Preliminary Agenda

March 1 – 4, 2017 • Denver, Colorado SHERATON DENVER, DOWNTOWN HOTEL 1550 COURT PLACE, DENVER, CO 80202

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 2nd and 3rd. Tere may be one topic ogy of PBS are implemented within classroom settings. presented for the entire time, or there may be multiple topics and School-Wide Systems presenters during an oral presentation. Presentations in this strand highlight current work in school-wide Te Poster session will be held in conjunction with the conference positive behavior support. Emphasis is placed on eforts to “scale-up,” reception on Tursday, March 2nd 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 ofer participants the oppor tunity Presentations in this strand focus on how PBS principles and technol- to connect with other members of the APBS community and experts ogy are used to support students with low incidence disabilities (i.e., to discuss issues relevant to the session topic. Unlike the brief Q&A vision, hearing, or motor impairments, intellectual disability, autism periods at the end of the sessions, this is an oppor tunity for in-depth spectrum disorder, or multiple disabilities). conversations about topics of interest to you and your peers/colleagues. Equity In an Ignite session, each presenter/proposal will receive 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 diferent results in higher student achievement, increased quality of instruction, presenters arranged around a common theme. Tis year we will improvement of low-performing schools, and/or better outcomes for allocate at least three themes for Ignite Sessions: International, students from diverse circumstances. School-Wide Systems, and District. Home and Community A Symposium session provides several (sometimes contrasting) views Presentations within the home and community strand focus on how on a single topic or issue. Tree to four people each provide a 15–20 the principles and technology of PBS are implemented across the minute presentation related to an issue or a theme. Te presenters and lifespan in a variety of settings such as home, community centers, themes have been organized by the APBS Training and Education adult employment, residential settings, eldercare facilities, etc. Committee. Intellectual and Developmental Disabilities Presentations in this strand will highlight the application of PBS RESENTATION YPES principles and technology to support children and/or adults with IDD ConceptualP presentations consist T of a discussion of topics including in settings outside of school (e.g., home, community). An intellectual philosophical, case studies, or systems level issues in the area of posi- disability is characterized by limitations in intellectual functioning and tive behavior support or a related feld. difculties in a variety of everyday social and practical skills. A devel op- mental disability is attributed to a cognitive or physical impairment Research presentations are intended to share data from studies with that results in limitations in areas such as self-care, language, and individuals or small/large groups of subjects or agencies. mobility. Te term IDD covers a broad range of disorders and Skill development presentations are intended to provide introductory syndromes. information about new, practical intervention strategies or in stru ments/ Families and Parent Supports tools for use with families, schools, or community agencies. Presentations in this strand highlight working in partnership with parents and other family members when implementing PBS in ONFERENCE TRANDS school, home, and community settings. Presentations may be focused TCe breakout sessions for the S14th International Conference on Positive on how professionals can understand, support, and include the family Behavior Support have been organized into strands again this year to perspective when serving families, or, be aimed at helping parents and help you fnd the presentations you are most inter ested in attending. family members learn to understand and implement PBS with their Tese strands include: family members and in their community. School Juvenile Justice Presentations within the School strand focus on how the principles Presentations in this strand describe how PBS principles and technol- and technology of PBS are implemented across the continuum of ogy are applied to juvenile justice and other alternative settings. support levels and in schools and other educational settings and/or to Mental Health address specifc topics faced by school districts and other educational Te presentations in this strand focus on physiological or neurological settings. issues, behavioral health, and well-being. In addition, presentations Early Childhood are included that describe how PBS principles and technology are Te Early Childhood strand includes presentations about systems implemented within mental health settings. change eforts, research, evidence-based practices, and case study Quality of Life presentations related to young children (birth through age 5) and PBS Presentations in this strand describe how PBS principles and technol- implementation. ogy are applied to improve the wellbeing of individuals including Integration and Alignment physical, mental, and or social wellbeing across the lifespan. Presentations in this strand provide frameworks for integrating and PBS and Employment aligning systems of support (e.g., academic and behavior MTSS sup - Presentations in this strand describe how PBS principles and technol- ports, positive behavior supports and mental health systems) to enhance ogy are applied to support individuals and vocational support staf student success and interagency collaboration and cooperation. in work environments and/or how it is used to improve employment

Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision Individual Students opportunities. Tis strand emphasizes the use of PBS principles and technology to support individual students within a school setting. Te focus is on 2 one or more specifc students, rather than the school system. Wednesday Pre-Conference Workshops WEDNESDAY, MARCH 1

♦ SWK104 Room TBD WEDNESDAY AT A GLANCE Strand: Classroom Wednesday, March 1, 2017 Type: Conceptual

11 a.m. – 6 p.m. Registration/Information Ethical Issues Surrounding Challenging Behaviors: Issues for (Plaza Registration Ofce) BCBAs and School Teams Ilene Schwartz, Natalie Badgett, and Nancy Rosenberg, University of 1 p.m. – 5 p.m. Pre-conference Workshops Washington, Seattle, WA (Pre-registration required at an additional fee) What is the most efective strategy to address challenging behaviors? What is the role of the BCBA and the school team in the process? Tis workshop will address the ethical issues raised in this process. PRE-CONFERENCE WORKSHOPS ♦ SWK105 Room TBD 1 P.M. – 5 P.M. Strand: Individual Student SWK101 Room TBD Type: Skill Development Strand: Classroom Basic FBA to BSP: A Practical Approach to Providing Function- Type: Skill Development Based Behavior Support Taking a Walk Trough a Classroom Coaching Guide Sheldon Loman and Chris Borgmeier, Portland State University, Stephanie Martinez, Devon Minch, and Anna Winneker, University of Portland, OR; Kathleen Strickland-Cohen, Texas Christian University, South Florida, Tampa, FL Fort Worth, TX Participants will learn a process for coaching teachers to apply PBS Workshop attendees will learn about an evidence-based approach for principles within their classrooms. Utilizing case scenarios, partici- conducting streamlined FBA and implementing practical function- pants will practice using a Classroom Coaching Guide. Electronic based strategies for the classroom. Participants will have the oppor- copies of the guide will be provided. tunity to apply Basic FBA/BIP methods through case-study practice activities. SWK102 Room TBD Strand: School-Wide Systems SWK106 Room TBD Type: Skill Development Strand: Mental Health Team Initiated Problem Solving II (TIPS II) Workshop Type: Skill Development Anne Todd, University of Oregon, Eugene, OR Integrating Mental Health Within a School-Wide System of Te TIPS II Training Curriculum will be used to teach teams critical PBIS: Systems, Practices, Data skills for implementing TIPS when using social and academic behav- Lucille Eber and Kelly Perales, Midwest PBIS Network, La Grange, IL ior data. Participants will work in teams to use TIPS with simulated Tis workshop will describe how to expand the continuum of multi- data/meeting video. tiered interventions within schools to ensure a comprehensive system ❑ of behavioral health supports using the Interconnected Systems SWK103 Room TBD Framework including key features, tools, and examples. Strand: Integration and Alignment 14TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2017 Type: Skill Development Coaching Schools to Engage in Efective Teaming and Data-Use Practices Within MTSS Brian Gaunt, University of South Florida, Tampa, FL; Scott Ford, Pfugerville Independent School District, Austin, TX Participants will learn how efective teaming practices and a structured data analysis process can improve academic instruction and behavior management practices. An activity-based learning approach will be used. Resources ofered for application of ideas.

❑ BCBA Type 2 Credit Beginning SWPBS Sessions 3 Thursday Conference Sessions

A3 Plaza Ballroom E THURSDAY AT A GLANCE Strand: Mental Health Thursday, March 2, 2017 Type: Skill Development Integrating Mental Health Supports Within a School-Wide 7 a.m. – 6 p.m. Registration/Information System of PBIS (Plaza Registration Ofce) Kelly Perales, Midwest PBIS Network, Lombard, IL; Susan Barrett, 8 a.m. – 9:15 a.m. Welcome/Opening Keynote Sheppard Pratt Health System, Baltimore, MD 9:30 a.m. – 10:45 a.m. Session A PBIS can be expanded to support the mental health needs of all 11 a.m. – 12:15 p.m. Session B students through one integrated system. Tis session will describe core features and a new tool for connecting mental health and PBIS. 12:30 p.m. – 1:30 p.m. Lunch On Your Own 1:30 p.m. – 2:45 p.m. Session C ❑ A4 Plaza Ballroom F 3 p.m. – 4:15 p.m. Session D Strand: School-Wide Systems Type: Structured Networking 4:30 p.m. – 5:45 p.m. Session E THURSDAY, MARCH 2 THURSDAY, School-Wide Systems and Training 6:30 p.m. – 8 p.m. Reception and Poster Session Heather Peshak George, University of South Florida, Tampa, FL Tis networking session is an opportunity to understand how to establish and sustain school-wide systems to implement a multi-tiered WELCOME/OPENING KEYNOTE behavioral framework. Bring your ideas, questions and learn from 8 A.M. – 9:15 A.M. others across state, district, and school levels. ❑ Keynote Plaza Ballroom Featured Session ❑ A5 Governor’s Square 14 Strand: Families and Parents Supports Strands: Classroom; Individual Student Type: Skill Development Type: Skill Development An Optimistic Approach to Helping Students Responding to Escalating Behavior: Practical Strategies for the With Challenging Behaviors Classroom V. Mark Durand, University of South Florida Sylvia Martinez and Joasia Garza, Los Angeles Unifed School District, St. Petersburg, St. Petersburg, FL Los Angeles, CA Tis talk will cover new insights into obstacles Tis session provides practical and efective strategies for preventing to efective intervention for challenging behavior and responding to escalating behavior in the classroom while creating and will describe a new approach to helping a safe and supportive environment. Tools, interventions, resources and caregivers and teachers be more successful in crisis plans will be discussed and shared. these eforts. ❑ A6 Governor’s Square 15 Type: Structured Networking SESSION A Structured Networking Session for Existing APBS Networks 9:30 A.M. – 10:45 A.M. Ashley MacSuga-Gage, University of Florida, Gainesville, FL Tis session provides existing APBS networks with the opportunity to ❑ A1 Featured Session Plaza Ballroom A learn more about each other and to hear vital network updates. Several Strand: Integration and Alignment networks will briefy present and time to share common concerns/ Type: Conceptual questions will be provided. Operationalizing and Integrating MTSS and Prevention and Behavioral Sciences A7 Governor’s Square 12 George Sugai, University of Connecticut, Storrs, CT Strands: School-Wide Systems; Individual Student Te purpose is to discuss how multi-tiered systems of support are Type: Research grounded in and defned by the prevention and behavioral sciences. Do Minor Discipline Problems Predict End of Year Risk Status? Implementation guiding principles, core elements, procedural require- Brian Cavanaugh, University of Maine at Farmington, ments, and classroom and school examples are discussed. Farmington, ME Tis presentation examines recent research on how data collected on ❑ A2 Featured Session Plaza Ballroom D minor behavior problems supports identifying students at risk. Minor Strand: Classroom discipline data may be a useful data source when screening students. Type: Research Implications for practice are discussed. Teacher Behaviors in the Classroom as Predictors for Student Success A8 Governor’s Square 11 Terrance Scott, University of Louisville, Louisville, KY Strands: Integration and Alignment; School-Wide Systems Tis session will provide both evidence for and examples of efective Type: Skill Development teacher classroom practices that have been demonstrated to increase “Houston, We Have a Problem”: Building Systems to Support the likelihood of students’ academic and social success. Signifcant Behavior Kara McCulloch and Aaron Butler, Williamsburg-James City County Public Schools, Williamsburg, VA How do we facilitate buy-in and consistency across all stakeholders and practitioners when dealing with ongoing problematic behavior? Tis session focuses on building Tier 2 and 3 systems to support students with chronic behavior challenges. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision

