.M. – 1:30 P.M.

When Standard Protocols Don’t Work: Using Student Data to ❑ Adapt Self-Monitoring Interventions Gaslamp AB Amanda Sheaffer, Vanderbilt University, Nashville, TN; Alyssa Van Type: Lunch Session Camp, Vanderbilt University, Nashville, TN; Allison Bruhn, University APBS Network Lunch Session of Iowa, Iowa City, IA Ashley MacSuga-Gage, University of Florida, Gainesville, FL Researchers will present findings from a review of self-monitoring This lunch session provides a forum for existing networks to literature that utilized plot digitizing technology to analyze outcomes. share outstanding achievements and for new/interested groups to Presenters will demonstrate how student baseline data can inform the find out more about how to become an APBS network. All are selection and adaptation of behavior interventions. welcome and encouraged to attend! B12 La Jolla AB ❑ Coronado D1 Strands: Integration and Alignment; School Strands: Home and Community Type: Skill Development Type: Lunch Session THURSDAY, MARCH 29 THURSDAY, Juggling Multiple Initiatives - Too Much? Too Little? Getting it Home and Community PBS Network Meeting Right! Nicolette Christians, Spectrum Education and Behavior Services, Ellen Reinhardt and Michele Walden-Doppke, Northern Rhode Island Seattle, WA; Tim Moore, Minnesota Department of Human Collaborative, Lincoln, RI Services, St. Paul, MN This session will share lessons learned, tools and activities to help All are welcome to join the HCPBS Network as we discuss our teams manage and support multiple initiatives. Strategies for planning, current activities, say hello to old friends, and welcome new faces. prioritizing, and tracking practices across the stages of implementation Come to actively participate or just check us out. Bring your lunch! will be explored. B13 Symposium Old Tavern AB Strands: Early Childhood; Equity Type: Conceptual Session C 1:30 P.M. – 2:45 P.M. Implementing Culturally Responsive Program-Wide PBIS in Early Childhood Settings C1 Invited Presenter Seaport Ballroom D Elizabeth Steed, University of Colorado Denver, Denver, CO Strand: Mental Health This presentation will share information about implementing cultur- Type: Conceptual ally responsive PW-PBIS in early childhood settings. Considerations Integrating Trauma-Informed Approaches Within School-Wide will be explored regarding equity issues in early learning environments, Systems of PBIS: Systems, Data and Practices and specific strategies and resources will be discussed. Lucille Eber, Midwest PBIS Network, La Grange, IL B14 Balboa ABC This session will describe trauma, its impact on student behavior, and Strands: Individual Students; Classroom strategies for neutralizing this impact in the classroom. Examples of Type: Research interventions related to trauma linked through a school-wide PBS system will be shared. Addressing Problem Behavior in General Education Settings ❑ through Function-Based Self-Advocacy C2 Seaport Ballroom E Tosha Owens, East Carolina University, Greenville, NC Strands: School-Wide Systems; School This presentation features an intervention addressing problem Type: Research behaviors exhibited by students in the general education setting that PBS Films: Understanding How Educators Create and Use Films teaches students to self-advocate their needs to their general education in School Settings teachers, based on their specific behavioral function. Shanna Hirsch, Clemson University, Clemson, SC; Ashley MacSuga- B15 Hillcrest AB Gage, University of Florida, Gainesville, FL; Robin Ennis, University Strands: Mental Health; Quality of Life of Alabama at Birmingham, Birmingham, AL Type: Skill Development This session will focus on how educators are: (a) creating (e.g., resources) and (b) using (e.g., viewing) PBS films. The presenters will also share Layering Social-Behavioral and Mental Health Interventions resources for PBS film creation, dissemination, and evaluation. Within Tier 2 PBS Structures Christine Fonseca, Collaborative Learning Solutions, Temecula, CA C3 Seaport Ballroom B Meeting both the social-behavioral and mental health needs of Strands: Equity; School-Wide Systems students within a Tier 2 structure is challenging. This session will Type: Skill Development demonstrate how to layer behavioral and cognitive approaches within Reducing Disproportionality in Discipline: The Michigan Equity a high school setting. Pilot ❑ B16 Hillcrest CD Ruthie Payno-Simmons and Beth Hill, Michigan’s Integrated Behavior Strands: School-Wide Systems; School and Learning Supports Initiative, Holland, MI Type: Skill Development Participants will explore Michigan’s Integrated Behavior and Learning (MIBLSI) Equity Pilot that utilizes the Technical Assistance Center Discovering Your Biggest Asset: Youth Leadership in PBIS! on Positive Behavior and Intervention Supports’ five-point multicom- Heidi Cloutier, University of New Hampshire IOD, Concord, NH ponent approach to prevent and reduce disproportionality in schools. Youth partnership is critical to PBIS. Explore how to mentor and provide coaching to school based youth leadership teams, prepare staff to work effectively with students as partners, and gain skills to

Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision and Values, of PBS: Science, Support:World Behavior Expanding The Positive promote youth led change.

❑ 8  BCBA Type 2 Credit Beginning SWPBS Sessions Thursday Conference Sessions THURSDAY, MARCH 29

♦ ♦ C4 Symposium Seaport Ballroom G C8 Seaport Ballroom H Strands: IDD; Home and Community Strand: School-Wide Systems Type: Conceptual Type: Conceptual Statewide PBS Planning and Implementation in IDD Systems: Check-In/Check-Out: Adaptations for Students Within a PBIS Issues, Challenges, and Examples Framework David Rotholz, Center for Disability Resources (UCEDD), University Grace Wayman, Leanne Hawken, and Julia Fleming, University of of South Carolina School of Medicine, Columbia, SC; Teresa Rodgers, Utah, Salt Lake City, UT; Kaitlin Bundock, Utah State University, Missouri Department of Mental Health, Division of Developmental Logan, UT Disabilities, Columbia, MO; Molly Dellinger-Wray, Partnership for Session will focus on Check-In/Check-Out, which has traditionally People with Disabilities, Virginia Commonwealth University, been implemented at the Tier 2 level to support students with Richmond, VA; Matt Enyart, Kansas Institure for PBS, University of externalizing behaviors, and will detail adaptation to support a broader Kansas, Lawrence, KS; Barbara Brent, National Association of State scope of behaviors. Directors of Developmental Disabilities Services, Alexandria, VA C9 Cortez Hill ABC Four state perspectives will be presented on statewide PBS imple- Strands: Families and Parent Supports; Early Childhood mentation. The experiences of South Carolina, Missouri, Virginia, Type: Research and Kansas, with key issues in system development, implementation, Preschool Suspension and Expulsion: Perspectives of Diverse modification, and current challenges will be presented and discussed. Families C5 Invited Presenter Seaport Ballroom A Charis Price, The University of Missouri-St. Louis, St. Louis, MO; Strands: School-Wide Systems; School Elizabeth Steed, University of Colorado Denver, Denver, CO Type: Conceptual This presentation will share the findings of a study about the experi- Implementing With Fidelity, Aligning Initiatives, and Ensuring ences of families whose preschool children have been suspended and/ Sustainability of High School PBIS or expelled. The implications for providing family-centered positive Steve Goodman, Michigan’s Integrated Behavior and Learning Support behavior supports will be explored. Initiative, Holland, MI; Patricia Hershfeldt, Mid-Atlantic PBIS C10 Featured Session Gaslamp AB Network, Baltimore, MD; Brigid Flannery, University of Oregon, Strands: Home and Community; Families and Parent Supports Eugene, OR; JoAnne Malloy, The Institute on Disability at the Type: Skill Development University of New Hampshire, Durham, NH Family-School Partnerships: Evidence-Based Foundations and This session examines HS PBIS implementation fidelity, alignment Practice of key initiatives, and steps to ensure sustainability. Discussion will Amanda Witte and Susan Sheridan, University of Nebraska Lincoln, include common challenges and best practices. Lincoln, NE C6 Seaport Ballroom C Family-school partnerships are essential for promoting students’ Strands: School; Individual Students educational success and behavioral health. This presentation describes Type: Research research-based partnerships, with emphasis on integration into Functional Assessment-Based Interventions: Outcomes of a Large positive behavior supports, structural elements, and an empirically

Scale Professional Learning Series supported partnership intervention. 15TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2018 Eric Common, University of Michigan-Flint, Flint, MI; Kathleen Lane, ♦ C11 Gaslamp CD University of Kansas, Lawrence, KS; Wendy Oakes, Arizona State Strands: Integration and Alignment; School-Wide Systems University, Tempe, AZ Type: Research This presentatoin discusses practice-based professional learning to Promoting College and Career Readiness Through PBIS build the capacity of school site-teams design, implementation, and Jennifer Freeman and Allison Lombardi, University of Connecticut, evaluation of functional assessment-based interventions. We provide Storrs, CT an overview of the model, procedural fidelity, and outcomes. We will share research defining CCR and relationships between C7 Invited Presenter Seaport Ballroom F CCR, school climate, behavior, attendance, and academics in high Strands: Classroom; Individual Students schools. We discuss examples of an integrated PBIS framework Type: Skill Development addressing behavior, attendance, academics, and specific CCR skills. Intensifying Behavioral Interventions Through a Data-Based ❑ C12 La Jolla AB Decision-Making Process Strands: Integration and Alignment; Mental Health Sarah Wilkinson, University of Connecticut, Storrs, CT; Caitlyn Type: Research Majeika, Vanderbilt University, Nashville, TN; Skip Kumm, The Universal Fidelity Tool: An Efficient and Practical Approach to University of Illinois Chicago, Chicago, IL; Brittany Sterrett, Virginia Assessing Fidelity Commonwealth University, Richmond, VA Shannon Holmes, Sarah Owens, and Wendy Reinke, University of Teachers are expected to analyze data and develop targeted behavioral Missouri-Columbia, Columbia, MO interventions for struggling students. We will provide hands-on Participants will: (1) learn about the development and psychometric strategies for those who are wondering what data to analyze and how properties of a universal fidelity tool that can be applied to skills-based to do so effectively. interventions; and (2) practice using the measure with a variety of different interventions.

❑  BCBA Type 2 Credit Beginning SWPBS Sessions 9 Thursday Conference Sessions

C13 Old Town AB Strands: Early Childhood; School Session D Type: Skill Development 3 P.M. – 4:15 P.M. Changing the Mindset: Aligning PW and SW-PBIS in Early ♦ D1 Featured Session Seaport Ballroom D Elementary Grades Strands: School-Wide Systems; Integration and Alignment Michelle Sandrock, Metropolitan Regional Educational Service Agency, Type: Research Atlanta, CA; Brandy Woolridge, Georgia Department of Education, Building Strong Partnerships to Install Tiered Systems: Learning Atlanta, GA and Growing Together Learn about a state collaboration aligning School-Wide PBIS with Kathleen Lane, University of Kansas, Lawrence, KS; Wendy Oakes, the Pyramid Model for Pre-K to better support early elementary Arizona State University, Tempe, AZ students. Discover how to build state, district, and school infrastruc- We will discuss the importance of building strong, respectful, and ture to support early learning. productive partnerships between practitioners and researchers. We will C14 Balboa ABC illustrate successful PK-12 partnerships, offering tips for success when Strands: Mental Health; School-Wide Systems designing, implementing, and evaluating comprehensive, integrated, Type: Skill Development three-tiered systems. THURSDAY, MARCH 29 THURSDAY, What Leaders Need to Know About Integrating School Mental ❑ D2 Seaport Ballroom E Health and PBIS Strands: Equity; Integration and Alignment Jason Byars, Griffin-Spalding County Schools, Griffin, GA Type: Research This session will provide resources and strategies to develop a frame- Discipline Policies: Examining Commitment to Prevention, work to identify and serve students living with mental health illnesses. Equity, and Engagement Schools utilizing RTI or PBIS can incorporate mental health services Ambra Green, University of Texas at Arlington, Arlington, TX; into these existing frameworks. ❑ Heather Hatton, University of Missouri, Columbia, MO; Sondra C15 Hillcrest AB Stegenga and Cody Gion, University of Oregon, Eugene, OR Strands: School; Mental Health This session reviews findings from a systematic review of 147 Type: Research district discipline policies. Presenters will discuss commonalities and Implementation Strategies of SWPBIS With Mental Health differences between policies and to what extent policies advocate Supports: RCT Outcomes preventative and instructional responses to problem behavior. Ricardo Eiraldi, University of Pennsylvania, Philadelphia, PA; Barry D3 Seaport Ballroom B McCurdy, Devereux Center for Effective Schools, King of Prussia, PA; Strands: Early Childhood; Equity Rebecca Kanine, Children’s Hospital of Philadelphia, Philadelphia, PA Type: Conceptual We examine implementation data for school- and child-level out- Statewide Implementation and Scale Up With an Eye Toward comes across two strategies for the implementation of tiers of support. Fidelity We describe modifications made to the study based on results of focus Barbara Smith and Phil Strain, University of Colorado Denver, group with stakeholders. ❑ Denver, CO; Lise Fox, University of South Florida, Tampa, FL; C16 Hillcrest CD Mary Louise Hemmeter, Vanderbilt University, Nashville, TN Strands: School-Wide Systems; Equity This presentation will provide information and resources on an Type: Research approach to statewide implementation and scale up that has been Providing Social, Emotional, and Behavioral Support to Culturally used in over 20 states to implement the Pyramid Model or DEC and Linguistically Diverse Learners Recommended Practices. Mack Burke, Arron Campbell, Micheal Bilagody, and Lisa Bowman- D4 Seaport Ballroom G Perrott, Texas A&M University, College Station, TX Strands: Classroom; Integration and Alignment This session will present a systematic literature review focusing on Type: Conceptual interventions to support the social, emotional, and behavioral support Essential Skills of Classroom Management: From Novice to Expert for CLD learners. 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 Learn key skills to effective classroom management and how to develop these skills in teachers of all experience levels. Come hear what works, what doesn’t, and how to make it stick. ♦ D5 Featured Session Seaport Ballroom A Strands: IDD; Quality of Life Type: Skill Development The Waiting Potential for PBS to Reduce the Use of Restrictive Practices Gary LaVigna, Institute for Applied Behavior Analysis (IABA), Los Angeles, CA Adult behaviors of concern can put them/others at risk. This can lead to restrictive practices which themselves can lead to harm, scandal and decreased quality of life. PBS holds a surprising solution to this dilemma. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision and Values, of PBS: Science, Support:World Behavior Expanding The Positive