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

❑ A9 Governor’s Square 10 A14 Director’s Row J Strands: Equity; Classroom Strands: Juvenile Justice; Classroom Type: Skill Development Type: Research I’m not broken! I just do school diferently! Cultural Considerations Using Self-Monitoring to Increase On-Task Student Behavior in a to Behavior Juvenile Justice Facility Edwin Javius, EDEquity Inc., San Jose, CA Rachel Lively and Diane Myers, Texas Woman’s University, Denton, TX Te presentation will engage the participants in moving theory to Presenters will describe the methods and results of a multiple-baseline action in the cultural considerations that must be implemented to study investigating the efects of classroom-based self-monitoring eradicate the disproportionality of behavior challenges facing black training on the on-task behavior of adjudicated males who are and brown boys in K–12 schools. incarcerated in a secure juvenile facility. ❑ A10 Governor’s Square 16 A15 Plaza Court 1 Strand: Early Childhood Strand: School-Wide Systems Type: Skill Development Type: Research Socially and Academically Ready for Kindergarten: Implementing Positive Behavior Interventions and Supports and Achievement in MTSS in Preschool Rural Schools Lise Fox, Jolenea Ferro, and Denise Binder, University of South Kari Oyen and Sarah Wollersheim-Shervey, University of South Florida, Tampa, FL Dakota, Vermillion, SD Implementing MTSS within public preschool classrooms requires Tis session will focus on the relationship between implementation of careful consideration of the selection of data decision-making tools, PBIS and academic achievement in a rural setting. Further, this ses- interventions, and needed professional development. In this session, sion will address which critical elements of PBIS are more predictive we discuss these considerations and ways to address challenges. of academic achievement. ♦ A16 Plaza Court 2 A11 Invited Presenter Governor’s Square 17 Strand: Individual Student Strands: PBS and Employment; Quality of Life Type: Skill Development Type: Research Te Prevent-Teach-Reinforce Model (PTR): Improving FBA/BIP Pathways to Employment for Young Adults With ASD With Processes and Practices Signifcant Support Needs Rose Iovannone, University of South Florida, Tampa, FL Jennifer McDonough, Alissa Brooke, Carol Schall, and Paul Wehman, FBA/BIPs are often challenging to implement. Providing professional Virginia Commonwealth University, Richmond, VA development that efectively improves FBA/BIP skills is also difcult. Tis session will defne and describe embedded internships, supported Tis session describes PTR and a professional development process to employment and customized employment as interventions that increase capacity. Copies of tools will be provided. resulted in competitive employment for youth and young adults with ASD and signifcant support needs in an experimental study. A12 Director’s Row H A17 Plaza Court 3 Classroom Symposium – A 14TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2017 Facilitator: Allison Bruhn, University of Iowa, Iowa City, IA Strands: School-Wide Systems; School-Wide Systems • Characteristics of Efective Classroom Rules: A Review of the Type: Skill Development Literature, Peter Alter, Saint Mary’s College of California, Moraga, CA Like the Phoenix, Detroit Public Schools Rises From the Ashes • Evaluating the Rate of Responsiveness and Intervention With PBIS Efectiveness at Tier 2, Sara McDaniel, University of Alabama, Barbara Grace, Cynthia Kelley-Sims, Alvin Sims, and Pam Hornbuckle, Tuscaloosa, AL Detroit Public Schools Community District, Detroit, MI • Improving Classroom Management and Reducing Referrals for Detroit Public Schools Community District is creating a positive Targeted Interventions With Tactile Prompting, Heather Hatton, culture and climate in schools implementing PBIS with restorative University of Missouri, Columbia, MO practices making the school community safer, more caring teaching and learning environment for all (students, staf, and parents). ❑ A13 Director’s Row E Strand: Families and Parents Supports A18 Plaza Court 4 Type: Conceptual Strands: Families and Parents Supports; School Low Incidence Evidence-Based Behavior Management at Home: Training Foster Type: Skill Development Parents in Positive Behavior Support Families and Professionals Partnering for an Inclusive Multi- Rachel Eisenberg, Barry McCurdy, Laura Rutherford, and Laina Tiered System of Support (MTSS) Stricker, Devereux Center for Efective Schools, King of Prussia, PA Kimberli Breen, University of Kansas, Lawrence, KS; Joy Takatsuka, PBS has recently been applied within child welfare organizations to Kamehameha III School, Lahaina, HI; Randy Young, Long Island reduce youths’ problem behaviors. Tis project aimed to train treat- Early Childhood Direction Center, Long Island, NY ment foster parents in PBS at a therapeutic foster care agency in a Multiple tiers of positive behavior supports used at home, school large urban setting. and in the community can improve inclusive outcomes for all. Join discussion on how families and professionals can efectively partner to support youth and families.

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

B6 Governor’s Square 15 SESSION B Strands: Classroom; School-Wide Systems 11 A.M. – 12:15 P.M. Type: Skill Development ❑ Training Teachers in Classwide Positive Behavioral Interventions B1 Film Festival Plaza Ballroom A Strand: School-Wide Systems and Supports (CWPBIS): Lessons Learned Type: Conceptual Diane Myers, Texas Woman’s University, Denton, TX Tis presentation will focus on lessons learned from training hundreds Te 8th Annual PBIS Film Festival of teachers in CWPBIS over the last 10 years. Topics include teachers’ Shanna Hirsch, Clemson University, Clemson, SC; Ashley MacSuga- frequently asked questions, responses to those FAQs, and recommen- Gage, University of Florida, Gainesville, FL; Robin Ennis, University dations for efective CWPBIS training. of Alabama at Birmingham, Birmingham, AL During the Film Festival we share flms from schools and districts. B8 Governor’s Square 11 Tis lighthearted competition recognizes flms that (a) demonstrate Strands: Classroom; School-Wide Systems PBIS principles and (b) meet flm production standards. Come laugh, Type: Research exchange ideas, and enjoy the flms! THURSDAY, MARCH 2 THURSDAY, Efective Professional Development of Teachers’ Classroom Management Practices B2 Featured Session Plaza Ballroom D Strand: Early Childhood Lola Gordon, Janet VanLone, Sarah Wilkinson, Jennifer Freeman, and Type: Research Brandi Simonsen, University of Connecticut, Storrs, CT Presenters will share (a) fndings from research on efective profes- Early Childhood Positive Behavior Support: Research on the sional development in classroom management, (b) characteristics/ Pyramid Model common elements of efective professional development resulting in Mary Louise Hemmeter, Vanderbilt University, Nashville, TN; teacher behavior change, and (c) strategies for improving professional Lise Fox, University of South Florida, Tampa, FL; James Algina and development for teachers. Patricia Snyder, University of Florida, Gainesville, FL Te Pyramid Model is a tiered framework of positive behavior support ❑ B9 Invited Presenter Governor’s Square 10 designed for early childhood settings. Tis session will present recent Strand: Families and Parents Supports fndings on the efcacy of the Pyramid Model and relevant imple- Type: Research men tation supports. Implementing and Examining Family-School Partnerships in B3 Plaza Ballroom E Positive Behavioral Interventions and Supports Strands: School-Wide Systems; Mental health S. Andrew Garbacz, University of Wisconsin-Madison, Madison, WI Type: Conceptual Partnering with families in Positive Behavioral Interventions and Supports extends evidence-based positive behavior support to the Striving or Struggling for Success? How to Implement PBIS home setting, and builds cross-setting consistency across the home- Successfully and Sustainably? school connection to maximize outcomes for students and families. Joke Kamstra and Margreet van Oudheusden, Windesheim University of Applied Sciences, Zwolle, Te Netherlands ♦ ❑ B10 Governor’s Square 16 What are bridges and barriers to successful and sustainable imple- Strands: Integration and Alignment; Classroom men tation of PBIS? By using collaborative learning strategies par ti- Type: Conceptual cipants will get new ideas to help PBIS schools stay on the right track. Exploring the Mechanisms and Potential impact of Web-Based ♦ B4 Plaza Ballroom F PBIS Staf Development Strands: School-Wide Systems; Individual Student Jefrey Sprague and Wendy Morgan, University of Oregon, Eugene, OR Type: Skill Development Tis session will describe an online learning and coaching system entitled “Real Solutions in Classroom Management.” Te features and School of Life: A Tier 2 Intervention for High School Students efects of the program for training and coaching for PBIS classroom At-Risk implementation will be presented. Leanne Hawken, Grace Wayman, and John Baggaley, University of Utah, Salt Lake City, UT; Jack Rolfe, School of Life, St. George, UT; B11 Governor’s Square 17 Justin Keate, Desert Hills High School, St. George, UT Strands: Integration and Alignment; School-Wide Systems School of Life is a Tier 2 program implemented in high schools to Type: Skill Development improve pro-social skills and increase graduation rates. Presentation How Trauma-Informed Approaches Integrate With SW-PBS includes key features of program and impact on graduation rates, Within an MTSS Framework GPA, and pro-social skills. Lynne DeSousa, Colorado Department of Education, Denver, CO; ♦ B5 Governor’s Square 14 Hailey Uphaus, Tompson School District, Loveland, CO Strands: School-Wide Systems; Integration and Alignment Building collective capacity of educators to realize, recognize, and Type: Skill Development respond to trauma in schools is a cultural imperative. Practical guid- ance will be given on how to integrate trauma informed approaches Systematic Screening for Behavior in Tiered Systems: Screening into an existing SW-PBS System. Across the preK–12 Continuum Kathleen Lane, University of Kansas, Lawrence, KS In this session we illustrate how to build comprehensive, integrated three-tiered models of prevention using input from all faculty and staf, with an emphasis on using reliable, valid systematic screening procedures to inform instruction. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision

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

❑ B12 Ignite Presentation Director’s Row H B17 Plaza Court 3 Strand: School-Wide Systems Strand: Individual Student Type: Skill Development Type: Research International and National Ignite Session Training Pre-Service Teachers to Use Function-Based Interventions Karen Childs, University of South Florida, Tampa, FL for Students With Problem Behavior Several international and national participants will showcase one or Su-Je Cho, Fordham University, New York, NY two unique and efective PBS strategies that they have used in their Participants will be able to learn training strategies for efectively country. educating pre-service teachers to conduct function-based interven- tions in a semester-long graduate course. Data collected from pre- B13 Director’s Row E service teachers will be used to support training efects. Individual Student Symposium – B Facilitator: Mack Burke, Texas A&M University, College Station, TX B18 Plaza Court 4 • Meta-Analyses of Positive Behavior Support Practices Using Single Strands: Families and Parents Supports; Early Childhood Case Research Designs, Mack Burke, Texas A&M University, College Type: Skill Development Station, TX Better When We’re Together: Parents Applying PBIS at Home and • Evaluating the Fidelity of Implementation of a Tree-Tiered Model School for Person-Centered Practices, Erin Watts, University of Minnesota, Melissa Ruiz, Catholic Charities, Denver, CO; Mary Catherine Minneapolis, MN Kimling, National Jewish Health, Denver, CO • Implementation and Evaluation of an Online, Competency-Based Two mothers discuss the challenges and rewards in parenting with FBA-BIP Training, Emily Graybill, Georgia State University, PBS. Strategies to use with young children and children with special Atlanta, GA needs will be highlighted as will tips for promoting collaboration between home and school. B14 Director’s Row J Strands: Juvenile Justice; School-Wide Systems Type: Conceptual PBIS Policy and Practice in Juvenile Justice Programs and THURSDAY LUNCH SESSIONS Implementation in Texas 12:30 P.M. – 1:30 P.M. Brenda Scheuermann, Texas State University, San Marcos, TX; Janice ❑ Plaza Ballroom E Lopez, Texas Juvenile Justice Department, Austin, TX; James Bateman, Strand: School-Wide Systems Gainesville State School, Gainesville, TX Type: Lunch Session We explain implementation and efcacy of PBIS in Texas Juvenile So you want to be in pictures? PBS Film Festival Learning Justice facilities, including perspectives from coaches and youth from Lunch these facilities. We will describe practices, data, and infrastructure, Ashley MacSuga-Gage, University of Florida, Gainesville, FL; particularly for Tiers 1 and 2. Robin Ennis, University of Alabama at Birmingham, Birmingham, B15 Plaza Court 1 AL; Shanna Hirsch, Clemson University, Clemson, SC 14TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2017 Strands: Equity; Classroom During this interactive lunch session a panel of PBS flm festival Type: Research organizers and past festival winners will share information about how to conceptualize, create, and efectively use media to dynami- Native American Students’ Exposure to Culturally Responsive cally communicate the message of PBS. Support and Teir Academic Achievement Claudia Vincent and Heather Robbins, University of Oregon, Plaza Court 4 Eugene, OR Type: Lunch Session We present data on Native American students’ exposure to culturally Student Network Informational Lunch Session responsive supports and the association between those supports and Lola Gordon, University of Connecticut, Storrs, CT academic outcomes. We discuss cultural continuity between home and Current student network members and individuals interested in school and awareness of stereotype threat. becoming members will receive information regarding what the ❑ student network is, the kinds of activities the network engages in, B16 Plaza Court 2 and the beneft of being a member. Strands: School-Wide Systems; Integration and Alignment Type: Conceptual Active Implementation Frameworks: Te Missing Puzzle Piece Angela Preston, Dale Cusumano, and Caryn Ward, University of North Carolina at Chapel Hill, Chapel Hill, NC Typically, new initiatives begin with utopian dreams of positive stu- dent outcomes only getting dashed by reality. What’s missing? Active Implementation Frameworks adjust the system (school/district/state) and design “how” initiatives are implemented making those dreams possible.

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

❑ C6 Governors Court 15 SESSION C Strands: School-Wide Systems; Classroom 1:30 P.M. – 2:45 P.M. Type: Skill Development C1 Invited Presenter Plaza Ballroom A Sustaining SWPBIS and RtI at the Middle School Level Strand: School-Wide Systems Randall De Pry, Portland State University, Portland, OR; Type: Conceptual Cindy Shane, Jenkins Middle School, Colorado Springs, CO Proven Reinforcers to Create a Climate of Appreciation in Your Building level leadership is central to sustaining SWPBIS/RtI in School secondary settings. Implementation and sustainability indicators from Laura Rifel, University of Kansas, Lawrence, KS a middle school will be shared, including information on barriers, Tis presentation will focus on 12 years of anecdotal research asking successes, and student outcomes accrued over the past 4 years. students the following question: “What would you like to receive ♦ C7 Governor’s Square 12 as a reinforcer?” We have discovered fun ways to make appropriate Strand: School-Wide Systems behavior attainable. Type: Skill Development THURSDAY, MARCH 2 THURSDAY, C2 Ted Carr Award Winner Plaza Ballroom D Use of a Protocol to Embed Mental Health Services Within Strand: Classroom SWPBIS Type: Conceptual Timothy Runge, Indiana University of Pennsylvania, Indiana, PA; Don’t Train and Hope: Promoting School Timothy Knoster, Bloomsburg University of Pennsylvania, Bloomsburg, Professionals’ Use of Performance Monitoring PA; James Palmiero, Pennsylvania Training and Technical Assistance Lisa Tomas and Barry McCurdy, Devereux Center for Network - Pittsburgh, Pittsburgh, PA; Deanna Moerer, Carbon Lehigh Efective Schools, King of Prussia, PA Intermediate Unit 21, Schnecksville, PA Tis presentation will provide an overview of Use of an empirically-validated protocol for selecting advanced tiers of strategies to train coaches to deliver performance support within SWPBIS is ofered. Given application in an alternative feedback to teachers. Outcomes from several case education setting, we propose a hybrid protocol that is sensitive to studies will be shared, as well as lessons learned and student diversity. recommendations for other programs. ♦ C8 Governor’s Square 11 ❑ Strands: Integration and Alignment; Mental Health C3 Featured Session Plaza Ballroom E Strand: Juvenile Justice Type: Skill Development Type: Conceptual Data-Based Decision Making With Indicators of Social-Emotional Te MTSS Framework in Restrictive Settings: Behavioral Literacy Wellness and Problems and Academic Literacy Natalie Romer, Karen Childs, and Cat Raulerson, University of South Kristine Jolivette and Nicole Swoszowski, Te University of Alabama, Florida, Tampa, FL Tuscaloosa, AL; Robin Ennis, Te University of Alabama at Birmingham, We will describe a framework to assist district teams in developing Birmingham, AL sys tems and processes for evaluating student outcomes that include We will provide an overview on how the MTSS framework needs in dicators of both social- emotional wellness and problems across all to be contextualized for restrictive settings, what behavioral and tiers. academic literacy practices may look like, and how mental health C9 Governor’s Square 10 interfaces within such settings. Strands: Equity; Integration and Alignment C4 Plaza Ballroom F Type: Skill Development Strand: School-Wide Systems Data Rich, Information Poor? Not Anymore! Teacher Team Type: Skill Development Data Use A Data-Driven Process for Rallying Staf Commitment to Nicole Bucka, Northern Rhode Island Collaborative, Lincoln, RI; Implement SWPBIS Ellen Reinhardt, Rhode Island College, Providence, RI Laura Feuerborn, University of Washington Tacoma, Tacoma, WA; Using data proactively to meet students where they are is good teach- Ashli Tyre, Seattle University, Seattle, WA; Kevin Filter, Minnesota ing, not intervention. Tis session simplifes teacher team data use, State University, Mankato, Mankato, MI merging behavior/motivation with academics, to promote continual Building-wide implementation of SWPBIS cannot be achieved improvement and ensure access for all. without the support of school staf. We provide research-based tools ♦ ❑ C10 Governor’s Square 16 for understanding staf needs, concerns, and beliefs about behavior Strand: Classroom and discipline and practical strategies to build staf commitment. Type: Skill Development C5 Governor’s Square 14 Monitoring Fidelity at Tier 1: Utilization of Self-Management Strands: Classroom; School-Wide Systems Techniques Type: Research Amanda Lannie and Jessica Glass Kendorski, Philadelphia College of Te Classroom Check-Up: Supporting Classroom Management Osteopathic Medicine, Philadelphia, PA Using a Web-Based Coaching System Tis presentation will discuss the use of self-management as a Jennifer McKenzie, Wendy Reinke, and Keith Herman, University of technology to monitor the fdelity at Tier 1 and share data in its Missouri, Columbia, MO application in an alternative education setting. Presentation of the Classroom Check-up (CCU) web-based coaching model to support teachers in Tier 1 evidence-based classroom management strategies. Exploration and demonstration of the CCU

Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision website will be conducted followed by opportunities for questions.

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

❑ C11 Governor’s Square 17 ❑ C15 Plaza Court 1 Strand: IDD Strands: School-Wide Systems; Integration and Alignment Type: Conceptual Type: Research Tree-Tiered Implementation of Person-Centered Practices and Tennessee School Leadership Teams’ Perceptions of Behavioral Positive Behavior Support: Integrating Cultural Awareness MTSS Statewide Scale-Up Anab Gulaid, Erin Watts, and Rachel Freeman, University of Jason Gordon, Jessica Eshbaugh, Tifany Garrison-White, Carrie Minnesota, Minneapolis, MN O’Reilly, and Tara Moore, University of Tennessee, Knoxville, TN Tis presentation will describe how data, systems, and practices related Presenters will summarize how a state-funded program is scaling up to cultural awareness is integrated within a three-tiered model of statewide implementation of MTSS through strategic professional person-centered planning and positive behavior support in organiza- development and direct consultative support of school leadership tions supporting people with disabilities. teams in Tennessee schools. C12 Director’s Row H C16 Plaza Court 2 Type: Skill Development Strands: Individual Student; Mental Health Recess Interventions Tat Reduce Problematic Student Behavior Type: Research and Increase Adult Active Supervision Use of a Cognitive Behavior Terapy Intervention for Students Laura Kern, University of Connecticut, Storrs, CT With EBD Tis session describes efective ways to reduce problematic behavior Leonard Troughton, University of Iowa, Iowa City, IA on playgrounds. I will share preliminary fndings and tools from A research study using CBT intervention with students with EBD a self-management intervention that uses a checklist and direct in special education will be outlined and described. Implementation behavior ratings to increase active supervision. procedures and results will be discussed. C13 Director’s Row E ❑ C17 Plaza Court 3 Family Symposium Strands: Families and Parents Supports; School-Wide Systems Facilitator: Ashley Greenwald, University of Nevada, Reno, Reno, NV Type: Conceptual • Moving PBIS Culture into Residential Treatment and Other How to Build Capacity and Sustain Family Engagement Trough a Community Service Settings, Jefery Moore, Leake and Watts Services, Systemic Structure Yonkers, NY Andy Garbacz, University of Wisconsin-Madison, Madison, WI; • Individuals With Autism: Addressing Barriers to Employment Jennifer Grenke, Wisconsin RtI Center/Wisconsin PBIS Network, Using PBS Strategies, Abbey Lawrence, University of Washington, Gillett, WI Seattle, WA Blending a framework for engaging families in PBIS with a culturally • Positive Behavior Support for Caregivers Supporting Individuals responsive multi-level system of support, provides a systemic and Living With Neurocognitive Disorders, Christine O’Flaherty, sustainable way to engage families in partnerships that support University of Nevada, Reno, Reno, NV student academic and behavior success. • PBS-Nevada: Addressing Quality of Life for Families, Lauren Brown, C18 Plaza Court 4 University of Nevada, Reno, Reno, NV 14TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2017 • Prevent-Teach-Reinforce for Families (PTR-F): A Model of Strands: School-Wide Systems; Classroom Individualized Positive Behavior Support, Jaclyn Joseph, University of Type: Research Colorado Denver, Denver, CO Positive Behavior Support and Inclusive Education for Students With Emotional Impairments ❑ C14 Director’s Row J Jessica Cohen, Walled Lake Consolidated Schools, Walled Lake, MI Strands: Early Childhood; Integration and Alignment Tis original research illustrates how the commitment to creating Type: Conceptual and sustaining a strong Positive Behavior Support system within and Helping Children Early: Proactive Behavior Support in Early across school environments can lead to increased access to inclusive Childhood School-Based Programs education for students with emotional impairments. Chris Huzinec and Roland Espericueta, Review360 Pearson North America Clinical, Houston, TX; Kimberly Vannest, Texas A&M University, College Station, TX Tis presentation examines how behavioral screening, best practices in classroom management, evidence-based behavioral supports, and social/emotional learning instruction can be coordinated within a PBIS framework to support young students in an Early Childhood setting.