❑ 10  BCBA Type 2 Credit Beginning SWPBS Sessions Thursday Conference Sessions THURSDAY, MARCH 29

❑ D6 Seaport Ballroom C D11 Gaslamp CD Strands: School-Wide Systems; School Strands: School-Wide Systems; Individual Students Type: Research Type: Skill Development The Effect of School-Wide Positive Behavior Interventions and Building Tier 3 Statewide Capacity: The Coaching Process Using Supports on Disciplinary Exclusions Prevent-Teach-Reinforce Nicholas Gage, Nicolette Grasley-Boy, and Ashley MacSuga-Gage, Niki Roberts and Debby Boyer, University of Delaware, Newark, DE University of Florida, Gainesville, FL Prevent-Teach-Reinforce (PTR) is a research-based FBA/BIP We will describe the relation between disciplinary exclusion and process. This session will describe the PTR process and the job- implementation of SWPBIS. We conducted a series of quasi- embedded coaching method used state-wide to build capacity. experimental analyses with over 1,800 schools in the Southeast and ❑ D12 La Jolla AB found significant reductions of disciplinary exclusions. Strands: Integration and Alignment; School-Wide Systems ♦ D7 Seaport Ballroom F Type: Conceptual Strands: Individual Students; Classroom Tipping the Scale: A District Process for Data-Based Decision Type: Research Making New Directions and Advances in Research on Functional Behavior Barbara Kelley and Cristy Clouse, CalTAC-PBIS, La Quinta, CA Assessment and Intervention Explore how the Team-Initiated Problem Solving model (TIPS) is Blair Lloyd, Casey Chauvin, Elizabeth Pokorski, and Erin Barton, tipping the scale in data-based decision making for three California Vanderbilt University, Nashville, TN; Brittany Pennington, University PBIS district implementation teams using the District Capacity of Minnesota, Minneapolis, MN; Katherine Ledbetter-Cho, University Assessment (DCA) for district-wide planning. of Texas at Austin, Austin, TX ❑ D13 Old Town AB Results of systematic literature reviews and a statewide survey will Strands: Mental Health; Quality of Life offer attendees a current snapshot of research on teacher implementa- Type: Research tion of function-based interventions and a glimpse into new directions Mindfulness-Based Cognitive Behavioral Training: Tiered and applications of FBA. ❑ Approach to High School Stress Management D8 Seaport Ballroom H Imad Zaheer and Talida State, Montclair State University, Strands: Families and Parent Supports; Equity Montclair, NJ Type: Skill Development This presentation highlights a tiered-model of mindfulness-based You’re Welcome Here! Creating Welcoming and Inclusive School CBT for high school stress. Information on universal screening, health Environments for LGBT Families curriculum, and effectiveness data across stress, emotional regulation, Rachel Haug and Deanna Maynard, University of Missouri, and quality of life measures will be provided. Columbia, MO ❑ D14 Symposium Balboa ABC Up to 14 million children under age 18 are being raised by LGBT Strands: School-Wide Systems; School families. Come and join this important discussion and learn steps you Type: Skill Development can take to make your school more welcoming for LGBT families. Capitalizing on Culture While Creating Schoolwide PBS Systems

❑ 15TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2018 D9 Cortez Hill ABC Marquise Totty, Michigan Department of Education, Northville, MI Strand: School-Wide Systems This session will discuss successful schoolwide PBSs that are inclusive Type: Research of diverse cultures. Participants will then be involved in simulations Using Early Warning Systems With High School Behavior that allow them to create PBSs which address the unique ethnicity Screening Data needs of various populations. Sara Moulton, University of South Florida, Tampa, FL D15 Hillcrest AB Schools collect data that can be used to identify students at-risk for Strands: School-Wide Systems; Integration and Alignment school failure. This session will identify early warning system data and Type: Research screening measures that are important when implementing MTSS in Enhancing the Feedback Loop: Using School Climate Data to secondary settings. ❑ Improve PBIS Evaluation D10 Gaslamp AB Cade Charlton and Christian Sabey, Brigham Young University, Strands: PBS and Employment; Home and Community Provo, UT; Sara Moulton, University of South Florida, Tampa, FL Type: Research This presentation discusses how PBIS implementation and effective- Pathways to Employment for Adults With ASD ness can be improved by the collection and utilization of school Carol Schall, Jennifer McDonough, Holly Whittenburg, Alissa Brooke, climate data. School climate measures for assessment and school-wide and Whitney Ham, Virginia Commonwealth University, Richmond, VA strategies to improve climate will be discussed. This session will explore the pathways to employment for adults with ❑ D16 Hillcrest CD ASD. The interventions highlighted are internships, supported, and Strands: School-Wide Systems; Classroom customized employment. Presenters will provide examples of supports Type: Skill Development used to acquire and maintain competitive integrated employment. Universal Screening and Tier 2 Behavioral Supports: A Case Study Robin Drogan, Bloomsburg University of Pennsylvania, Bloomsburg, PA Tier 2 support is an area of continued need in research and practice. Presenters will describe implementation of universal screening and social skills groups with case study data including examples from the field and implications.

❑  BCBA Type 2 Credit Beginning SWPBS Sessions 11 Thursday Conference Sessions

❑ E6 Seaport Ballroom C Session E Strands: School-Wide Systems; School 4:30 P.M. – 5:45 P.M. Type: Skill Development ❑ Using the TFI for Behavioral Data-Based Decision Making E1 Invited Presenter Seaport Ballroom D Strands: Families and Parent Supports; School Celeste Rossetto Dickey and Erin Chaparro, University of Oregon, Type: Skill Development Eugene, OR The Tiered Fidelity Inventory is an assessment on PBIS Assessment Top 10 Behavior Strategies Parents (and Teachers) Can Use on that evaluates implementation fidelity of PBIS Tiers 1-3. Participants Monday will understand how to access, complete, and use survey results for Kiki McGough, Positive Behavior Consultant, Denver, CO; Shirley team action planning. Swope, PEAK Parent Center, Colorado Springs, CO ❑ This interactive and engaging session will demystify the positive E7 Seaport Ballroom F behavior support planning process by identifying 10 principles that Strands: Home and Community; Classroom can be used tomorrow to support students with challenging behavior Type: Skill Development at home and school. Challenges to Cheers: A PBS Training for Parents and Alternative E2 Seaport Ballroom E Education Professionals THURSDAY, MARCH 29 THURSDAY, Strands: School-Wide Systems; School Krystal Kennedy and Cindy Freer Conley, Tennessee Technological Type: Research University, Cookeville, TN This session introduces a model for training parents and professionals Teachers’ Sense of Efficacy and Burnout After Two Years of of alternative school education on the implementation of PBS in the Implementing Ci3T home and school environment. David Royer, University of Hawaii at Mānoa, Honolulu, HI; Wendy Oakes, Arizona State University, Tempe, AZ; Kathleen Lane, E8 Seaport Ballroom H University of Kansas, Lawrence, KS; Holly Menzies, California State Strands: Mental Health; School-Wide Systems University, Los Angeles, Los Angeles, CA Type: Skill Development We present results from surveys of one district’s elementary teachers’ Implementing an Interconnected Systems Framework: A Review sense of classroom efficacy and emotional exhaustion after two years of Training Curriculum and Workbook of implementing a comprehensive, integrated, three-tiered (Ci3T) Kelly Perales, Midwest PBIS Network, Hummelstown, PA; Susan model of prevention. Barrett, Midatlantic PBIS Network, Richmond, VA; Lucille Eber, ♦ E3 Seaport Ballroom B Midwest PBIS Network, LaGrange, IL Strands: Integration and Alignment; School-Wide Systems Participants will receive an overview of the training curriculum and Type: Skill Development workbook to align and integrate School Mental Health and PBIS. Examples of the use of these materials from knowledge development School-Wide Positive Behavior Support – What is the Role/s of a sites will be shared. BCBA? ❑ Robert Putnam, May Institute, Randolph, MA; Kacie Fleetwood, E9 Cortez Hill ABC Nevada PBIS Technical Assistance Center, Reno, NV; Rose Iovannone, Strand: Equity Univeristy of South Florida, Tampa, FL Type: Skill Development We will explore the role/s of a BCBA in the implementation of What Does Race Have To Do With It? SWPBIS and the relationship between SWPBIS and ABA. Using Edwin Javius, EDEquity, Inc., San Jose, CA the competencies of a BCBA to enhance implementation of SWPBIS Attendees will understand the impact of racial identity development; will be discussed. foundational for student resiliency and self-regulating behavior. A ❑ data protocol will be used to unearth root causes that can guide PBIS E4 Invited Presenter Seaport Ballroom G Strands: Classroom; School teams in coaching teachers. ❑ Type: Structured Networking E10 Invited Presenter Gaslamp AB PBIS in the Classroom: Structured Networking Session Strands: School-Wide Systems; Integration and Alignment Brandi Simonsen, University of Connecticut, Storrs, CT Type: Skill Development This structured networking session provides an opportunity to engage Using Data to Improve Systems and Practices that Benefit Students in a facilitated conversation about (a) the critical features of classroom Dale Cusumano, Angela Preston, and Caryn Ward, University of North PBIS, (b) issues with implementation, and (c) strategies to support Carolina Chapel Hill, Chapel Hill, NC teachers’ implementation of classroom PBIS. This session will focus on developing awareness of how to use student, ❑ building, and systemic level data to identify supports needed for E5 Invited Presenter Seaport Ballroom A Strand: Integration and Alignment educators to use evidence-based practices as intended. Type: Conceptual ♦ E11 Gaslamp CD Working Together to Implement PBS Statewide in Education and Strand: Early Childhood Human Services Type: Research Rachel Freeman, University of Minnesota, Minneapolis, MN; Tim Measuring Engagement: Development of a Direct Observation Moore, Minnesota Department of Human Services, Minneapolis, MN Tool for Early Childhood Environments This presentation will describe how one state is collaborating across Brenna Wood and Robin Hojnoski, Lehigh University, Bethlehem, PA education and human service settings to implement positive behavior During this presentation, we will describe the direct observation tool, support. Top-down and bottom-up systems change examples for Behavioral Observation of Students in Schools-Early Education. encouraging community-wide PBS will be described. Details include studies conducted to assess content validity, inter-rater reliability, test-retest reliability, and concurrent validity. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision and Values, of PBS: Science, Support:World Behavior Expanding The Positive

❑ 12  BCBA Type 2 Credit Beginning SWPBS Sessions Thursday Poster Session THURSDAY, MARCH 29

♦ ❑ E12 La Jolla AB Strands: Individual Students; School-Wide Systems Reception and Poster Session Type: Skill Development 6:30 P.M. – 8 P.M. Grand Hall Building Capacity for Function-Based Intervention Planning: Poster 101 Invited Poster The Initial Line of Inquiry Process Type: Structured Networking Barry McCurdy and Lisa Thomas, Devereux Center for Effective The First Step of PBS Network in Taiwan Schools, King of Prussia, PA; Amy Waldron and Mark Hirsch, Devereux Li-Yu Hung, National Taiwan Normal University, Taipei, Taiwan; Georgia, Kennesaw, GA Pei-Yu Chen, National Taipei University of Education, Taipei, Taiwan Presenters will model how to use the Initial Line of Inquiry (informal The APBS Network in Taiwan was established in 2017 and the first FBA) to develop function-based interventions for students in need of local conference on PBS was held. Feedback from the participants and Tier 2 and 3 supports. Case examples and resources will be shared. implication for future work of the network will be addressed. E13 Old Town AB ❑ Poster 102 Strands: Mental Health; School-Wide Systems Invited Poster Strands: Integration and Alignment; Quality of Life Type: Skill Development Type: Structured Networking Community Matters: Establishing a Foundation for Tier 2 and 3 The Minnesota Positive Behavior Support Network: An Systems Interagency Network With Lifespan Focus Beth Udisky, Yesmina Luchsinger, and Jewel Riley, Tolleson Union High Tim Moore, Minnesota Department of Human Services, St. Paul, MN; School District, Tolleson, AZ; Erica Chavez, Touchstone Health Services, Erin Watts, University of Minnesota, Minneapolis, MN Avondale, AZ We describe our PATH process and subsequent leadership efforts Tier 3 implementation and systems present a unique combination of shared among the Department of Education, Department of Human community engagement, collaboration and legal considerations. This Services, academic institutions (University of Minnesota, University of presentation will present strategies, successes, and setbacks to engag- St. Thomas), community provider agencies, and trade groups. ing and sustaining community partnerships for Tier 2/3 interventions. ❑ E14 Balboa ABC Poster 103 Invited Poster Strands: School; Classroom Strand: School Type: Structured Networking Type: Conceptual Georgia Association For Positive Behavior Support School-University Partnerships in MTSS Implementation: A Jason Byars, Griffin-Spalding County Schools, Griffin, GA Unique Supervision and Services Model The Georgia Association for Positive Behavior Support has high- Sara Rich and Gary Duhon, Oklahoma State University, Stillwater, lighted the PBIS work of Georgia schools since 2008. This session OK; Brit’ny Stein and Debbie Enos, Osage County Interlocal highlights the work of GAPBS at its annual conference. Cooperative, Hominy, OK Learn how schools and a university have partnered together to ❑ Poster 104 provide supervision to MTSS coaches and services to schools via an Strands: Classroom; School evidence-based model of supervision. Type: Research

❑ E15 Hillcrest AB Using Peer Coaching to Improve Classroom Management 15TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2018 Strand: School Practices in Alternative Education Type: Conceptual Chelsea Grant, Rutgers University, New Brunswick, NJ; Lisa Thomas and Barry McCurdy, Devereux’s Center for Effective Schools, King of Increasing Safe Environments for Special Education Prussia, PA Paraprofessionals Through Positive and Preventive Practices Attendees will learn about a pilot study involving the use of school Kathleen Beaudoin, University of Washington Tacoma, Tacoma, WA; staff to serve as peer coaches to improve the implementation of Laura Feuerborn, University of Washington Tacoma, Tacoma, WA classroom management practices. Procedures, observation results, and Special education paraprofessionals need preparation, too! Overview, acceptability ratings will be presented. results, and lessons learned from training project aimed at supporting special education paraprofessionals to improve the safety of their work ❑ Poster 105 environments as they support students with challenging behavior. Strands: Classroom; School ❑ E16 Hillcrest CD Type: Research Strands: School-Wide Systems; Integration and Alignment Educators Perspective on Culturally Adapting Classroom Behavior Type: Skill Development Plans Christerralyn Brown and Dan Maggin, University of Illinois at From Singing the Blues to Rockin’ the House: Mississippi Delta’s Chicago, Chicago, IL PBIS Initiative Culturally responsive pedagogy is described in multiple contexts. This Julie Kelley-Lowery, Mississippi Department of Education, Jackson, MS research reflects an increasing understanding of how culturally respon- Session highlights include solidifying whole-school PBIS initiatives, sive practices can be the focus of school-based learning communities implementing targeted and intensive interventions, designing and support the dedication of individual teachers. wrap-around services, and aligning efforts into a cohesive package meant for achieving positive, productive learning environments in ❑ Poster 106 low-performing schools. Strands: Classroom; School-Wide Systems Type: Research Review of Culturally Adapted Pro-Social School-Based Interventions for Underrepresented Students Christerralyn Brown and Dan Maggin, University of Illinois at Chicago, Chicago, IL This research proposes a set of program adaptation guidelines that emphasize balancing program fidelity and adaptation as a best practice for improved prevention/intervention program outcomes. ❑  BCBA Type 2 Credit Beginning SWPBS Sessions 13 Thursday Poster Session

❑ Poster 107 Poster 112 Strands: Classroom; School-Wide Systems Strands: Early Childhood; IDD Type: Research Type: Research Tier 2 Identification and Intervention: District-Wide Delay to Service and Educational Outcomes for Medicaid- Implementation Implications and Outcomes Enrolled Children With Autism Lisette Spraggins, Texas Behavior Support: Region 14, Abeline, TX; Adele Dimian and Frank Symons, University of Minnesota, Sara McDaniel, University of Alabama, Tuscaloosa, AL Minneapolis, MN This poster will describe the five-step Tier 2 identification and Early Intensive Behavioral Interventions (EIBI) utilizes PBS intervention framework applied district-wide in a rural, high-need principles and can be effective for remediating ASD symptoms for Southwestern district. Application across preschool, elementary, and some. This study examined how service delays relate to educational secondary settings will be highlighted. outcomes for Medicaid-enrolled children with ASD. Poster 108 Poster 113 Strand: Classroom Strands: Early Childhood; School-Wide Systems Type: Research Type: Research Improving Behavioral Climate in Classrooms by Short In-Service Development of a Measure to Evaluate Program-Wide THURSDAY, MARCH 29 THURSDAY, Training for Teachers Implementation of Pyramid Model Supports Vesa Närhi and Hannu Savolainen, University of Jyväskylä, Jyväskylä, Christopher Vatland and Lise Fox, University of South Florida, Tampa, Finland FL; Mary Louise Hemmeter and Erin Barton, Vanderbilt University, Short in-service training, based on the principles of Collaborative Nashville, TN Consultation and on evidence based behavioral support methods This presentation describes the development of a tool to measure produced substantial improvements in behavioral climate of elemen- implementation of Pyramid Model practices across an entire early tary school classrooms according to teacher and student evaluations. childhood or child care program. Data will be presented on initial Poster 109 application with piloting programs. Strands: Classroom; School Poster 114 Type: Research Strands: Early Childhood; School-Wide Systems Increasing Teachers’ Behavior Specific Praise Using Self- Type: Conceptual Monitoring: Effects on Children’s Academic Engagement Using the TIPS Model to Support Implementation Fidelity of Kazuki Niwayama, Osaka Kyoiku University, Osaka, Osaka, Japan; Early Childhood PBIS Yosuke Maeda, Hyogo University of Teacher Education, Kato-city, Sandy Avzaradel, CalTAC PBIS, La Quinta, CA Hyogo, Japan; Yumi Kaneyama and Hiroshi Sato, Kwansei Gakuin Explore how one California preschool is utilizing the Team-Initiated University, Nishinomiya, Hyogo, Japan Problem-Solving model (TIPS) to determine next steps to improve This poster will describe the intervention for increasing teachers’ implementation fidelity based on data obtained from the Early behavior specific praise and its effects on children’s academic engage- Childhood Benchmarks of Quality (EC-BoQ). ment. We will also discuss correlation between children’s academic Poster 115 engagement and achievement. Strands: Early Childhood; Classroom ❑ Poster 110 Type: Skill Development Strands: Classroom; School Effects of Social-Emotional Learning Focused Shared Book- Type: Research Reading in Urban Head Start Current Practices and Concerns of Thai Teachers Towards Positive Karen Stoiber, Rachael Koppel, Glenna Gransee, and Meghan Johnson, Behavior Support University of Wisconsin-Milwaukee, Milwaukee, WI Watinee Amornpaisarnloet, Chulalongkorn University, Bangkok, Presentation highlights innovative explicit book reading intervention Thailand; Michael Arthur-Kelly, University of Newcastle, Newcastle, with combined early literacy and social emotional learning (SEL) NSW, Australia focus. Participants learn about best practices for integrating SEL into This presentation will report survey data on current behaviour man- book reading and outcomes using unique affective knowledge tasks. agement practices and concerns of both general and special education ❑ Poster 116 teachers towards positive behaviour support in Thai elementary Strands: Equity; Classroom schools. Type: Research ❑ Poster 111 Using SRSD with Social Skills Prompts to Improve Writing and Strands: Early Childhood; Equity Behavior Type: Skill Development Robai Werunga, University of North Carolina at Charlotte, Understanding Behavior Incidents in Early Childhood Programs: Charlotte, NC The Behavior Incident Report System Self-Regulated Strategy Development (SRSD) has been found to be Myrna Veguilla and Lise Fox, University of South Florida, Tampa, FL effective in improving writing skills of students with emotional and Learn about the development and use of the Behavior Incident behavioral disorders, and has the potential to positively impact student Report System (BIRS) by early childhood programs to collect and behaviors and social skills. understand the behavior incidents of children within preschool programs including tracking discipline disproportionality. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision and Values, of PBS: Science, Support:World Behavior Expanding The Positive

❑ 14  BCBA Type 2 Credit Beginning SWPBS Sessions Thursday Poster Session THURSDAY, MARCH 29