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

D6 Governor’s Square 15 SESSION D Strand: School-Wide Systems 3 P.M. – 4:15 P.M. Type: Skill Development ❑ Reducing Restraint and Seclusion in Schools: Using Data to Inform D1 Invited Presenter Plaza Ballroom A Strand: School-Wide Systems District Practices Type: Skill Development Christopher Vatland and Martha Murray, University of South Florida, Tampa, FL Bullying Prevention Within a Framework of MTSS Use of restraint and seclusion has been linked to negative short-term Scott Ross, Colorado Department of Education, Denver, CO and long-term outcomes for students. Tis session examines eforts Tis presentation will describe functional approaches to bullying to minimize the use of these practices through systemic changes at prevention that ft within an MTSS framework. Participants will school and district levels. evaluate strategies currently in place and think systematically about interventions that result in positive outcomes for students. D7 Governor’s Square 12 Strand: School-Wide Systems D2 Plaza Ballroom D Type: Research

THURSDAY, MARCH 2 THURSDAY, Ted Carr Award Winner Strand: Individual Student Type: Research Staf Commitment to Implement SWPBIS: Teory, Measurement, and Application Data Rich, But Information Poor? Not Anymore! Kevin Filter, Minnesota State University, Mankato, Mankato, MN Allison Bruhn, University of Iowa, Iowa City, IA Data from two measures of staf commitment (buy-in) will be pre- Attendees will learn about (a) data-based individu- sented. Te session will also review a case study of SWPBIS adoption alization (DBI) and why it is important, (b) how to through the lens of Teory of Planned Behavior for staf commitment. evaluate student progress within behavioral interven- tions, and (c) actual teacher applications of DBI and D8 Governor’s Square 11 their perceptions of the process. Strands: Integration and Alignment; Individual Student Type: Skill Development ❑ D3 Plaza Ballroom E Strand: Classroom Check & Connect: Statewide Scale-Up Within a PBIS Framework Type: Structured Networking Trough Collaborative Eforts Eileen Klemm, University of Minnesota, Minneapolis, MN; Bess Wood, Structured Networking in Classroom PBIS Iowa Department of Education, Des Moines, IA; Shelli Blazic, Great Brandi Simonsen, University of Connecticut, Storrs, CT Prairie Area Education Agency, Burlington, IA Tis structured networking session provides an opportunity to engage Presenters will show how the evidence-based Check & Connect in a facilitated conversation about (a) the critical features of classroom intervention is implemented, specifcally highlighting how it is being PBIS, (b) issues with implementation, and (c) strategies to support incorporated into a statewide PBIS framework to enhance support for teachers’ implementation of classroom PBIS. students at the targeted level of support. D4 Plaza Ballroom F D9 Governor’s Square 10 Strand: School-Wide Systems Strands: Integration and Alignment; Individual Student Type: Conceptual Type: Skill Development Interconnected System Framework With Community and Whole Child Planning: Tools to Help Teams Integrate Academics Enhanced Tier 2 /3 Supports and Behavior Donna M. Halpin, Molly Flood, and Todd Breinich, Carbon Lehigh Chris Riley-Tillman, University of Missouri, Columbia, MO; Intermediate Unit #21, Schnecksville, PA Teri Marx, American Institutes for Research, Washington, DC An Interconnected Systems Framework in collaboration with Tired of facilitating separate data teams for students presenting community partners to provide mental health supports for high risk with intensive needs in academics and behavior? Explore tools and students to prevent bullying, decrease violent behavior and substance resources from the National Center on Intensive Intervention to abuse through scale up of multi-tiered SWPBIS. refne your teaming structures through data-based individualization. D5 Governor’s Square 14 ♦ D10 Governor’s Square 16 Strands: Classroom; School-Wide Systems Strand: Individual Student Type: Research Type: Skill Development Investigating Classroom Management Elements Used in Accessing Resources to Provide Quality Tier 3 Supports Secondary, Special Education Classrooms Don Kincaid and Lauren Evanovich, University of South Florida, Glenna Billingsley, Texas State University, San Marcos, TX; Tampa, FL Betty Billingsley, Austin Independent School District, Austin, TX Intensive supports for students require a variety of student and district Tis presentation will introduce fve classroom management level tools and resources. Participants will learn about those tools and techniques for secondary classrooms. Results of an applied study resources and how to access them to promote enhanced Tier 3 supports. where these elements were evaluated will be briefy presented. Ten, participants can begin developing these during the session. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision

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

♦ ❑ D11 Governor’s Square 17 D16 Plaza Court 2 Strands: Classroom; School-Wide Systems Strands: School-Wide Systems; Mental Health Type: Research Type: Research Exploring the Relationships Between Discrete Teacher Behaviors How Do We Serve and Use Data With Highly-Mobile Populations? and Student Outcomes Kimberly Vannest, Texas A&M University, College Station, TX; Nicholas Gage, Ashley MacSuga-Gage, and Nikki Grasley-Boy, Georgette Price, Bossier Parish School District, Bossier, LA; Rebecca University of Florida, Gainesville, FL Leglan, North Cumberland County Schools, Cumberland, NC; Tis presentation will describe research-based classroom management Jacqy Matlock, Military Child Education Coalition, Alexandria, VA skills, the evidence supporting those skills, and results from a series Highly-mobile populations (military, migrant, disaster, refugee) of longitudinal studies examining the relationship between teacher pose challenges for data and services. Participants will learn practical behavior and student outcomes. strategies and research outcomes of a large two-state study targeting transition to improve behavior and social emotional outcomes. D12 Director’s Row H ♦ ❑ D17 Plaza Court 3 Individual Student Symposium – A Facilitator: Lauren Evanovich, University of South Florida, Tampa, FL Strands: IDD; Quality of Life • Increasing Graduation Rates for Students With Disabilities: Getting Type: Skill Development Students On-Track, Laura Moran, Pattan, Harrisburg, PA Implementing Positive Behavior Support Within Organizations • Using Universal Screening Tools With Teams to Create a Plan of Serving Individuals With ASD and IDD Action, Karin Leveke, University of Northern Iowa, Cedar Falls, IA Robert Putnam, Shannon Barry, and Catherine Rossi, May Institute, • Fostering Youth Leadership in Education: Lessons Learned From Randolph, MA NH, Heidi Cloutier, University of New Hampshire, Durham, NH Tis session will present the implementation of system-wide PBIS in an organization serving individuals with ASD and IDD. Data D13 Director’s Row E demonstrating improvements in treatment integrity, quality of life, Strands: Families and Parents Supports; School-Wide Systems problem behavior and physical management will be shared. Type: Skill Development D18 Plaza Court 4 Implementing Positive Family Support Within Multi-Tiered Systems of Support Strands: Equity; School-Wide Systems Meghan McCarthy, Elmhurst School District 205, Elmhurst, IL Type: Skill Development I will provide participants with family interventions that align with Native American PBIS Implementation in Arizona: Preserving student need(s) from a multi-tiered systems approach and that are Culture – Sustaining Values embedded within PBS framework. Come learn how to reach families Yadira Flores, Scottsdale School District, Scottsdale, AZ; Daniel at each tier of intervention! Gulchak, KOI Education, Phoenix, AZ; Angel Jannasch-Pennell, Northern Arizona University - Arizona K12 Center, Flagstaf, AZ D14 Director’s Row J See unique PBIS practices from Native American schools and identify Strands: Early Childhood; Integration and Alignment how culturally responsive PBIS systems can be. Discuss equity issues Type: Conceptual that remain in these communities and how PBIS can facilitate the 14TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2017 Start with the Heart: Aligning PW and SW-PBIS in Early preservation of tribal values. Elementary Grades Michelle Sandrock, Metropolitan Regional Educational Service Agency, Smyrna, GA; Tara Davis, Georgia Department of Education, Atlanta, GA Learn about Start with the Heart, a state collaboration in its third year, aligning the curricula of the School-Wide PBIS framework with the Program-Wide PBIS framework (the Pyramid Model) for pre-K and early elementary students. D15 Plaza Court 1 Strands: School-Wide Systems; Mental Health Type: Conceptual Student Social Connections – Te Answer to the Question We Should be Asking? Ellen Reinhardt, Rhode Island College, Providence, RI; Michele Walden-Doppke, Northern Rhode Island Collaborative, Lincoln, RI Assessment of adolescent social support through student and staf reports of connectedness ofers a potential key to assessing climate and social-emotional well being and may well ofer a logical means of evaluating proactive restorative practices.

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

❑ E6 Governor’s Square 15 SESSION E Strand: Classroom 4:30 P.M. – 5:45 P.M. Type: Skill Development E1 Invited Presenter Plaza Ballroom A Increasing Teachers’ Use of Evidence-Based Positive Classroom Strand: Classroom Behavioral Supports Type: Skill Development Susan Barrett and Kimberly Yanek, Mid-Atlantic PBIS Network at Classroom Coaching: Tools for Efective Problem-Solving Sheppard Pratt Health System, Baltimore, MD; Sheri Luecking and Devon Minch, Anna Winneker, and Stephanie Martinez, University of Brian Meyer, Midwest PBIS Network, Lombard, IL South Florida, Tampa, FL Tis session describes process of embedding Positive Classroom Coaches and teachers need to use tools to make data-based decisions Behavioral Supports into SW-PBIS professional learning curriculum. when problem-solving to support classrooms. Tis session will provide A scope and sequence, data tools, and fdelity measures to progress participants with a variety of tools to use for problem identifcation, monitor and enhance implementation will be provided. analysis, fdelity and efectiveness. E7 Governor’s Square 12