❑ Poster 117 Poster 123 Strands: Families and Parent Supports; Home and Community Strands: IDD; Mental Health Type: Research Type: Research Teacher Perspectives on Family-Professional Partnerships and PBIS for the “Top 5%”: Application to a Treatment Center Setting Positive Behavior Support Plans Jane Carlson, Preston Campbell, Spencer Corey, and Korin Richins, Sarah Lapinski, Anastasia Kokina, and Rachel Schwartz, University of Utah Behavior Services, Inc., Taylorsville, UT Pittsburgh, Pittsburgh, PA This demonstration project adapts SWPBIS to a treatment center, This presentation will discuss teacher perspectives on family partner- with modifications for use with a group of clients with significant ships and positive behavior support plans and will review factors behavioral needs. Implementation effectiveness is demonstrated with that help to establish positive working relationships with families of indirect and direct measurement of staff/client interactions. children with autism who have problem behavior. ❑ Poster 124 Poster 118 Strands: Individual Students; Families and Parent Supports Strands: Families and Parent Supports; Early Childhood Type: Research Type: Research Family-School Collaboration to Address Problem Behavior for a Testing the Efficacy of the FBSApp for Improving Parent and Middle-School Boy Child Outcomes Shelley Clarke, University of South Florida, Tampa, FL Erin Barton, Vanderbilt University, Nashville, TN; Angel Fettig, This poster describes a case study that used PBS/PTR process to ad- Unversity of Washington, Seattle, WA; Hedda Meadan, University of dress the problem behaviors of a 13-year old with ASD. Interventions Illinois at Urbana-Champaign, Urbana, IL were implemented across home and school routines. Behavior We will describe three single case studies that examined the relation outcomes are shared. among parent use of the FBSApp, parent implementation of ❑ Poster 125 function-based supports, and child challenging behaviors. Strands: Individual Students; School ❑ Poster 119 Type: Research Strands: Home and Community; IDD A German Adaption, Implementation, and Evaluation of Check In Type: Conceptual Check Out Minnesota: Using www.mnpsp.org for Statewide Positive Behavior Anna-Maria Hintz and Micheal Paal, Universität Siegen, Siegen, Support Implementation and Technical Assistance Germany Julie Kramme, Rachel Freeman, and Erin Watts, Institute on Community This poster illustrates the adaption, implementation, and evaluation Integration, Minneapolis, MN of Check-In Check-Out in a German School (Realschule). The This poster describes how mnpsp.org increases awareness of PBS and sample consisted of two students. Results indicated the intervention’s provides tools, resources, and examples of PBS implementation efforts. effectiveness to improve self-management skills. The poster shares how data are used to assess progress and guide Poster 126 statewide systems change. Strands: Individual Students; Classroom ❑ Poster 120 Type: Research Strands: Home and Community; IDD Is it Working? Using Data and Technology to Improve Behavior 15TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2018 Type: Conceptual Sara Estrapala, Rila Ashley, and Allison Bruhn, University of Iowa, Implementing Telehealth Systems Across a Three-Tiered PBS Iowa City, IA Model to Support Rural Organizations We will describe the results of a recent study examining the effects of Stephanie Benson, Erin Watts, Jessica Simacek, and Rachel Freeman, technology-based self-monitoring and data-based individualization University of Minnesota, Minneapolis, MN on students’ behavioral outcomes and teacher perceptions of usability This poster will describe how telehealth systems are being used to and feasibility. support teams implementing universal, secondary, and tertiary tiers Poster 127 within an organization-wide model for person-centered practices and Strands: Individual Students; School-Wide Systems PBS in human service organizations. Type: Research Poster 121 Examining Tier 2 Efforts for Addressing Students’ Social- Strands: IDD; Home and Community Emotional Needs: A Feasibility Study Type: Conceptual Eric Common, University of Michigan-Flint, Flint, MI; Kathleen The Impact of Person Centered PBS on the Use of Restrictive Lane, University of Kansas, Lawrence, KS; David Royer, University of Practices Hawai’i at Manoa, Honolulu, HI; Wendy Oakes, Arizona State Sarah Leitch, BILD, Birmingham, West Midlands, United Kingdom University, Tempe, AZ People with Intellectual Disabilities are particularly vulnerable to the This poster describes a process for implementing data-informed social overuse of restrictive practices. Person Centered PBS can support skill instruction at Tier 2. Using a mixed-methods approach, illustra- reduction of the use of physical restraint and other restrictive practices tions are offered with a focus on monitoring: social validity, treatment at individual and organisational levels. integrity, and student outcomes. Poster 122 Strands: IDD; School-Wide Systems Type: Research Using Diffusion of Innovations Theory to Improve a PBS Policy Study Brent Hayward, University of Melbourne, Melbourne, VIC, Australia Diffusion of innovations theory is used to reflect upon a pilot study and outline the development of a larger study using diffusion networks to describe the adoption of PBS at a state level.

❑  BCBA Type 2 Credit Beginning SWPBS Sessions 15 Thursday Poster Session

Poster 128 ❑ Poster 133 Strands: Integration and Alignment; School-Wide Systems Strands: Mental Health; Families and Parent Supports Type: Conceptual Type: Conceptual Scaling Up Multi-Tiered System of Support in California: Cyberbullying: Collaborative Strategies to Address Digital CAMTSS Aggression Dori Barnett and Lina Bender, Orange County Department of Mickie Wong-Lo, Biola University, La Mirada, CA Education, Costa Mesa, CA; Jennifer Garcia, Butte County Office of The presentation examines the manifestation of digital aggression Education, Butte, CA and its effects on the targeted victims, offenders, and bystanders. This poster presentation will focus on the alignment between the Collaborative strategies to intervene effectively and promote positive PBIS and the five principles of inclusive behavior instruction within supports for all affected by cyberbullying will be discussed. the #CAMTSS (California Multi-tiered Systems of Support) ❑ Poster 134 statewide initiative. Strands: School; Classroom Poster 129 Type: Research Strand: Juvenile Justice Improving Paraprofessional Mandated Training Through a Brief Type: Research Performance Feedback Intervention THURSDAY, MARCH 29 THURSDAY, A Systematic Review of Universal PBIS Implementation in Miguel Ampuero, Rachel Robertson, Sarah Lapinski, and Rachel Alternative Educational Settings Schwartz, University of Pittsburgh, Pittsburgh, PA Nicolette Grasley-Boy, University of Florida, Gainesville, FL This presentation will provide support for the implementation of a This systematic review will summarize current research on universal brief performance feedback intervention to improve paraprofessional PBIS systems implemented in alternative educational settings, includ- implemented mandated training for students with ASD and/or other ing self-contained alternative schools, residential treatment centers, language impairments in special education settings. and juvenile justice facilities. ❑ Poster 135 ❑ Poster 130 Strands: School; School-Wide Systems Strands: Mental Health; School Type: Skill Development Type: Research Building a Student Guidance System Based on SW-PBS in Japan Needs and Resources in Pennsylvania Schools Implementing Mami Mitachi, Seisa University, Yokohama, Kanagawa, Japan; Naoto SWPBIS With Mental Health Supports Sonobe, Yamagata Prefecture Tsuruoka Special Needs School Ohisama- Ricardo Eiraldi, University of Pennsylvania, Philadelphia, PA; Rebecca Classroom, Tsuruoka, Yamagata, Japan Kanine and Andrew Orapallo, Children’s Hospital of Philadelphia, In this presentation, we will describe how to build a student guidance Philadelphia, PA system based on SW-PBS in Japan by showing some steps teachers This poster presents results of a needs assessment and resource mapping actually followed, and show some effects on a student’s behaviors. study in Pennsylvania schools that currently implement SWPBIS. Poster 136 Data were collected via an Interconnected System Framework ques- Strands: School; Home and Community tionnaire and qualitative interviews with Leadership Team members. Type: Skill Development ❑ Poster 131 Five Year Implementation of a BCBA Program Focused Around Strand: Mental Health PBS: Lessons Learned Type: Conceptual Robert O’Neill, University of Utah, Salt Lake City, UT PBS in an Inpatient Psychiatric Setting: Implementation This presentation will describe lessons learned in the implementation Challenges, Successes, and Future Directions and evaluation of a program to prepare Board Certified Behavior Meredith Ronan, Michael Gaskell, and Mara Hart, Worcester Recovery Analysts (BCBAs) with a program emphasis on principles and Center and Hospital, Worcester, MA procedures of positive behavioral support. A review of the major challenges, successes, and future directions of Poster 137 adapting and implementing PBS interventions within a public sector Strands: School; Mental Health inpatient psychiatric hospital. Type: Research ❑ Poster 132 Coaching to Fidelity : A Four-Year Randomized Control Trial to Strands: Mental Health; School-Wide Systems Support RENEW Type: Conceptual Kathryn Francoeur, Institute on Disability, University of New Supportive Education for American Indian Students: The iCAN Hampshire, Durham, NH; Jonathon Drake, Institute on Disability, Project UNH, Concord, NH Elizabeth Keller-Dupree and Kenny Paris, Northeastern State This poster will showcase features to install RENEW, a Tier 3 support University, Tahlequah, OK; Rita Bunch, Diane Weston, and Monica within the Positive Behavioral Interventions and Supports framework. Dandridge, Maryetta Public School, Stilwell, OK Preliminary data will highlight time cost per facilitator and initial The current presentation offers a “bottom up” discussion of how the fidelity measures from the field. iCAN project was designed and implemented to meet the unique needs of a predominantly American Indian student population and school community. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision and Values, of PBS: Science, Support:World Behavior Expanding The Positive

❑ 16  BCBA Type 2 Credit Beginning SWPBS Sessions Thursday Poster Session THURSDAY, MARCH 29

❑ Poster 138 Poster 143 Strands: School Low Incidence; Home and Community Strands: School-Wide Systems; School Type: Conceptual Type: Research The Application of the PBIS Framework to Alternative Settings Diffusion of Positive Behavioral Interventions and Supports Karen Wilson and Cheyenne Rhodes, American School for the Deaf, within School Districts West Hartford, CT Angus Kittelman and Kent McIntosh, University of Oregon, This presentation will describe the clinical and residential approaches Eugene, OR to trauma-informed, strength and evidence-based, non-punitive Presenters will share results from a national study examining the rate interventions in alternative settings. of change in the diffusion of PBIS in over 600 schools districts during ❑ Poster 139 their first five consecutive years of PBIS implementation. Strands: School-Wide Systems; Individual Students Poster 144 Type: Conceptual Strands: School-Wide Systems; School Four Key Elements of Tier 2 Type: Conceptual Jason Harlacher and Lynne DeSousa, Colorado Department of Education, Literature Review About Using CICO to Address Problem Denver, CO Behaviors in Tier 2 Settings This poster will provide concrete application of the four key elements Xin Xu, University of Connecticut, Storrs, CT (outcomes, data, systems, practices) for Tier 2. A literature review summarizing empirical articles examining CICO ❑ Poster 140 for school-age students was conducted to determine the characteristics Strands: School-Wide Systems; School-Wide Systems of studies, the common elements of effective interventions, and the Type: Conceptual interventions’ impact on academic and social development. ❑ Using a Community of Practice Model to Support High School Poster 145 PBIS Implementation Strands: School-Wide Systems; School Rachel Santos, ABC Unified School District, Cerritos, CA; Cristy Clouse, Type: Skill Development California Technical Assistance Center (CALTAC), La Quinta, CA Beyond Disciplinary Data: An Exploration of Viable SWPBIS Learn about a High School-PBIS Community of Practice supporting Evaluation Metrics the implementation of SW PBIS. This interactive poster session Brittany Zakszeski, Lehigh University, Bethlehem, PA; Julie Fogt, presents high school responses to questions about high school contex- Centennial School of Lehigh University, Bethlehem, PA tual influences needing consideration when implementing PBIS. Relying solely on disciplinary data in evaluating SWPBIS has its ❑ Poster 141 limitations. This poster describes one school’s exploration of evaluation Strands: School-Wide Systems; Equity approaches that target positive behavior, emphasizing how data may Type: Research be feasibly collected and meaningfully interpreted. Addressing Disciplinary Disproportionality Through Best Poster 146 Practices in Proactive Behavioral Support Strands: School-Wide Systems; School Chris Huzinec, Pearson NA Clinical, Spring, TX Type: Research Disproportionality in punitive disciplinary actions are particularly School Stakeholder Views on Initial Adoption of Multi-Tiered 15TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2018 relevant for minority, economically disadvantaged, and special Systems of Behavior Support education student groups This presentation reviews current research Brooke Shuster, Blair Lloyd, Abbie Jenkins, Marilynn Porritt, Melissa and evaluates the impact proactive behavioral supports can have on Hine, Tama Lerner, Becky Shafer, and Erik Carter, Vanderbilt student outcomes. University, Nashville, TN ❑ Poster 142 Results of a survey will inform factors impacting district representative Strands: School-Wide Systems; School and school leadership team decisions to adopt multi-tiered systems Type: Skill Development of behavior support in Tennessee. Implications for recruitment and technical assistance will be highlighted. Trainers Resources: Ci3T Training Experiences and Outcomes from a Novice Trainer Perspective Poster 147 Robin Parks Ennis and Sarah Cole, University of Alabama at Strands: School-Wide Systems; School Birmingham, Birmingham, AL; Kathleen Lynne Lane, University of Type: Skill Development Kansas, Lawrence, KS; Wendy Peia Oakes, Arizona State University, Does Staff Turnover Affect Growth and Sustainability of an Tempe, AZ Effective PBS Program? This presentation will highlight experiences and outcomes from a Steve Bebee and Tandehl Collentine, Cactus Shadows High School, Cave comprehensive, integrated, three-tiered (Ci3T) model of prevention Creek, AZ training series led by a novice trainer using free-access materials from Learn how to sustain and grow your PBS program, despite high staff Ci3T.org. turnover. Maintaining a positive culture and climate is possible with an effective PBS model and staff development. ❑ Poster 148 Type: Conceptual Developing Network Efforts in PBS Across Europe Lefki Kourea, University of Nicosia, Nicosia, Cyprus; Sui Lin Goei, Windesheim University of Applied Sciences, Zwolle, Netherlands We present the two-stage mixed-method process followed to describe the planning efforts of the PBS-Europe network for defining its goals and actions.

❑  BCBA Type 2 Credit Beginning SWPBS Sessions 17 Friday Conference Sessions

❑ F5 Invited Presenter Seaport Ballroom A Friday at a Glance Strands: School-Wide Systems; School Low Incidence 8 a.m. – 5 p.m. Registration/Information Type: Research (Seaport Foyer) Applying the Team Initiated Problem Solving (TIPS) Model 8:30 a.m. – 9:45 a.m. Session F Anne Todd, University of Oregon, Eugene, OR TIPS is a problem solving model nested within a set of meeting 10 a.m. – 11:15 a.m. Session G foundations used for data-based decision making. This session 11:30 a.m. – 12:45 p.m. Session H explores meeting foundations and problem solving when using TIPS 12:45 p.m. – 2 p.m. Lunch On Your Own with social and academic data 2 p.m. – 3:15 p.m. Session I ♦ F6 Seaport Ballroom C 3:30 p.m. – 4:45 p.m. Session J Strands: School-Wide Systems; Individual Students Type: Skill Development

FRIDAY, MARCH 30 FRIDAY, Intensive Intervention – Debunking Common Myths and Session F Misunderstandings 8:30 A.M. – 9:45 A.M. Gail Chan, American Institutes for Research, Washington, DC; ♦ Steve Goodman, Michigan’s Integrated Behavior and Learning Support F1 IDD Keynote Seaport Ballroom D Strand: IDD Initiative (MIBLSI), Lansing, MI; Don Kincaid, University of South Type: Research Florida, Tampa, FL; Brandi Simonsen, University of Connecticut, Storrs, CT Promoting Happiness Among People With Accurate understanding of intensive intervention is critical for Severe Disabilities: Evidence-Based Strategies effective Tier 3 implementation. Experts from the NCII and PBIS Dennis Reid, Carolina Behavior Analysis and Centers will address common myths and misunderstandings around Support Center, Morganton, NC providing intensive intervention in behavior within an MTSS system. Initially the importance of happiness on life quality and the prevention and treatment of F7 Ted Carr Award Winner Seaport Ballroom F challenging behavior will be discussed. Next, Strands: School Low Incidence; School strategies specifically for promoting daily happi- Type: Research ness among people with severe disabilities will be Including Students With Severe Disabilities in described. SWPBIS: A Call to Action F2 Seaport Ballroom E Virginia Walker, Illinois State University, Normal, IL; Strands: Integration and Alignment; School-Wide Systems Sheldon Loman, Portland State University, Portland, Type: Conceptual OR; Kathleen Strickland-Cohen, Texas Christian University, Fort Worth, TX Sustaining Inclusive Behavior Instruction through California’s We will share the results and implications of two Multi-Tiered System of Support (MTSS) Statewide preliminary studies addressing the involvement of Kimberly Breen, University of Kansas SWIFT Center, Kansas City, students with severe disabilities in SWPBIS and outline next steps for KS; Dori Barnett, Ed.D., Orange County Department of Education, research related to students with severe disabilities and SWPBIS. Costa Mesa, CA; Mike Lombardo, Placer County Office of Education, ❑ CA PBIS Coalition Director, Placer, CA F8 Seaport Ballroom H Come learn how #CAMTSS is rolling out across California, and is Strand: Individual Students being used to strengthen other statewide initiatives such as PBIS to Type: Skill Development provide inclusive academic and behavior instruction for ALL learners! Free Tier 2/3 Data Collection Options for Monitoring Response to F3 Seaport Ballroom B Behavioral Interventions Strands: Individual Students; Classroom Gordon Way, University of Missouri, Columbia, MO Type: Skill Development This interactive session introduces three easy to use Tier 2/3 response to behavioral intervention monitoring tools that can be downloaded Effective Classroom Practices for Students With Internalizing for free from pbismissouri.org. Participants should download all Behavior Concerns materials prior to the session. Deanna Maynard, Missouri Schoolwide Positive Behavior Support, Columbia, MO F9 Cortez Hill ABC Is your classroom environment prepared to support students who Strands: School-Wide Systems; Equity might exhibit internalizing behaviors? With purposeful planning, Type: Skill Development you can effectively design your classroom to increase the likelihood Using Disciplinary Data to Better Understand and Address students with internalizing behaviors are successful. Restraint and Seclusion ♦ F4 Seaport Ballroom G Christopher Vatland, Lauren Evanovich, Rebecca Webster, and Anna Strands: Classroom; School-Wide Systems Winneker, University of South Florida, Tampa, FL Type: Research Restraint and seclusion are linked to short-term and long-term consequences for students. This session examines efforts of teams to Substitute Teacher Survival Kit: A Collaborative Behavioral Plan unpack school and district data in order to provide more targeted to Support Substitute Teachers intervention and support. Aaron Fischer, Lauren Perez, Magenta Silberman, John Davis, and Leanne Hawken, University of Utah, Salt Lake City, UT Collaboration between school personnel and substitute teachers to ensure implementation of effective behavior management strategies during teacher absences. Presentation includes an overview of the

Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision and Values, of PBS: Science, Support:World Behavior Expanding The Positive brief training and implementation process, current data, and treatment integrity procedures.

❑ 18  BCBA Type 2 Credit Beginning SWPBS Sessions Friday Conference Sessions FRIDAY, MARCH 30

❑ F10 Gaslamp AB ❑ F16 Hillcrest CD Strands: Families and Parent Supports; School Strands: School; Individual Students Type: Skill Development Type: Research Exploring the Impact and Application of Effective Family Chinese Language Universal Behavioral Screener Engagement Strategies Tat Shing Yeung and Robert Volpe, Northeastern University, Boston, MA Tyler Smith, Shannon Holmes, Wendy Reinke, and Keith Herman, Universal screening is inadequate in Hong Kong’s Multi-Tiered University of Missouri-Columbia, Columbia, MO System of Support. This presentation demonstrates the development This presentation will provide empirical/theoretical support for family of a Chinese language universal behavioral screener through transla- engagement practices, along with including practical, evidence-based tion, international research design adaptations, and psychometric strategies for building and strengthening family engagement within evaluation. multi-tiered systems of support. F11 Gaslamp CD Strands: PBS and Employment; Integration and Alignment Session G Type: Conceptual 10 A.M. – 11:15 A.M. Creating a College-Level PBIS Certificate Through Interagency ♦ ❑ G1 Invited Presenter Seaport Ballroom D Collaboration Strand: School-Wide Systems Rob Sumowski, Georgia College & State University, Milledgeville, GA; Type: Skill Development Justin Hill, Georgia Department of Education, Atlanta, GA Bullying Prevention in Positive Behavior Support: Updated Attendees will develop an understanding of the collaborative process Interventions between a university and state department of education in the creation Scott Ross, Colorado Department of Education, Denver, CO of a three-course PBIS certificate program for the purpose of prepar- The presentation will provide information on the newest additions to ing future teacher-leaders. the BP-PBIS content, including strategies for students not respond- ❑ F12 La Jolla AB ing to Tier 1 BP-PBS, as well as strategies for older students. Strands: Equity; Classroom G2 Seaport Ballroom E Type: Research Symposium Strands: Mental Health; School Teaching Culturally Responsive Social Skills Within SWPBS Type: Conceptual Deondra Gladney, Ya-yu Lo, Lefki Kourea, and Robai Werunga, Integrating Mental Health Assessment and Supports into School- University of North Carolina at Charlotte, Charlotte, NC based Tiered Prevention Models This presentation describes intervention efforts and outcomes on Wendy Reinke, Lou Ann Tanner-Jones, Sarah Owens, Shannon Holmes, blending cultural responsiveness and SWPBS by eliciting upper Chris Riley-Tillman, and Aaron Thompson, University of Missouri, elementary diverse students’ input to design lessons and teach Columbia, MO; Keith Herman, University of Missouri, Columbia, MO; SWPBS values and expected behaviors. Joni Splett, University of Florida, Gainsville, FL; Kelly Perales, F13 Old Town AB Midwest PBIS, Hummelstown, PA; Colleen Halliday-Boykins, Medical Strands: Early Childhood; Families and Parent Supports University of South Carolina, Charleston, SC; Mark Weist, University Type: Research of South Carolina, Columbia, SC; Courtney Baker and Stephanie 15TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2018 Family Coaching to Address Challenging Behaviors at Home Moberg, Tulane University, New Orleans, LA; Patrick Bell and Angel Fettig, University of Washington, Seattle, WA; Erin Barton, Rochelle Gauthier, Trauma-Informed Schools Learning Collaborative, Vanderbilt University, Nashville, TN New Orleans, LA We will present evidence-based family coaching strategies and the In this presentation three projects will be presented which focus on results of two studies that examined coaching strategies to support integrating mental health assessments and supports into school-based parents to use PBIS strategies at home. Presenters will facilitate tiered models of prevention. Data on the initial impact of these discussion on implementation fidelity. models will be provided. ♦ ♦ F14 Symposium Balboa ABC G3 Invited Presenter Seaport Ballroom B Strands: Juvenile Justice; School-Wide Systems Strands: Individual Students; School Type: Skill Development Type: Skill Development PBIS Outside of the Box: Alternative and VERY Alternative Prevent-Teach-Reinforce (PTR): A Standardized and Evidence- Settings Based FBA/BIP Model for School Teams Kathryn Roose, Holly Seniuk, and Jodie Soracco, Nevada PBIS Rose Iovannone, University of South Florida, Tampa, FL Technical Assistance Center, Reno, NV Prevent-Teach-Reinforce (PTR) is an evidence-based FBA/BIP PBIS in alternative settings has paved the way for even more novel process that is feasible for school implementation. Join this session to settings. This presentation will describe the work in Nevada in alterna- view examples of PTR implementation in schools and obtain profes- tive education, juvenile justice, a psychiatric hospital, and the Youth sional development tools that will enhance FBA/BIP coach capacity. Parole Bureau. F15 Hillcrest AB Strands: Mental Health; Home and Community Type: Skill Development Forensic Psychiatric Hospital to Life in Community: PBS Best Practices in Action Paul Malette, CBI Consultants Ltd., Vancouver, BC, Canada Detailed case studies of two adults transitioning from a Forensic Psychiatric Hospital to inclusive community life are presented. Person Centered Planning practices, evidence based PBS strategies, and behavioral and quality of life outcomes are shared.

❑  BCBA Type 2 Credit Beginning SWPBS Sessions 19 Friday Conference Sessions

G4 Seaport Ballroom G ♦ G7 Seaport Ballroom F Strands: Classroom; School Strands: Families and Parent Supports; IDD Type: Skill Development Type: Research PBIS in the Classroom: Variations of a Performance Feedback Prevent-Teach-Reinforce for Families: Reducing Challenging Coaching Model Behaviors in Children With ASD Lisa Thomas, Laura Rutherford, Rachel Eisenberg, and Barry Malena Argumedes, University of Sherbrooke, Montreal, QC, Canada; McCurdy, Devereux Center for Effective Schools, King of Prussia, PA Janice Lee, University of Nevada, Reno, Reno, NV Attendees will learn about variations of classroom coaching to Prevent-Teach-Reinforce for Families (PTR-F) was used in a RCT enhance effective PBIS classroom management practices. The coach- with 25 families using a 3X2 ANOVA. A complete description of ing model was implemented with diverse populations using different PTR-F, the research study, and results will be presented. approaches to classroom staff training, skill selection, and coach G8 Seaport Ballroom H assignment. Strands: School-Wide Systems; Mental Health