THURSDAY, MARCH 2 THURSDAY, ❑ E2 Plaza Ballroom D Strands: School-Wide Systems; Early Childhood Invited Presenter Type: Skill Development Strand: Integration and Alignment Type: Research Play With a Purpose: Leveraging Recess to Support PBIS Innovations in Coaching and Implementation Supports for Allan Whitmore, Sandy, Utah, Sandy, UT; Ben Cromwell, Playworks Teachers and Schools Utah, Salt Lake City, UT Catherine Bradshaw, University of Virginia, Charlottesville, VA; Tis presentation will present PBIS strategies and tools that can be Joseph Wehby, Vanderbilt University, Nashville, TN; Kevin Sutherland, immediately implemented on your playground to end the chaos of Virginia Commonwealth University, Richmond, VA; Elise Pas, Johns recess and promote positive student behaviors that can impact your Hopkins University, Baltimore, MD overall school climate. Four experts share some lessons learned regarding innovative strate- E8 Governor’s Square 11 gies for optimizing implementation of evidence-based approaches in Strands: Equity; Integration and Alignment classrooms and schools. Te session focuses largely on approaches for Type: Skill Development supporting teachers and school teams through coaching. Do We Say “All”, But Mean “Some”? Using Data to Enhance E3 Invited Presenter Plaza Ballroom E Equity Strand: Mental Health Bert Eliason and Kathleen Conley, University of Oregon, Eugene, OR Type: Skill Development Within this session, the PBIS Applications training team will demon- Building Interventions for Students With Serious Mental Health strate how to use a four-step process to 1) assess, 2) analyze, 3) address, Needs Within School-Wide PBIS and 4) monitor the interventions to respond to disproportionality in Lucille Eber, Midwest PBIS Network, La Grange, IL school discipline. Tis session includes descriptions and examples of individualized ❑ E9 Invited Presenter Governor’s Square 10 interventions for students with intensive mental health/behavior Strand: School-Wide Systems problems and how these interventions can be positioned within a Type: Skill Development school-wide system of PBIS. Building Student Voice and Leadership ♦ E4 Plaza Ballroom F Lynne DeSousa and Scott Ross, Colorado Department of Education, Strands: School-Wide Systems; Integration and Alignment Denver, CO Type: Research Students from around Colorado will discuss specifc strategies that are Integrating and Aligning PBIS and Restorative Practices: being used to develop student voice and leadership. Te TFI-Restorative Practice Companion E10 Governor’s Square 16 Jefrey Sprague and Tary Tobin, University of Oregon, Eugene, OR Strands: Early Childhood; School-Wide Systems Tis session provides participants with an overview of the alignment Type: Skill Development of SWPBIS and Restorative Practices. Data from schools that have administered the Tiered Fidelity Inventory (TFI) and TFI-RP will be Data Tools to Use When Implementing PBIS in Early Childhood presented. Participants will review and complete the TFI-RP. Settings Elizabeth Steed, University of Colorado Denver, Denver, CO; Lise Fox, ❑ E5 Governor’s Square 14 University of South Florida, Tampa, FL Strands: Quality of Life; Mental Health Learn about PBIS data tools designed specifcally for early child- Type: Research hood classrooms and programs. Te PreSET, Teaching Pyramid Dual Factor Model of Mental Health for High School Students Observation Tool (TPOT), Early Childhood Benchmarks of Quality, With EBD and the Behavior Incident Reporting System will be covered. Imad Zaheer and Talida State, Montclair State University, Montclair, NJ; Lee Kern, Lehigh University, Bethlehem, PA Tis presentation describes fndings of a nation-wide study that examined the Dual Factor Model of Mental Health for high school students with EBD. Implications for interventions that target life satisfaction will be provided. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision

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

❑ E11 Governor’s Square 17 E16 Plaza Court 2 Strands: IDD; Quality of Life Strands: School-Wide Systems; Integration and Alignment Type: Conceptual Type: Conceptual Two Diferent Models for Implementing PBS in Organizations From Admiring to Using Data to Improve Systems and Practices Supporting People With Disabilities Caryn Ward, Dale Cusumano, and Angela Preston, University of North Rachel Freeman, University of Minnesota, Minneapolis, MN; Carolina at Chapel Hill, Chapel Hill, NC Robert Putnam, May Institute, Randolph, MA Now that data have been collected, what’s next? Using problem- Tis presentation will compare and contrast the data, systems, and solving approaches moves teams from admiring data to using data to practices for one state and one large national agency implementing a identify problems, set goals, and produce more efective and efcient three-tiered positive behavior support (PBS) model in organizations ways of work. supporting people with disabilities. ♦ E17 Plaza Court 3 E12 Director’s Row H Strands: Individual Student; Early Childhood Early Childhood Symposium – B Type: Conceptual Facilitator: Denise Binder, University of South Florida, Tampa, FL Conceptual and Practical Support for Using the Full Continuum of • Building Positive Parenting Skills in Families of Young Children Functional Assessment With Challenging Behavior, Pamela Shackelford, FOCUS, Inc., Natalie Badgett and Scott Spaulding, University of Washington, Eagle River, AK Seattle, WA • Positive Solutions for Families: Making PBIS Come to Life in the Use a multi-level model of functional assessment to address challeng- Home, Johanna Wasser, University of Colorado Denver, Denver, CO ing behavior in schools. Te conceptual basis for diferent functional • What’s Your Story? Using Narrative to Teach Expected Behaviors assessment methods (indirect, direct, and experimental) is considered in Early Childhood, Carla De Angelis, New South Wales Department of through data from four preschoolers and their teachers. Education, NSW, Australia ❑ E18 Plaza Court 4 • Function-Based Behavior Intervention Plans for Improving Preschoolers´ Participation, Problem Behavior, and Well-Being, Strands: Classroom; School-Wide Systems Anna-Lind Petursdottir, University of Iceland, Reykjavik, Iceland Type: Research Using the Class Pass Intervention to Address Disruptive Behavior E13 Director’s Row E of Children Disabilities Strands: Juvenile Justice; Mental Health Taylor Narozanick and Kwang-Sun Cho Blair, University of South Type: Research Florida, Tampa, FL Inside Out II: Transforming Practice & Purpose in Juvenile Tis session presents the results of a single-subject design study on Corrections With OW-PBS implementation of the Class Pass Intervention (CPI) to address Matt Enyart and Chris Rathmel, University of Kansas, Lawrence, KS; dis ruptive behavior of children with disabilities in a public elementary Angela McHardie and Stephanie Rahn, Shawnee County Juvenile school setting. Detention Center, Topeka, KS

We will describe the Organization-wide Positive Behavior Support 14TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2017 (OW-PBS) Model, discuss the emphasis on transition planning, share new qualitative and quantitative implementation data, review impact RECEPTION AND POSTER SESSION on practices, and outline innovations with reinforcement technology. 6:30 P.M. – 8 P.M. ROOM TBD ♦ ❑ Poster 101 E14 Director’s Row J Strand: IDD Strands: Families and Parents Supports; Quality of Life Type: Research Type: Conceptual An Analysis of the Language of PBS-Related Documents Using Function-Based Interventions Within Typical Family Routines Applied Methods Meme Hieneman, PBS Applications, Palm Harbor, FL; Christine Brent Hayward, Melbourne Graduate School of Education, University Goulbourne, Sensory Friends, Elfers, FL of Melbourne, Melbourne, VIC, Australia Tis presentation will provide a review of literature on function-based Te language of PBS-related documents from an Australian IDD intervention and proactive, teaching, and management strategies that jurisdiction is analysed using applied methods to identify rhetoric, make up PBS within family routines. It will include case illustrations, interpretation and translation from the standpoint of service-delivery videos, and access to practical resources. stakeholders. E15 Plaza Court 1 Poster 102 Strands: School-Wide Systems; Mental Health Strands: School-Wide Systems; Classroom Type: Skill Development Type: Research Integrating Universal Screening Within SWPBIS: An Urban Case Barriers to Using Positive Behavior Intervention Support Example Jonathan Chitiyo, University of Pittsburgh, Bradford, PA; Michael May, Laura Rutherford, Devereux Center for Efective Schools, King of Southern Illinois University, Carbondale, IL Prussia, PA; Nathaniel von der Embse, Temple University, Tis presentation will outline the possible organizational or individual Philadelphia, PA barriers that may hinder the successful implementation of PBIS by Tis presentation will provide an overview of a project integrating school personnel. Recommendations are provided. universal screening within an existing SWPBIS framework in an urban school, including information on teacher training, screening procedures, and efective selection of Tier 2 supports.

❑ BCBA Type 2 Credit Beginning SWPBS Sessions 13 Thursday Poster Session

❑ Poster 103 ❑ Poster 108 Strands: Individual Student; Integration and Alignment Strands: Early Childhood; Families and Parents Supports Type: Skill Development Type: Research Social Skills Modeling for Students ASD Eligible and Social Challenging Behaviors in Young Children: Te Topography and Interactions in Cafeteria Family Impact William Woods, University of Oregon, Eugene, OR Angel Fettig, University of Massachusetts Boston, Boston, MA; Erin Tis presentation was created to give the teachers and educational Barton and Marina Velez, Vanderbilt University, Nashville, TN; Hedda assistants in special education classrooms another behavioral tool to Meadan, University of Illinois at Urbana-Champaign, Urbana, IL teach students with ASD how to use appropriate behavior in common Te poster will describe the design and results from a survey study of areas. families of young children with challenging behaviors. We will discuss child disability status, challenging behavior topography, intensity, and ❑ Poster 104 impact on family well-being. Strands: Early Childhood; Classroom Type: Research Poster 109

THURSDAY, MARCH 2 THURSDAY, Self-Management of Behavior in the Early Childhood Classroom: Strands: School-Wide Systems; Classroom Component- and Meta-Analytic Findings Type: Research Brittany Zakszeski, Lehigh University, Bethlehem, PA School Personnel’s Confdence With Using School-Wide Positive Can young children be taught to self-manage behaviors? How Behavior Intervention Support “self-managed” are early childhood self-management interventions? Michael May, Southern Illinois University, Carbondale, IL; Jonathan Tis poster presents results of component and meta-analyses of self- Chitiyo, University of Pittsburgh, Bradford, PA management studies targeting the engagement/disruptive behaviors of Tis presentation will show the extent to which school personnel preschoolers and kindergarteners. from several midwestern schools of the USA are confdent with using SWPBIS. In addition, it will highlight how personnel’s confdence Poster 105 level might impact its implementation Strands: Integration and Alignment; Classroom Type: Conceptual Poster 110 Fostering Academic and Behavioral Growth Trough an Aligned Strand: Individual Student K–12 PBIS Instructional Matrix Type: Research Suzanne Gof, Mitch Daly, and Jerrod Roberts, Brockport Central Applying Function-Based Intervention Concepts to Teacher School District, Brockport, NY Behavior Participants will learn about one district’s journey to strengthen its Corey Montano, Peoria Unifed School District #11, Glendale, AZ; Tier 1 practices through an aligned K–12 instructional settings matrix, Carl Liaupsin, University of Arizona, Tucson, AZ streamlined behavioral data collection, and the merging of academic When function-based interventions are not successful, it is often due and social-emotional learning. to problems with treatment integrity (TI). Tis poster session presents a study that increased TI by applying function-based intervention ❑ Poster 106 concepts to teacher intervention behavior. Strand: School-Wide Systems Type: Research ❑ Poster 111 Data-Based Intervention Trends in JPBI Publications 1999–2016 Strands: Classroom; School-Wide Systems Shelley Clarke, University of South Florida, Tampa, FL; Brittany Type: Research Zakszeski and Lee Kern, Lehigh University, Bethlehem, PA Improving Student Disciplinary Outcomes Trough Best Practices Tis poster will demonstrate a review of the empirical research pub- in Classroom Focused Behavioral Supports lished in JPBI in areas that might refect recent changes in the feld. Chris Huzinec and Roland Espericueta, Review360 Pearson North Data on trends from the frst publication through 2016 are illustrated. America Clinical, Houston, TX; Julie Salinas, Brownsville Independent School District, Brownsville, TX Poster 107 Tis presentation examines how positive behavior supports can pro- Strands: School-Wide Systems; Integration and Alignment vide teachers with essential elements in classroom management and a Type: Conceptual proactive disciplinary system. It compares outcomes from a classroom/ California’s SUMS Initiative: Scaling Up Multi-Tiered Systems of teacher focused implementation to districts using an organizational/ Support Statewide school-wide focus. Dori Barnett, Orange County Department of Education, Costa Mesa, CA; Jennifer Garcia, Butte County Ofce of Education, Butte, CA Poster 112 Tis poster presentation will describe the California SUMS Initiative: Strand: School-Wide Systems Scaling Up Multi-tiered Systems of Support, led by the Orange Type: Research County Department of Education in partnership with Butte COE Exploring Results of School-Wide Positive Behavior Support in and SWIFT (Schoolwide Integrated Framework for Transformation). Dutch Primary Education Monique Nelen and Anita Blonk, Windesheim University of Applied Sciences, Zwolle, Te Netherlands; Ron Scholte, Radboud University, Nijmegen, Te Netherlands Research design, results of frst year measurements of the frst Dutch efect study will be presented: validation of TFI and SET for Dutch educational context, student outcomes and fdelity of implementation. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision

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

❑ Poster 113 Poster 118 Strands: Classroom; Integration and Alignment Strand: School-Wide Systems Type: Research Type: Research Collaboration Station: Using Positive Behavior Supports in Efects of School Climate Interventions on Student, Teacher, and General and Special Education Classrooms Parent Perceptions Marissa Hay and Peter Alter, Saint Mary’s College of California, Janet VanLone, Lola Gordon, Tifany Polk, Jesslynn Neves, and Jennifer Moraga, CA Freeman, University of Connecticut, Storrs, CT Tis investigation examined the use of Positive Behavior Interventions Tis poster presents the fndings from a systematic review of the and Supports in a collaboration between two general education teach- literature on school climate interventions in middle and high school ers and two special education teachers. Te results identify integral settings, and the impact on student, teacher, and parent perceptions of aspects to consultative collaboration in inclusive classrooms. school climate. ❑ Poster 114 Poster 119 Strands: IDD; School-Wide Systems Strand: School-Wide Systems Type: Conceptual Type: Research Franklin Flames: Sparking the Development of Students With Average Treatment Efect of SWPBIS on School-Level Academic Signifcant Needs Achievement in Florida Kathryn Havercroft and Jennifer Stringfellow, Eastern Illinois Nicholas Gage, University of Florida, Gainesville, FL; Karen Childs University, Charleston, IL; Jennifer Weber, Eastern Illinois Area Special and Don Kincaid, University of South Florida, Tampa,FL Education, Charleston, IL Tis poster presentation presents the results of a longitudinal analysis Tis presentation showcases the eforts of one alternative school for of the average treatment efect of SWPBIS on school-level academic children with severe or profound developmental delays or medical achievement. Results suggest a positive and signifcant impact for fragility to apply the principles of school-wide positive behavior schools implementing with fdelity. supports throughout this setting for all students. Poster 120 Poster 115 Strands: Classroom; Mental Health Strands: Classroom; School-Wide Systems Type: Research Type: Research Emotional Regulation and Its Impact on Classroom Behavior Precorrection: A Summary of the Literature and Steps for Success Barbara Linnville, Watauga County Schools, Boone, NC Robin Parks Ennis, University of Alabama at Birmingham, Te action research presented summarizes the results of a fve-month Birmingham, AL project on pairing mindfulness strategies with emotional regulation Precorrection is an antecedent-based strategy that seeks to prevent curriculum taught in a day-treatment setting. Te impact of this problem behaviors from occurring. Tis poster presentation will pairing on classroom behavior is examined. highlight the evidence-base for using precorrection and present a ❑ Poster 121 step-by-step precorrection model for supporting promote student Strand: Mental Health success. 14TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2017 Type: Research ♦ ❑ Poster 116 A Staf Coaching Model for a Youth Mental Health Facility Strands: School-Wide Systems; School Low Incidence Holly Seniuk and Kathryn Roose, University of Nevada, Reno, Type: Research Reno, NV Examining the Inclusion of Students With Severe Disabilities in Tis poster will outline the model used by the Nevada PBIS Technical SWPBIS Assistance Center at the Desert Willow Treatment Center. Te poster Sheldon Loman, Portland State University, Portland, OR; Virginia will discuss the model, method of evaluation, and data collected on Walker, Illinois State University, Normal, IL; Kathleen Strickland- various measures. Cohen, Texas Christian University, Fort Worth, TX; Kristy Park, Poster 122 George Mason University, Fairfax, VA In this presentation, we will discuss the results of a survey used Strands: Integration and Alignment; Individual Student to assess the extent to which schools have included and prioritize Type: Research involvement of students with severe disabilities in their SWPBIS Assessing Students’ Social Functioning and Reading Profciency in initiatives Norwegian Elementary School Anne Arnesen, University of Oslo, Oslo, Norway ❑ Poster 117 To support students at risk, early identifcation is important. Te Strands: School-Wide Systems; Integration and Alignment presentation shows results from an evaluation of assessment instru- Type: Skill Development ments used in Norwegian schools, and examination of Elementary On-Line Coaching Certifcate for School-Wide PBIS Social Behavior Assessment and Oral Reading Fluency measurement. Chris Borgmeier and Tracy Williams-Murphy, Portland State University, Portland, OR Portland State University is ofering a fully on-line SWPBIS Coaching Certifcate providing training for PBIS Coaches and organizational leaders to implement district, regional, and state level systems to support school implementation of SWPBIS across tiers.

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

Poster 123 Poster 128 Strand: Quality of Life Strand: Classroom Type: Research Type: Research Training Staf in Residential Setting to Ofer Choice Improving Classroom Climate in Middle Schools: Teacher Co- Rachel Schwartz and Rachel Robertson, University of Pittsburgh, Operation on Evidence Based Practices Pittsburgh, PA Vesa Närhi, University of Jyväskylä, Jyväskylä, Finland; Hannu Presenter will discuss fndings from a study in training residential Savolainen, University of Eastern Finland, Joensuu, Finland staf to ofer choices to adults with autism. Discussion will include A randomized trial on intervention based on the principles of positive implications of staf training and the potential impact of choices on behavior support showed a reduction in behavior problems and residents with autism. an increase in task engagement according in teacher and student evaluations. Poster 124 Strand: Individual Student ❑ Poster 129 Type: Research Strands: Integration and Alignment; Mental Health Type: Conceptual THURSDAY, MARCH 2 THURSDAY, Efective Attendance Interventions for High School Students Sarah Wilkinson, Jennifer Kowitt, and Jennifer Freeman, University MTSS Meets Mental Health in a Rural Setting of Connecticut, Storrs, CT; Angus Kittelman and Brigid Flannery, Brooke Wagner and Shauna Bake, University of Nevada, Reno, University of Oregon, Eugene, OR Reno, NV High rates of absenteeism are linked to high school dropouts. Tis Students in this rural district have on site mental health services poster describes a systematic literature review on efective attendance ofered through a partnership with the state and the local coalition. interventions in high schools, as well as presents suggestions for MTSS and mental health services are improving outcomes for imple mentation based on the fndings. students in this area. Poster 125 Poster 130 Strand: Individual Student Strands: School-Wide Systems; Equity Type: Research Type: Research Functional Communication Training and Augmentative and SWPBIS Reduces School Level Problem Behaviors and Increases Alternative Communication: A Meta-Analysis Teacher Efcacy in Finland Virginia Walker and Kristin Lyon, Illinois State University, Normal, Hannu Savolainen and Vesa Narhi, University of Jyväskylä, Jyväskylä, IL; Sheldon Loman and Samuel Sennott, Portland State University, Finland; Pirjo Savolainen, University of Eastern Finland, Joensuu, Portland, OR Finland Te purpose of this meta-analysis was to summarize single-case A culturally appropriate SWPBIS can be implemented with good intervention research in which individuals utilizing augmentative and results in Finnish educational context where despite of good academic alternative communication (AAC) received functional communication record behavior problems are a challenge and there are no behavior training (FCT) in school settings to address challenging behavior. specialists in schools. ❑ Poster 126 ❑ Poster 131 Strands: Families and Parents Supports; Individual Student Strands: Individual Student; Integration and Alignment Type: Skill Development Type: Research Collaborating With Families to Change Problem Behaviors in the Te Individualized PBS on Challenging Behavior of a Student Elementary School Classroom With Intellectual Disabilities Bush White and Marla J. Lohmann, Colorado Christian University, Eunhee Paik, Kongju National University, Kongju, Chung-Nam, Lakewood, CO Republic of Korea; Hyeonsook Boo, Jeju National University Elementary Successfully addressing and changing student behaviors involves School, Jeju, Jeju Island, Republic of Korea working in collaboration with the child’s family. Tis session provides Te research was conducted to investigate the efects of PBS interven- educators with information regarding the need for collaboration, tion on challenging behavior of a student with intellectual disabilities barriers to working with families, and strategies for successful in an inclusive elementary school in Korea and it was proven to be collaboration. efective. ❑ Poster 127 ❑ Poster 132 Strands: Equity; School-Wide Systems Strand: School-Wide Systems Type: Research Type: Conceptual Disproportionality Among Pacifc Islanders Implementing Tier 1 PBS in Rural School Districts Across Grade Connie Santiago, Lucille Palomo, and Francisco Limtiaco, Department Levels of Education, Hagatna, Guam, United States Minor Outlying Islands Lisa Neitzke, Sara Rich, and Cristina Serrano, Oklahoma State Tis poster will describe collaborative eforts to identify the existence University, Stillwater, OK; Brit’ny Stein, Osage County Inter-local of disproportionality in the discipline of ethnic groups in education, Cooperative, Hominy, OK youth arrest, and incarceration of youth in our island community of Tis presentation will focus on the unique challenges of implementing Guam. Tier 1 PBS (Positive Behavior Support) in rural schools, focusing on how to consistently apply Tier 1 PBS across multiple grade levels. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision

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

Poster 133 Poster 138 Strands: School-Wide Systems; Individual Student Strands: Quality of Life; Individual Student Type: Conceptual Type: Research Newcomers Club: A Proactive Intervention to Build Social Skills What Interventions are Promoting Self-Determination for Among Refugee Students Students With Disabilities at Behavioral Risks? Rana Khalaf, Global Educational Excellence, Ann Arbor, MI Christina Gushanas, Mack D. Burke, Lisa Bowman-Perrott, With the increasing number of the new refugee students enrolling in Shanna Hagan-Burke, Sandy Smith, and Lisa Sanchez, Texas A&M schools, it is our responsibility as educators to create new behavioral University, College Station, TX interventions within our buildings to ensure the growth and success of Tis session will provide a review of the literature promoting self- those students. determination skills for students with disabilities at behavioral risk. Additionally, the results from a meta-analysis of single-case research Poster 134 will be discussed. Strands: Early Childhood; PBS and Employment Type: Conceptual ❑ Poster 139 Ensuring High Fidelity Implementation, Scale-Up, and Strand: Classroom Sustainability Type: Research Geneva Hallett, University of Colorado Denver, Denver, CO Teachers’ Self-Reported Efectiveness and Application of Evidence- Pyramid Plus: Te Colorado Center for Social Emotional Com pe- Based Practices in Classroom Management tence and Inclusion connects the National Implementation Research Qingzhou Shi, Darian Gladney, and Kathleen King, University of Network’s Conceptual Framework for Implementation of Defned Alabama, Tuscaloosa, AL Practices and Programs to ensure high fdelity implementation, scale- Tis research studies teachers’ self-reported efectiveness in classroom up, and sustainability. management and use of evidence-based strategies in classroom man- agement. Using survey responses of over 2,900 teachers, the relation- ❑ Poster 135 ships between variables and group diferences will be examined. Strands: Classroom; Individual Student Type: Research Poster 140 Efects of the Good-Behavior-Game on Students’ Disruptive Strands: Equity; Classroom Behavior During Lunch Break Type: Research Paal Michael and Hintz Anna-Maria, Universität Siegen, Siegen Using SRSD Persuasive Writing to Improve Writing and Self- NRW, Germany Monitoring Skills Te purpose of this poster is to present an evaluation of the efects of Robai Werunga and Ya-Yu Lo, University of North Carolina-Charlotte, the GBG on challenging student behavior during a lunch break in a Charlotte, NC special school for students with EBD in Germany. Self-Regulated Strategy Development (SRSD) has shown efective- ness in supporting writing performance of students with emotional Poster 136 and behavioral disorders, and has the potential to bring collateral Strand: Early Childhood efects to their social skill and self-determination development. 14TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2017 Type: Conceptual Te Pyramid Model: A MTSS for Promoting Young Children’s Poster 141 Social-Emotional Competence Strand: School-Wide Systems Tessa Kranski, University of Colorado Denver, Denver, CO Type: Conceptual Tis session will provide participants with a better understanding of 10 Years of Implementation of SW-PBIS (PALS) in Norway – MTSS in early childhood, the Pyramid Model, and concrete strategies Experiences and Challenges and resources for accommodating the diverse behavioral and social Frode Heiestad, Anne Arnesen, and Ingrid Madslien, Te Norwegian emotional needs of young children. Center for Child Behavioral Development, Oslo, Norway In 2015 was the implementation of SW-PBIS (PALS) evaluated ♦ Poster 137 by an independent group of researchers. We will present the status Strands: Individual Student; Classroom of implementation and the experience we have achieved through 10 Type: Research years of implementation of PALS. It’s Out of My Control: Teacher Beliefs About Behavior and PBS Implementation Poster 142 Rachel Robertson, Anastasia Kokina, Rachel Schwartz, Miguel Ampuero, Strands: Families and Parents Supports; Juvenile Justice and Sarah Lapinski, University of Pittsburgh, Pittsburgh, PA Type: Conceptual Presenters share an analysis of teacher comments from a statewide Te Nevada PBIS Technical Assistance Center survey on obstacles to implementing behavior intervention plans. Te Kaci Fleetwood, University of Nevada, Reno, Reno, NV impact of teacher beliefs on implementation of PBS will be discussed. Tis poster will present the various projects and applications of PBIS within our state center including, family and community supports, elderly populations with dementia, juvenile justice and psychiatric care facilities, and School-wide PBIS.

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

❑ Poster 143 Poster 148 Strands: Classroom; School-Wide Systems Strands: Individual Student; Equity Type: Research Type: Research Efects of Culturally Responsive Social Skill Instruction on Raising Behavior Expectations for Hispanic Learners: A Systematic SWPBS Rule Violations Review of SCR Literature Deondra Gladney, Ya-yu Lo, Lefki Kourea, and Robai Werunga, Martin Mendoza, Mack Burke, Lisa Bowman-Perrott, and Sandy University of North Carolina-Charlotte, Charlotte, NC Smith, Texas A&M University, College Station, TX Tere is increasing awareness to blend cultural responsiveness and Tis poster presentation will provide a comprehensive systematic SWPBS as a means to more efectively support culturally diverse review of behavior-based practices for Hispanic learners at behavioral students. Teaching SWPBS expectations and rules through culturally risk. Included studies focused on successful student outcomes. responsive social skill instruction ofers an efective means. FRIDAY, MARCH 3 FRIDAY, Poster 144 Strand: PBS and Employment FRIDAY AT A GLANCE Type: Conceptual Friday, March 3, 2017

Nevada APBS Network 8 a.m. – 5 p.m. Registration/Information Lauren Brown, Kathryn Roose, Christine O’Flaherty, and Ashley (Plaza Registration Ofce) Greenwald, University of Nevada, Reno, Reno, NV Te Nevada APBS Network is a growing Network, with strong out- 8:30 a.m. – 9:45 a.m. Session F reach eforts, and a commitment to dissemination of PBS throughout 10 a.m. – 11:15 a.m. Session G the state. 11:30 a.m. – 12:45 p.m. Session H ❑ Poster 145 1 p.m. – 2 p.m. Lunch On Your Own Strands: Classroom; Juvenile Justice 2 p.m. – 3:15 p.m. Session I Type: Research 3:30 p.m. – 4:45 p.m. Session J Self-Monitoring and Self-Monitoring With Function-Based Reinforcement: Efects on Disruptive and On-Task Behaviors Chelsea Palumbo and Kwang-Sun Cho Blair, University of South SESSION F Florida, Tampa, FL 8:30 A.M. – 9:45 A.M. Tis poster presents the results of a single-subject design study on the F1 Plaza Ballroom A use of self-monitoring alone and self-monitoring in conjunction with Invited Presenter function-based reinforcement for adolescents with disruptive behavior Strand: School-Wide Systems in an alternative educational setting. Type: Skill Development Delivering Conceptual Feedback During Coaching Poster 146 Dale Cusumano, Caryn Ward, and Angela Preston, University of North Strands: Individual Student; Classroom Carolina at Chapel Hill, Chapel Hill, NC Type: Research Coaching is needed to reinforce content, guide skill use, and provide PBS and Females With Autism: An Examination of the Existing opportunities for feedback if innovations are to be implemented with Evidence fdelity. We will focus on the conceptual feedback aspect of coaching. Anastasia Kokina, Rachel Robertson, Sarah Lapinski, Rachel Schwartz, ❑ F2 Plaza Ballroom D and Miguel Ampuero, University of Pittsburgh, Pittsburgh, PA Invited Presenter We share fndings of a meta-analysis of single-case PBS research Strand: Families and Parents Supports and compare its characteristics (e.g., participant characteristics, Type: Skill Development intervention types) and outcomes for females and males with ASD. Top Ten Positive Behavior Support Strategies Parents (and Implications for practice will be discussed. Teachers) Can Use Monday Kiki McGough, Catholic Charities, Denver, CO; Missy Sieders, PEAK Poster 147 Parent Center, Colorado Springs, CO Strands: Individual Student; Classroom Tis session will demystify the PBS planning process by identifying Type: Research 10 principles that can be used tomorrow to support challenging Interventions to Increase On-Task Behavior of Students With behavior at home and school. Specifc examples across all age levels ADHD: A Quantitative Review will be provided. Sandy Smith, Mack Burke, Lisa Bowman-Perrott, Shanna Hagan- ❑ F3 Plaza Ballroom E Burke, and Martin Mendoza, Texas A&M University, College Invited Presenter Station, TX Strand: School-Wide Systems Tis poster will provide a review of the literature regarding interven- Type: Research tions designed to increase the on task behavior of students with Organizing and Implementing Problem Solving and Data-Based attention defcit hyperactivity disorder (ADHD) at behavioral risk. Decision Making Anne Todd, University of Oregon, Eugene, OR; Marla Dewhirst, Dewhirst Consulting, Mahomet, IL Using decision guidelines for problem solving and data-based decision making is challenging. Te Team-Initiated Problem Solving (TIPS) model is illustrated via a meeting video and accountability tools used to organize, implement, and evaluate plans. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision

❑ 18 BCBA Type 2 Credit Beginning SWPBS Sessions Friday Conference Sessions FRIDAY, MARCH 3

❑ F4 Invited Presenter Plaza Ballroom F ♦ F9 Governor’s Square 10 Strand: Integration and Alignment Strands: Integration and Alignment; School-Wide Systems Type: Conceptual Type: Research Aligning RtI and PBIS: Potholes and Potential for an Integrated Critical Incidents in the Implementation of a Multi-Tiered System MTSS of Supports Brian Gaunt, University of South Florida, Tampa, FL Cade Charlton and Christian Sabey, Brigham Young University, Provo, “Integrating” RtI and PBIS must be operationalized and applied with UT; Scott Ross, Colorado Department of Education, Denver, CO the end-in-mind (classroom practices). Learn how RtI and PBIS may Tis presentation will explore the results from a qualitative study operate diferentially across classroom, school, district, and state levels conducted across 31 states to identify the critical incidents that helped in favor of an integrated MTSS. or hindered the work of statewide MTSS implementation projects. ❑ F5 Invited Presenter Governor’s Square 14 F10 Governor’s Square 16 Strand: Quality of Life Strands: Integration and Alignment; School-Wide Systems Type: Skill Development Type: Skill Development Using Data-Based Decision Making to Implement Person- Integrating Data-based Individualization Into a Multi-Tiered Centered Practices and PBS Across Services Framework: Facilitating Individualized Assessment and Rachel Freeman, University of Minnesota, Minneapolis, MN Intervention Organization-wide teams in Minnesota are implementing person- Lori Newcomer, University of Missouri, College of Education, centered practices (PCP) and PBS. Learn how county, disability, and Columbia, MO; Gail Chan, National Center on Intensive Intervention, mental health organizations are using data to implement multi-tiered Washington, DC PCP and PBS practices in two regions of the state. Looking for an efcient way to facilitate individualized assessment and intervention within a Multi-tiered Framework? Tis session will ♦ ❑ F6 Governor’s Square 15 discuss important considerations, strategies and resources when work- Strand: Classroom ing with students with severe and persistent learning needs. Type: Skill Development Using a Multi-Tiered System for Professional Development to F11 Governor’s Square 17 Increase Classroom Management Skills Strands: Equity; Integration and Alignment Ashley MacSuga-Gage, Nicholas Gage, and Nikki Grasley-Boy, Type: Conceptual University of Florida, Gainesville, FL Positive Connections: An Initial Step in Addressing School Failure Tis presentation will provide description, research fndings, and in High Schools action able guidance for implementing a multi-tiered system for Sara Beth Hitt, East Tennessee State University, Johnson City, TN pro fessional development to increase teachers’ classroom management Positive Connections is a screening tool that quickly highlights skills. secondary students at risk for school failure by providing (a) a list of at-risk students, (b) emphasizing teacher-student relationships, and ♦ F7 Governor’s Square 12 (c) creating opportunity for early interventions. Strand: School-Wide Systems Type: Skill Development F12 Director’s Row H 14TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2017 Empowering Coaches With a Self-Management System Early Childhood Symposium – A Jodie Soracco and Kathryn Roose, Nevada PBIS Technical Assistance Facilitator: Lise Fox, University of South Florida, Tampa, FL Center, Reno, NV • Te Pyramid Model Plus Inclusion: Colorado’s Evidence-Based Te Total Performance System for Coaching empowers coaches to Training and Coaching Models, Robin Levy, University of Colorado work largely unsupervised with a roadmap for personal and organiza- Denver, Denver, CO tional success. Tis presentation will cover the four components of the • Te Pyramid Plus Center Coach Circuit, Benjamin Riepe, University TPS System for Coaching. of Colorado Denver, Denver, CO • A Tree-Tier Approach to Behavior Change in the Early Childhood ❑ F8 Governor’s Square 11 Classroom, Marla J. Lohmann, Colorado Christian University, Strands: School-Wide Systems; School Low Incidence Lakewood, CO Type: Research ❑ Inclusion of Students With Signifcant Disabilities in SWPBS F13 Ignite Presentation Director’s Row E Evaluation Tools Strand: School-Wide Systems Jennifer Kurth, Mayumi Hagiwara, and Matt Enyart, University Type: Skill Development of Kansas, Lawrence, KS; Alison Zagona, University of Arizona, District Ignite Session and Schools Tucson, AZ Dia Davis, Sheppard Pratt Health System, Baltimore, MD Te most commonly cited SWPBS tools (SET, TIC, and BoQ) A number of school district PBIS teams will showcase one or two contain loopholes that may inadvertently permit the exclusion of unique and efective strategies that they have used to implement or learners with the most signifcant disabilities from fully participating scale-up their district PBIS eforts. in, and beneftting from, SWPBS eforts.