FRIDAY, MARCH 30 FRIDAY, G5 Ted Carr Award Winner Seaport Ballroom A Type: Conceptual Strands: Equity; School Aligning District Initiatives Within a Multi-Tiered System for Type: Skill Development Complete Mental Health Moving from “Conversation” to “Action”: A Catherine Raulerson, Natalie Romer, and Karen Cox, University of Protocol for Disproportionate Discipline South Florida, Tampa, FL; Michelle Johnson, Duval County Schools, Therese Sandomierski, Stephanie Martinez, and Anna Jacksonville, FL Winneker, University of South Florida, Tampa, FL This session will provide an opportunity to learn how a large, urban Navigating the wide range of recommendations on school district in Florida is aligning behavioral health initiatives how to address disproportionate discipline can be within a Multi-Tiered System of Support for complete mental health. challenging. This session will describe one approach G9 Cortez Hill ABC for organizing and prioritizing actions to improve Strand: Integration and Alignment equity in student outcomes. Type: Conceptual G6 Seaport Ballroom C Ignite Session I Systems Coaching: Supporting Integrated MTSS to Improve Strands: Home and Community; IDD Effectiveness, Fidelity, and Sustainability Facilitator: Amber Maki, Minnesota Department of Human Services, Kelli Henson and Donald Kincaid, University of South Florida, St. Paul, MN Tampa, FL This ignite session will be of interest to families, practitioners, and Supporting integrated Multi-Tiered Systems of Supports for academ- educators alike as we highlight theory and practice issues in home ics, behavior, and social emotional needs through systems coaching. and community applications of PBS, including the foundations of our Learn about the role of systems coaching and tools used to evaluate field, empowerment of parents, systems and alignment of support, and effectiveness and fidelity of integrated MTSS. community integration. G10 Invited Presenter Gaslamp AB • A Pillar of PBS: Todd Risley’s “Get A Life” 20 Years Strong, Sherry Strands: Classroom; Individual Students Adam and Victoria Hatch, CBI Consultants, Ltd, Burnaby, BC, Canada Type: Research • Empowering Parents With Strategies to Support Student Behavior at Home, Sarah Cole, Robin Parks Ennis, Emily Elliott, and Whitney Combining SRSD and Self-Monitoring to Improve Writing and Fleming, University of Alabama at Birmingham, Birmingham, AL; Self-Monitoring Skills Kathleen Lynne Lane, University of Kansas, Lawrence, KS Robai Werunga and Ya-yu Lo, University of North Carolina at • County-Wide Multi-Tiered Systems of Support: Team-Based Charlotte, Charlotte, NC Implementation of Person-Centered Practices and PBS, Erin Presenters will share results from an investigation that combined Watts, Jessica Simacek, and Rachel Freeman, University of Minnesota, Self-Regulated Strategy Development (SRSD) and self-monitoring Minneapolis, MN; Dani Dunphy and Laura Birnbaum, St. Louis with students identified with emotional and behavioral disabilities County Public Health and Human Services, Duluth, MN in self-contained classrooms. Implications for practice and future • Research and Peer-Mediated Interventions to Improve Outcomes research will be discussed. for College Students With Autism, Erin Engstrom and Daina ❑ G11 Gaslamp CD Tagavi, UCSB Koegel Autism Center, Santa Barbara, CA Strands: Early Childhood; Individual Students • Taking PBIS to Healthcare: Psychological Flexibility as a Guide Type: Research for Population-Based Care, Sean O’Dell, Geisinger Medical Center, Increasing the Playground Interaction of Kindergarten Students at Danville, PA; Cody Hostutler, Nationwide Children’s Hospital, Risk for EBD Columbus, OH; Imad Zaheer, Montclair State University, Montclair, NJ Darlene Anderson and Paul Caldarella, Brigham Young University, • Positive Parent Contact: Can This Strategy Improve Classroom Provo, UT Behavior and Parent-Teacher Relationships?, Sarah Fefer and Ashley Intervention consisting of social skills instruction, self-evaluation, Thoma, University of Massachusetts Amherst, Amherst, MA; Meme reinforcement, adult mediation, and parental involvement imple- Hieneman, Positive Behavior Support Applications, Palm Harbor, FL mented on a kindergarten playground with three students at–risk for EBD resulted in increased positive social interaction for all students. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision and Values, of PBS: Science, Support:World Behavior Expanding The Positive

❑ 20  BCBA Type 2 Credit Beginning SWPBS Sessions Friday Conference Sessions FRIDAY, MARCH 30

G12 La Jolla AB Strands: Juvenile Justice; Individual Students Session H Type: Research 11:30 A.M. – 12:45 P.M. Mentorship From Juvenile Justice Into the Community: Student, ❑ H1 Invited Presenter Seaport Ballroom D Caregiver, and Mentor Perspectives Strands: Classroom; School Xueqin Qian and Eileen Klemm, University of Minnesota, Type: Research Minneapolis, MN Using Technology in the Coaching of Classroom Teachers: Understand the complex experiences of youth as they leave juvenile Innovations and Applications justice facilities and return to their communities with the help of Catherine Bradshaw, University of Virginia, Charlottesville, VA; Check & Connect (C&C) mentors. Process and challenges of adapt- Elise Pas, Johns Hopkins University, Baltimore, MD; Wendy Reinke, ing this intervention are highlighted. ❑ University of Missouri, Columbia, MO; Joseph Wehby, Vanderbilt G13 Old Town AB University, Nashville, TN Strands: Mental Health; Classroom Four experts share lessons learned regarding the use of technology Type: Skill Development when coaching teachers to promote use of evidence-based practices in Multi-Tiered Approach to Trauma-Informed Trainings for School classrooms. The overarching goal of the models highlighted is opti- Site Staff mizing implementation of evidence-based approaches in classrooms. Heather Cardona, Lori Le Blanc, Mauro Garcia, Nora Magana, Carol H2 Seaport Ballroom E Chen, and Nancy Moradi, San José Unified School District, San Jose, CA Strands: Integration and Alignment; Mental Health SJUSD is empowering and training teachers on multi-tiered trauma Type: Conceptual informed practices. Teachers have limited knowledge on how to Connecting Trauma-Informed With Positive Behavioral handle high frequency behaviors that stem from trauma and the Interventions and Supports in Missouri Schools impact it has on the classroom. Daniel Rector and Rachel Haug, Missouri Schoolwide Positive Behavior G14 Balboa ABC Support, Columbia, MO Strands: School; Classroom Learn how some Missouri schools are integrating trauma-informed Type: Research and Positive Behavioral Interventions and Supports frameworks to IEP Accommodations for Students With Emotional and better support all students. Behavioral Needs ♦ H3 Seaport Ballroom B Colleen Commisso, Lee Kern, Allyse Hetrick, and Beth Custer, Lehigh Strands: Early Childhood; School-Wide Systems University, Bethlehem, PA Type: Research IEP accommodations of 222 adolescents with emotional and The Pyramid Model Goes Program-Wide in Child Care behavioral challenges were examined. Data will be presented reporting Erin Barton and Mary Louise Hemmeter, Vanderbilt University, common classroom and testing accommodations and differences Nashville, TN; Lise Fox and Chris Vatland, University of South based on student characteristics. Recommendations for selecting Florida, Tampa, FL accommodations will be discussed. We will describe a process for supporting childcare programs to G15 Hillcrest AB implement the Pyramid Model. The components of program wide 15TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2018 Strands: School-Wide Systems; Equity implementation will be presented and examples from our work in Type: Research low-resourced centers will be discussed. Seeing Through the Matrix: Analysing School Behavioural ♦ ❑ H4 Seaport Ballroom G Expectations in Victoria, Australia Strands: Classroom; School-Wide Systems Shiralee Poed, The University of Melbourne, Carlton, VIC, Australia Type: Research This study examined the types and frequency of expected behaviours Real Solutions in Classroom Management: The Impact of Web- and indicators as documented in Australian behaviour matrices, and Based PBIS Staff Development considered whether these were written in a way that is culturally Jeffrey Sprague and Wendy Morgan, University of Oregon, Eugene, OR responsive for Koorie (Aboriginal) students. ❑ This session will describe an online learning and coaching system G16 Hillcrest CD entitled “Real Solutions in Classroom Management.” The features, Strands: School-Wide Systems; Integration and Alignment outcomes, and implications for training and coaching PBIS classroom Type: Conceptual management will be presented. Five Key Steps to Sustainably Aligning Multi-Tiered Systems ♦ H5 Invited Presenter Seaport Ballroom A District-Wide Strands: Individual Students; School-Wide Systems Amanda Real, East Central ISD, San Antonio, TX; Mae Coffman, Type: Research Emergent Tree Education, Austin, TX Basic FBA to BSP: Implementing and Sustaining a Continuum of Although MTSS-B features are well defined through research, Function-Based Support staff understanding and buy-in barriers remain. This presentation Kathleen Strickland-Cohen, Texas Christian University, Fort Worth, discusses five steps taken by a mid-sized district to align and maintain TX; Sheldon Loman, Portland State University, Portland, OR implementation across all campuses. This presentation will describe the systems and supports needed to ensure that an approach to individualized behavior support that begins with “basic” function-based interventions is both effective and sustainable over time.

❑  BCBA Type 2 Credit Beginning SWPBS Sessions 21 Friday Conference Sessions

H6 Seaport Ballroom C H12 La Jolla AB Strands: Mental Health; Integration and Alignment Strands: Equity; Integration and Alignment Type: Conceptual Type: Conceptual Situating Suicide Prevention Gatekeeper Training Within School- African American Male Students: A Targeted Model to Address Wide Positive Behavior Support School Disparities Danielle Empson and Tim Knoster, McDowell Institute, Bloomsburg, PA Edwin Wilson and Jacqueline Peterson, Charlotte Mecklenburg Schools, This session will highlight an array of Suicide Prevention Gatekeeper Charlotte, NC Trainings (e.g., YMHFA and QPR) and provide guidance as to how Many educators are concerned with the academic and behavioral dis- to situate these types of suicide prevention endeavors within the PBIS parities of African American male students. Charlotte Mecklenburg framework. Schools is braiding PBIS, Culturally Relevant Instruction and ♦ ❑ H7 Seaport Ballroom F Restorative Practices to form a comprehensive web of support. Strands: Home and Community; Quality of Life H13 Old Town AB

FRIDAY, MARCH 30 FRIDAY, Type: Skill Development Strands: Individual Students; School Low Incidence It Takes a Village: Inter-agency Collaboration Designing an ABA Type: Skill Development Home Using the Competing Behavior Pathway as a Contextual Liliane Rocha and Dedra Forbes, Catholic Guardian Services, New Improvement for Progress Monitoring York, NY; Patricia Newman, Cardinal McCloskey Community Services, Stacy Morgan, Emergent Tree Education, Austin, TX; Katy Davenport, Valhalla, NY Texas State University, San Marcos, TX This presentation will describe the interagency collaboration, in creat- This presentation provides an integrated application of the competing ing appropriate supports for adults with autism, in a residential setting, behavior pathway as a tool not only for behavior planning and using an ABA model. intervention selection, but also as a basis for teacher-collected progress ♦ H8 Seaport Ballroom H monitoring data. Strand: School H14 Balboa ABC Type: Skill Development Strands: School; Integration and Alignment Practice-Based Coaching for Tier 3 Behavioral Supports: Systems Type: Research & Practices Project SUPPORT: A Practice-Based Model for Developing Holly Seniuk and Jodie Soracco, University of Nevada Reno, Reno, NV; Universal Classroom Management Skills Rose Iovannone, University of South Florida, Tampa, FL Brian Barber, Nathan Stevenson, and Sara Boyle, Kent State District coaching at Tier 3 can be challenging at both the systems and University, Kent, OH content level. This presentation will review processes and tools that Learn about an innovative model for training inservice and preservice enable Tier 3 coaches to use and promote evidence-based practices. teachers in effective classroom management practices. Results of a ❑ H9 Cortez Hill ABC pilot study examining the effects on teacher practice, usability, feasibil- Strands: School-Wide Systems; Integration and Alignment ity, and schoolwide discipline outcomes are discussed. Type: Skill Development ❑ H15 Hillcrest AB Lessons Learned and Questions Remaining about PBIS and Strands: Integration and Alignment; Individual Students Professional Development (PD) Models Type: Conceptual Nadia Sampson and Katie Conley, University of Oregon, Eugene, OR; Multi-Tiered Behavior Intervention Framework for Exceptional Susannah Everett, University of Connecticut, Storrs, CT Students in Taiwan: Lessons Learned Sustainable PBIS requires replicable and robust professional develop- Pei-Yu Chen, National Taipei University of Education, Taipei, Taipei, ment models that balance best practice with contextual fit. Presenters Taiwan; Li-Yu Hung, National Taiwan Normal University, Taipei, will share examples and lessons learned from scaling up PD. Taipei, Taiwan A multi-tiered behavior intervention framework for exceptional H10 Invited Presenter Gaslamp AB Type: Structured Networking students was developed and piloted in Taiwan. Experiences learned from implementing the procedure and coaching elementary school Structured Networking Session for Existing APBS Networks personnel and future professional development ideas will be addressed. Ashley MacSuga-Gage, University of Florida, Gainesville, FL This session provides existing APBS networks with the opportunity to H16 Hillcrest CD learn more about each other and to hear vital network updates. Several Strands: School-Wide Systems; School networks will briefly present and time to share common concerns/ Type: Research questions will be provided. European Positive Behavior Support: Evaluations from the H11 Gaslamp CD Netherlands, Finland, Cyprus, and Germany Strands: PBS and Employment; IDD Anna-Maria Hintz and Micheal Paal, University of Siegen, Siegen, Type: Research North-Rhine Westphalia, Germany; Mack Burke, Texas A&M University, College Station, TX; Sui-Lin Goei, VU Amsterdam, Utilizing the Prevent, Teach, Reinforce Model with Young Adults Amsterdam, Netherlands; Martijn Willemse and Erica De Bruine, with Significant Disabilities Windesheim University, Zwolle, Netherlands; Hannu Savolainen and Lauren Rollins, Sara McDaniel, Kagendo Mutua, and Amy Williamson, Vesa Närhi, University of Jyväskylä, Jyväskylä, Finland; Lefki Kourea, University of Alabama, Tuscaloosa, AL Aggeliki Liasidou, and Helen Phtiaka, University of Nicosia, Nicosia, This presentation will describe how the Prevent, Teach, Reinforce Cyprus; Pirjo Savolainen, University of Eastern Finland, Jyväskylä, model can improve employability for students with intellectual dis- Finland abilities occurring concomitantly with behavioral deficits. A case study The purpose of this presentation is to present research on positive of PTR in a transition program will be discussed. behavior support being conducted in four European countries (the Netherlands, Finland, Cyprus, and Germany). Issues associated with Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision and Values, of PBS: Science, Support:World Behavior Expanding The Positive translational PBS research will be discussed.

❑ 22  BCBA Type 2 Credit Beginning SWPBS Sessions Friday Conference Sessions FRIDAY, MARCH 30

I4 Seaport Ballroom G Friday Lunch Sessions Strands: School-Wide Systems; Integration and Alignment 1 P.M. – 2 P.M. Type: Research The Role of Behavior Screening in Tiered Systems of Support Type: Lunch Session Gaslamp AB Allison Gandhi, American Institutes for Research, Washington, DC; Student Network Lunch Kathleen Lane, University of Kansas, Lawrence, KS; Steve Kilgus, Sarah Wilkinson, University of Connecticut, Storrs, CT University of Missouri, Columbia, MO Join the members of the Student Network to learn about the Interested in learning more about behavior screening and why it’s purpose of our network, discuss new goals and opportunities for all important? This session explores current research and as well as tools student members, and meet with students from across APBS who and resources from the National Center on Intensive Intervention. share common interests. I5 Panel Discussion Seaport Ballroom A ❑ La Jolla AB Strand: Integration and Alignment Strands: Families and Parent Supports Type: Conceptual Type: Lunch Session Integrating RtI and PBIS: Recommendations From Four States APBS Family Workgroup Meeting and Open House Implementing MTSS Gene McConnachie, State of Washington DDA, Seattle, WA; Melisa Brian Gaunt, University of South Florida, Tampa, FL; Steve Ruiz, Catholic Charities, Denver, CO; Kim Breen, Private Goodman, MiBLSi, Holland, MI; Scott Ross, Colorado DOE, Denver, Consultant, Chicago, IL CO; Erin Chaparro, University of Oregon, Eugene, FL This is an open meeting for anyone interested in learning about This panel presentation will provide recommendations from imple- APBS activities to support parents and families. Current Family mentation leaders in Colorado, Florida, Michigan, and Oregon on Workgroup goals and initiatives will be covered and input to future the implementation of an Integrated MTSS. This Q & A session will goals will be sought. highlight integration strategies from classroom to state levels. ♦ I6 Seaport Ballroom C Strands: Individual Students; IDD Session I Type: Research 2 P.M. – 3:15 P.M. Students With Autism Accessing General Education (SAAGE): An Individualized Modular Approach ❑ I1 Featured Session Seaport Ballroom D Rose Iovannone, University of South Florida, Tampa, FL Strands: Families and Parent Supports; Mental Health Selecting and implementing evidence-based interventions for students Type: Research with autism spectrum disorder and problem behaviors is challenging. The Family Check-up Approach to Supporting Families Within a SAAGE is a collaborative modular approach highly accepted by Multiple Tiered System teachers and shows promise for improving student targeted behaviors. Thomas Dishion, Arizona State University, ASU REACH Institute, I7 Ted Carr Award Winner Seaport Ballroom F Tempe, AZ Strands: Classroom; Equity

This presentation provides a brief overview of a 25-year program of Type: Skill Development 15TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2018 research on the long-term benefits and optimal strategies for embed- Function-Based Thinking: Bringing Research to ding evidence-based parenting supports into the public school system. Classrooms for Effective Responses to Student Current strategies for monitoring and enhancing implementation are Behavior described. Kimberly Yanek, Mid-Atlantic PBIS Network, ♦ I2 Seaport Ballroom E Sheppard Pratt Health System, Baltimore, MD Strands: School; Mental Health Valuable educational research informing classroom Type: Research management response practices may be difficult for Adapting the Check-In, Check-Out Intervention to Support practitioners to access, understand, and implement. Students With Internalizing Behaviors We will explore ways to bring research into the classroom. Kristin Kladis, Leanne Hawken, Kristen Stokes, and Rob O’Neill, I8 Seaport Ballroom H University of Utah, Salt Lake City, UT Strands: Home and Community; Mental Health This presentation focuses on recent research using Check-In, Check- Type: Skill Development Out for students with internalizing behaviors. This study aimed to Incorporating PBIS Into Adult Inpatient Treatment to Enhance support students who were shy, anxious, and withdrawn to become IDMI Clients’ Discharge Readiness more actively engaged in instruction. Jo Newkirk-Hornecker, Wyoming State Hospital, Evanston, WY I3 Seaport Ballroom B This inpatient psychiatric hospital’s PBIS based program is breaking Strand: School new ground, preparing ID/MI clients for successful community Type: Research re-entry through education and supportive services in a stable, posi- Using Video Analysis to Increase Preservice Teachers’ Use of tive, growth oriented day treatment format. Classroom Management Skills ❑ I9 Cortez Hill ABC Janet VanLone, University of Connecticut, Storrs, CT Strands: School-Wide Systems; Individual Students This presentation describes the results of a literature review on teacher Type: Skill Development preparation in classroom management. Also, preliminary results from More Than Just Practices: Systems and Data for Tier 2 an experimental study, designed to increase student teachers’ use of Jason Harlacher and Lynne DeSousa, Colorado Department of classroom management skills will be shared. Education, Denver, CO This presentation covers the practices, data, and systems used at Tier 2. Three topics are discussed: team-based leadership, data use and procedures, and training and supporting staff.

❑  BCBA Type 2 Credit Beginning SWPBS Sessions 23 Friday Conference Sessions

I10 Featured Session Gaslamp AB I15 Hillcrest AB Strands: Classroom; Individual Students Strands: School-Wide Systems; School Type: Skill Development Type: Skill Development Practical Classroom Social and Emotional Learning Strategies for Let’s Sort This Out With Fidelity! Combining PBIS Data to Every Educator Differentiate Supports Gregory Benner, University of Washington, Center for Strong Schools, Eric Kloos and Mary Hunt, Minnesota Department of Education, Tacoma, WA Roseville, MN; Amanda Petersen, Wilder Research, St. Paul, MN Strategies for building youth social and emotional learning competen- Too often PBIS data are considered in isolation to guide separate cies while maintaining an engaging classroom learning environment improvement efforts. This session provides practical examples of will be demonstrated. Techniques for ending power struggles and Minnesota’s approaches to combining multiple data for tailored and responding effectively to disruptive behavior will be modeled. targeted systemic improvement at all levels. I11 Gaslamp CD ❑ I16 Hillcrest CD

FRIDAY, MARCH 30 FRIDAY, Strands: Integration and Alignment; Quality of Life Strands: School-Wide Systems; School Type: Skill Development Type: Skill Development Improving Quality of Life: Positive Outcomes for Police/Students Outcomes and Lessons Learned From a Study of MTSS in Through Evidence-Based Training Secondary Schools Laura Zeff, Los Angeles Unified School District, Los Angeles, CA; James Carl Sumi, SRI International, Menlo Park, CA; Miguel Dominguez, Ream, Los Angeles School Police Department, Los Angeles, CA Pharr-San Juan-Alamo ISD, Pharr, TX This session includes specific, practical strategies teams can utilize to This session will summarize the outcomes, successes, and challenges increase positive, proactive interactions for students with disabilities from a randomized controlled trial of the Safe & Civil Schools MTSS and law enforcement. Case studies with lessons learned in Los framework Foundations in secondary schools in a diverse, high needs Angeles Unified School District will be shared. school district. ♦ I12 La Jolla AB Strands: Individual Students; Classroom Type: Research Session J Self-Monitoring for Students With Challenging Behavior: 3:30 P.M. – 4:45 P.M. Technological Innovations, Research, and Real-world Examples ♦ ❑ J1 Invited Presenter Seaport Ballroom D Howard Wills, Juniper Gardens Children’s Project-KU, Kansas City, Strands: Individual Students; Classroom KS; Allison Bruhn, University of Iowa, Iowa City, IA Type: Skill Development Find out about traditional self-monitoring for a range of students Putting the “FUN” in Functional Behavior Assessment needing additional supports. Discover how technology can improve Laura Riffel, University of Kansas, Overland Park, KS on traditional practice and learn about teacher applications of Revamping the competing pathway chart, participants will learn technology-based self-monitoring supported by research. how to use a free graphing tool to develop a summary statement and I13 Old Town AB then implement the three chords necessary to develop a data-driven Strand: Mental Health intervention. Type: Research ♦ J2 Seaport Ballroom E Implementation of Positive Behavioral Supports on a Youth Strands: Early Childhood; Equity Psychiatric Inpatient Unit Type: Skill Development Reynolds Elizabeth, Marco Grados, Jessica Hankinson, Caris Perry- Pyramid Equity Project: Data Tools for Early Childhood Programs Parrish, and Rick Ostrander, Johns Hopkins School of Medicine, Jolenea Ferro, Lise Fox, Denise Binder, and Myrna Veguilla, University Baltimore, MD; Nancy Praglowski, Johns Hopkins Hospital, Baltimore, of South Florida, Tampa, FL MD How the Early Childhood PBS Benchmarks of Quality, Behavior Positive Behavioral Interventions and Supports was implemented on Incident Report System, and the Teaching Pyramid Observation a youth psychiatric inpatient unit. The study covered a 4-year period Tool are used within programs to implement PBIS and address equity and found meaningful reductions in the use of seclusion/restraint and issues will be shared. PRN medication for agitation. ❑ J3 Seaport Ballroom B I14 Balboa ABC Strands: School; School-Wide Systems Strands: Mental Health; School Type: Skill Development Type: Research Free Tier 1 Data Collection Options for Monitoring Student Integrating Predictors for Students With Mental Health Disorders Behavior to Increase Post-School Success Gordon Way, University of Missouri, Columbia, MO Tosha Owens, East Carolina University, Greenville, NC; Kelly Clark, This interactive session introduces three easy to use office discipline University of North Carolina at Charlotte, Charlotte, NC referral/behavior incident monitoring tools that can be downloaded This session provides an overview of the predictors associated with for free from pbismissouri.org. successful post-school outcomes and how to integrate these predictors and transition related activities for students with mental health needs. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision and Values, of PBS: Science, Support:World Behavior Expanding The Positive

❑ 24  BCBA Type 2 Credit Beginning SWPBS Sessions Friday Conference Sessions FRIDAY, MARCH 30

❑ J4 Seaport Ballroom G J8 Seaport Ballroom H Strand: School-Wide Systems Strands: Home and Community; Mental Health Type: Research Type: Research An Examination of the Evidence-Base of School-Wide Positive Building Positive, Healthy, and Inclusive Communities: Achieving Behavior Interventions and Supports “GOALS” with COW-PBS in Kansas Barbara Mitchell, Timothy Lewis, and Heather Hatton, University of Matt Enyart, KIPBS, University of Kansas, Lawrence, KS; Janie Missouri, Columbia, MO Yannacito, Johnson County Community Mental Health Center, Olathe, In the session the results of a systematic review and quality appraisal KS; Jodi Taylor, Juvenile Services, Johnson County, KS; Kevin Kufelt, of the body of group design research investigating the effects of Adolescent Center for Treatment, Johnson County, KS; Stephanie Rahn, SWPBIS on student, staff, and school outcomes will be shared. Juvenile Services, Shawnee County, KS Presenters will describe COW-PBS, share one county’s vision and J5 Invited Presenter Seaport Ballroom A Strands: Equity; Integration and Alignment “GOALS,” review implementation data countywide and within pilot Type: Skill Development organizations, and discuss importance of systems of care, quality of life, and individualized transition planning. Changing the Fence: Creating Culturally-Sustaining PBIS ♦ Systems That Support Historically Vulnerable Students J9 Cortez Hill ABC Ruthie Payno-Simmons, Michigan Integrated Behavior and Learning Strands: Mental Health; Integration and Alignment Initiative, Holland, MI Type: Skill Development This presentation explores a framework that recommends equitable Is Your Team Ready to Integrate Mental Wellness Within Your practices and ways of addressing race and culture supportive of Black PBIS Framework? and Latino students within SWPBIS. Strategies can also be used to Natalie Romer, Raulerson Cat, and Karen Cox, University of South support other groups experiencing disproportionality. Florida, Tampa, FL J6 Seaport Ballroom C This interactive session will focus on strategies for ensuring readiness Strands: School Low Incidence; School-Wide Systems of leadership teams to facilitate the integration of school-based mental Type: Research health supports into a positive behavioral interventions and supports framework. Involvement and Participation of Students With Extensive Support Needs in SWPBIS J10 Gaslamp AB Jennifer Kurth, University of Kansas, Lawrence, KS; Alison Zagona, Strands: Classroom; Individual Students University of New Mexico, Albuquerque, NM Type: Conceptual SWBPIS is associated with positive student outcomes. This presenta- Enhancing Tier 2 Behavioral Interventions With an Adaptive tion examines the inclusion of students with severe disabilities in these Intervention Framework efforts through a survey of a state’s SWPBIS coaches. Caitlyn Majeika, Alyssa Van Camp, and Joseph Wehby, Vanderbilt University, Nashville, TN; Lee Kern and Colleen Kegerreis, Lehigh J7 Ignite Session II Seaport Ballroom F Strand: Integration and Alignment University, Bethlehem, PA; Kelsey Gaier, Lehigh University, Bethlehem, PA Facilitator: Brian Guant, University of South Florida, Tampa, FL

We explain the importance of considering an adaptive intervention 15TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2018 This ignite session will showcase efforts by leaders in the field who framework when implementing Tier 2 behavioral interventions. We have been integrating PBIS with other school initiatives and practices highlight examples of Tier 2 adaptations from the literature base and as a way of ensuring contextual fit and sustainability of PBIS practices. map them onto an adaptive framework. • The Tacoma Whole Child Initiative: A Roadmap for Sustainable ❑ Community Transformation, Gregory Benner and Rayann Silva, J11 Gaslamp CD University of Washington, Center for Strong Schools, Tacoma, WA; Laura Strands: Integration and Alignment; School-Wide Systems Allen, Tacoma Public Schools, Tacoma, WA Type: Conceptual • A Systematic Approach to Aligning PBIS to Positive School From the Ground Up PBIS to MTSS: Virginia Tiered Systems of Climate Standards, Mary Jo Terranova, Capitol Region Education Supports Council, Hartford, CT Steve Tonelson, Corinne Wilson, and Amanda Working, Old Dominion • Consulting, Collaboration, and Coaching. What’s the Difference… University, Norfolk, VA; Maribel Saimre, Virginia Department of How do We Effectively Coach?, Katie Bubak-Azevedo, Boise State Education, Richmond, VA; Sophia Farmer, Virginia Tiered Systems of University, Boise, ID Supports, Richmond, VA; Kim Yanek, Mid-Atlantic PBIS Network, • Navigating ESSA, PBIS, and School Quality in an Accountability Towson, MD Landscape, Kari Oyen, University of South Dakota, Vermillion, SD; Virginia shares its efforts, including challenges and successes, to de- Pat Hubert and Stephane Weideman, South Dakota MTSS, Pierre, SD velop, sustain, and scale-up a MTSS framework integrating RtI, PBIS, and mental-wellness initiatives into the Virginia Tiered Systems of Supports.

❑  BCBA Type 2 Credit Beginning SWPBS Sessions 25 Friday Conference Sessions

❑ J12 La Jolla AB ❑ J15 Hillcrest AB Strand: Early Childhood Strand: School-Wide Systems Type: Conceptual Type: Skill Development Does Play Prevent Problem Behavior? Stimulating Self-Regulation Using Multi-Tiered Systems of Support to Reintroduce and in ECE With PBS Scale-Up SWPBS Margreet van Oudheusden and Sui Lin Goei, Windesheim University Todd Macbeth and Brent Hayward, Department of Education & of Applied Sciences, Zwolle, Netherlands Training, Melbourne, VIC, Australia Growing evidence shows that early childhood is a crucial phase in We describe the first year of reintroducing SWPBS within a state the development of self-regulation. PBS can provide a framework for education system in Australia, and the processes leading to the teachers to foster play, self-regulation, and prevent problem behavior unexpected yet successful scaling-up beyond initial planning. in ECE. J16 Hillcrest CD J13 Old Town AB Strands: School-Wide Systems; Integration and Alignment

FRIDAY, MARCH 30 FRIDAY, Strands: Juvenile Justice; Families and Parent Supports Type: Skill Development Type: Research Demystify Staff Resistance and Build Support for SWPBIS: Effects of Visitation on a Juvenile Detention Center Utilizing a Practical Strategies and Tools PBS Intervention Laura Feuerborn, University of Washington Tacoma, Tacoma, WA; Casey Pederson, University of Kansas, Lawrence, KS; Casey Crane and Ashli Tyre, Seattle University, Seattle, WA Stephanie Mora, Douglas County Youth Services, Lawrence, KS Staff support is critical to SWPBIS success. Understanding the per- This study examined how phone contacts and in person visitation ceptions, concerns, and needs of all staff can facilitate implementation contribute to the implementation of PBS in a juvenile detention success. Learn about tools to assess staff needs and strategies to engage facility. Results suggest that phone contacts and visitation may be an and support all staff. important area of intervention. TBD 0 TBD??? J14 Balboa ABC Strands: School; Equity Strands: School-Wide Systems; Mental Health Type: Skill Development Type: Conceptual Turning Data Into Action: Working With School Teams Using Enhancing SWPBIS Programs Through Mindfulness Practices, Universal Screening Data Trauma Sensitive Approaches, and Community Partnerships Karin Leveke, University of Northern Iowa, Cedar Falls, IA Molly Flood, Lisa Schumacher, and Todd Breinich, CLIU #21, Learn how Iowa and Missouri schools used the Universal Screening Schnecksville, PA Intervention Planning Tool to effectively and efficiently identify Mindfulness and trauma-sensitive approaches delivered through an students for targeted supports and place them in function based Interconnected Systems Framework in collaboration with community groups. Examples and outcomes will be shared. partners, to decrease disparity, office discipline referrals, bullying, and violent behavior for high-risk students. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision and Values, of PBS: Science, Support:World Behavior Expanding The Positive

❑ 26  BCBA Type 2 Credit Beginning SWPBS Sessions Saturday Skill-Building Workshops SATURDAY, MARCH 31

❑ SWK112 TBD Saturday at a Glance Strand: School-Wide Systems 8 a.m. – 9:30 p.m. Registration/Information Type: Skill Development (Seaport Foyer) School-Wide Integration of PBIS and SEL to Promote Student 8:30 a.m. – 12:30 p.m. Half-Day Workshops Well-Being and Success (Pre-registration required at an additional fee) Catherine Bradshaw, University of Virginia, Charlottesville, VA; 8:30 a.m. – 4:30 p.m. Full-Day Workshop Dana Marchese and Sandra Hardee, Johns Hopkins University, (Pre-registration required at an additional fee) Baltimore, MD This presentation will provide an overview of the importance and benefits of integrating SEL and PBIS within a multilevel framework in schools. Implementation barriers, challenges, and how to success- Morning Half-Day Workshops fully integrate SEL and PBIS will be discussed. 8:30 A.M. – 12:30 P.M. ♦ SWK113 TBD SWK108 TBD Strands: Individual Students; School Type: Skill Development Strands: School-Wide Systems; School Type: Skill Development Prevent-Teach-Reinforce (PTR): An Evidence-Based FBA/BIP Implementing With Fidelity, Aligning Initiatives, and Ensuring Process Accepted by School Teams Sustainability of High School PBIS Rose Iovannone, University of South Florida, Tampa, FL Patricia Hershfeldt, Mid-Atlantic PBIS Network, Baltimore, MD; Prevent-Teach-Reinforce is a research-validated team-based Steve Goodman, Michigan’s Integrated Behavior and Learning Support comprehensive FBA/BIP process that educators find to be acceptable Initiative (MiBLSi), Holland, MI; Brigid Flannery, University of and effective in addressing serious problem behaviors. The multi-step Oregon, Eugene, OR; JoAnne Malloy, The Institute on Disability at the process will be described via case examples with hands-on opportuni- University of New Hampshire, Durham, NH ties to practice. This session will inform and support leadership with implementation ♦ ❑ SWK114 TBD fidelity, alignment of key initiatives, and sustainability. Discussion will Strands: School-Wide Systems; School include critical issues and best practices. Participants will have the Type: Skill Development opportunity to learn through networking with others. Bullying Prevention in Positive Behavioral Interventions and ❑ SWK109 TBD Supports Strands: School-Wide Systems; Integration and Alignment Scott Ross, Colorado Department of Education, Denver, CO Type: Skill Development This presentation will describe a functional approach to bullying Using Data to Improve Systems and Practices that Benefit Students prevention, which gives students the tools to reduce bullying through Dale Cusumano, Caryn Ward, and Angela Preston, University of North effective stand-up strategies embedded with school-wide positive Carolina Chapel Hill, Chapel Hill, NC behavioral interventions and supports. This workshop will focus on developing skills to use student, building, ❑ SWK201 TBD and systemic level data to identify supports needed for educators to Strands: Families and Parent Supports; Quality of Life 15TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2018 use evidence-based practices as intended. Type: Skill Development ❑ SWK110 TBD Behavior Change is a Family Affair: Empowering Family Strands: IDD Partnerships in PBIS Implementation Type: Skill Development Kiki McGough, Positive Behavior Consultant, Denver, CO; Shirley Strategies for Implementing FBA in Home, School, and Swope, PEAK Parent Center, Colorado Springs, CO Community Settings Participants in this interactive presentation will explore best practices Tim Moore, Minnesota Department of Human Services, Minneapolis, for family partnerships in school-wide PBS, create predictable MN; Rachel Freeman, University of Minnesota, Minneapolis, MN routines and a PBS home matrix, as well as develop a strength-based This workshop will present a Tier 3 multimodal FBA model that can family-friendly positive behavior support plan. be used by practitioners in home, school, and community settings within a multi-tiered system of support. Resources and tools will be shared. Full-Day Workshop ♦ ❑ SWK111 TBD 8:30 A.M. – 4:30 P.M. Strands: Classroom; School ♦ ❑ SWK115 TBD Type: Skill Development Strands: Classroom; School Supporting School Success – Back to the Basics! Feasible Strategies Type: Conceptual for Supporting Engagement Classroom Management Strategies You Can Take Away and Use Kathleen Lynne, University of Kansas, Lawrence, KS; Wendy Oakes, the Next Day Arizona State University, Tempe, AZ Laura Riffel, University of Kansas, Overland Park, KS; Jessica Eggleston, In this workshop, we present feasible strategies for supporting North Central University, Overland Park, KS academic engagement and minimizing disruption. We provide This workshop will focus on real-world, evidence-based strategies for step-by-step procedures for using these strategies with high fidelity, classroom management. Examples for elementary and secondary will offering illustrations in elementary, middle, and high school settings. be shared in an easy to use format with a workbook you’ll use all year.

❑  BCBA Type 2 Credit Beginning SWPBS Sessions 27