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

❑ F14 Director’s Row J Strands: Individual Student; Families and Parents Supports SESSION G Type: Skill Development 10 A.M. – 11:15 A.M. Enhancing Assessment and Treatment of Challenging Behaviors in ❑ G1 Invited Presenter Plaza Ballroom A Autism Using Physiological Monitoring Strand: Integration and Alignment Johanna Lantz, Teresa Hamlin, and C. Matthew Northrup, Te Center Type: Skill Development for Discovery, Harris, NY Integrating School Climate and Cultural Perspectives Within the People with ASD can experience signifcant stress and anxiety that Context of PBIS often leads to challenging behaviors. Te presenters will describe how Tamika La Salle, University of Connecticut, Storrs to use wearable sensors that detect physiological activity to better Te purpose of this session is to describe a school improvement ap- inform assessment and intervention. proach in which school climate and culture are integrated within the FRIDAY, MARCH 3 FRIDAY, F15 Plaza Court 1 Positive Behavioral Interventions and Supports (PBIS) implementa- Strands: Classroom; Individual Student tion framework. Type: Research ♦ G2 Invited Presenter Plaza Ballroom D Understanding Cortisol Can Result in Better Behavioral Strand: Quality of Life Interventions for Upset Students Type: Conceptual Jeanne D’Haem, William Paterson University, Wayne, NJ Multimodal Functional Behavioral Assessment: Incorporating Under stress the body produces cortisol, a neurobiological hormone. Multiple Perspectives for People With Intensive Needs Chemical analysis has shown higher levels and prolonged duration in Tim Moore, Minnesota Department of Human Services, St. Paul, MN; some children. Strategies for recognizing and mitigating children with Jodi Dooling-Litfn and Jonna von Schulz, Rocky Mountain Human high levels of cortisol will be demonstrated. Services, Denver, CO ❑ F16 Plaza Court 2 Capturing the impact of a person’s biology, psychology, relevant Strands: School-Wide Systems; Integration and Alignment social/environmental factors, and quality of life within Functional Type: Skill Development Behavior Assessment is critical to the development of an efective and comprehensive plan that addresses complex support needs. Treatment Integrity in Practice: A Pragmatic Framework to Monitor and Improve It ❑ G3 Plaza Ballroom E Ronnie Detrich, Wing Institute, Oakland, CA Strands: School-Wide Systems; Integration and Alignment Decisions about intervention efectiveness require both outcome and Type: Skill Development treatment integrity data. In practice settings, resource constraints Creating a Culturally Responsive PBIS System in an Urban School limit measuring treatment integrity. A pragmatic systems approach is District required to support high quality implementation. Lara Slee and Richard Couturier, Ingham Intermediate School District, F17 Plaza Court 3 Mason, MI Strands: IDD; Classroom Te CRPBIS implementation plan will help districts and schools Type: Conceptual better support all students and decrease disproportionality between subgroups. It ofers step-by-step instructions that can be adapted to ft Developing a Framework for Self-Protection Skills Programming diferent kinds of districts and schools. Britta Saltonstall, University of Washington, Seattle, WA Serving youth requires recognition of personal safety. Literature ♦ G4 Plaza Ballroom F review ofers you familiarity with existing outcomes of sexual abuse Strands: Classroom; Integration and Alignment prevention programming across contexts. An activity ofers you the Type: Skill Development opportunity for collaborative discussion about an overlooked topic. Rethinking Classroom Management Professional Development ♦ ❑ F18 Plaza Court 4 for Novice Teachers Strands: Juvenile Justice; Families and Parents Supports Shanna Hirsch, Clemson University, Clemson, SC Type: Skill Development Supporting novice teachers implement evidence-based classroom management (EBCM) practices is critical for their success in the New Beginnings: A PBS Training for Parents and Juvenile Justice classroom. Te core components of the practice-based professional Case-Management Providers development framework and results of a recent study will be shared. Krystal Kennedy and Cindy Freer, Tennessee Technological University, Cookeville, TN ♦ G5 Governor’s Square 14 Tis session introduces a model for training parents and service Strand: Integration and Alignment providers of juvenile justice ofenders on the implementation of PBS Type: Conceptual in the home and community environment. A Panel Discussion on Applied Behavior Analysis and Positive Behavior Support Ashley Greenwald and Jodie Soracco, University of Nevada, Reno, Reno, NV; Rose Iovannone, University of South Florida, Tampa, FL; Christian Sabey, Brigham Young University, Provo, UT Tis interactive panel discussion will review the impact and percep- tions of Applied Behavior Analysis (ABA) within Positive Behavior Support (PBS) through audience participation. Topics will include foundations, practices and misconceptions within each feld. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision

❑ 20 BCBA Type 2 Credit Beginning SWPBS Sessions Friday Conference Sessions FRIDAY, MARCH 3

G6 Governor’s Square 15 ❑ G11 Governor’s Square 17 Strand: Individual Student Strand: Mental Health Type: Research Type: Skill Development Added Efects of Check & Connect Implementation in a PBIS Te Role of School-Based Clinicians in a Multi-Tiered System of School Support Carl Sumi and Cristina Novoa, SRI International, Menlo Park, CA Sheri Luecking and Kelly Perales, Midwest PBIS Network, Lombard, Tis session will present results from a randomized control trial of IL; Susan Barrett, Sheppard Pratt Health System, Baltimore MD Check & Connect, a dropout prevention program, as well as second- Te role of the school-based clinician is constantly changing to ary analysis of positive efects for students in a PBIS school. meet the needs of youth, schools, families and communities. Tis ♦ G7 Governor’s Square 12 session will describe efective and efcient use of clinicians, including counselors, psychologists and social workers. Strands: School-Wide Systems; Classroom Type: Skill Development G12 Director’s Row H Improving the Efectiveness of Tier 2 Interventions Safety Symposium Robert Putnam and Shannon Barry, May Institute, Randolph, MA Facilitator: Rebecca Webster, University of South Florida, Tampa, FL Tis session will present the data, systems, and practices supportive • Developing Division-Wide Systems to Support Student Behavior of efective implementation and sustainability of Tier 2 interventions. on the Bus, Phyllis L. M. Haynes, Virginia Commonwealth University, Participants will be provided with tools and strategies that support Richmond, VA improved outcomes at the targeted level. • An Urban School District’s Eforts in Reducing Exclusionary G8 Governor’s Square 11 Practices for Minor Behaviors, Scott Eckman, Lincoln Public Schools, Lincoln, NE Strand: School-Wide Systems • Integrating District-Wide Bus PBIS to Reduce Discipline and Type: Conceptual Improve Safety, Jamie Goldin, University of Alabama, Tuscaloosa, AL A Tree-Tiered Process to Improve Development of FBA/BIP’s 12 • Creating a Safe and Orderly Environment: PBIS on the Bus!, Courtney Pacholski, University of Maine, Orono, ME Kimberly DeGeorge, Bufalo Schools, Bufalo, NY Are your district’s FBA/BIP’s written to fdelity? Learn about the G13 Director’s Row E three-tiered process used in a large urban district to improve develop- Strands: Individual Student; School-Wide Systems ment of FBA/BIP’s. Consider how to implement a similar process in Type: Skill Development your own setting. Designing Individualized Interventions to Complement a School- G9 Governor’s Square 10 Wide Model Alicia Wolfe and Nichole Held, Centennial School of Lehigh University, Strands: Equity; School-Wide Systems Bethlehem, PA Type: Conceptual Tis presentation will describe a student stafng process used at Lessons Learned: What It Takes to Support Districts With Centennial School of Lehigh University that utilizes functional

Disproportionate Discipline behavioral assessment to identify meaningful interventions for 14TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2017 Robyn Vanover, Terese Sandomierski, and Stephanie Martinez, struggling students with emotional/ behavioral disorders within University of South Florida, Tampa, FL school-wide PBS models. Common implementation barriers take on a new intensity when racial disparities are a central issue. Find out strategies to avoid G14 Director’s Row J and strategies to keep as your schools uncover the root causes of Strand: School-Wide Systems disproportionate discipline. Type: Skill Development ♦ G10 Governor’s Square 16 #PBLTeachMeet: Increasing Visibility and Dissemination of Positive Behaviour for Learning (PBL/PBIS) Strand: Early Childhood Carla De Angelis and Yasmin Ibrahim, New South Wales Department Type: Research of Education, NSW, Australia Results from a Randomized Controlled Trial of Prevent-Teach- #PBLTeachMeet is a strategy to guide leadership teams in the Reinforce for Young Children (PTR-YC) assessment, development and sustainability of PBL implementation Janice Lee and Glen Dunlap, University of Nevada, Reno, Reno, NV; to enhance local capacity for culturally and contextually relevant Jaclyn Joseph and Phil Strain, University of Colorado Denver, practices, systems of support and potential improvements in fdelity. Denver, CO Model overview and results from a randomized controlled trial of G15 Plaza Court 1 Prevent-Teach-Reinforce for Young Children (PTR-YC), a manual- Strands: Classroom; Individual Student ized classroom-based model of individualized positive behavior Type: Research support for reducing challenging behavior and increasing desirable Efects of CW-FIT on an Elementary Student With Autism in behaviors of preschoolers. Taiwan Pei-Yu Chen, Yi-Chen Wu, and Shin-Ping Tsai, National Taipei University of Education, Taipei City, Taiwan, Taiwan; Shu-Fei Tsai, National Taipei University of Nursing and Health Sciences, Taipei City, Taiwan, Taiwan Te Class-wide Function-Related Intervention Teams (CW-FIT) implemented in a general education classroom in Taiwan showed positive efects on increasing on-task behaviors and decreasing disrup- tive behaviors of an elementary student with autism.

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

G16 Plaza Court 2 H3 Plaza Ballroom E Strands: School-Wide Systems; Classroom Strand: School-Wide Systems Type: Conceptual Type: Skill Development Student Power in Creating a Positive School Climate What Now? How to Initiate Tier 2 in Large, High School Settings Tanju Yildirim, EDC Education Design Company, Istanbul, Turkey; Beth Udisky and Yesmina Luchsinger, Tolleson Union High School Lale Hazar, ODGEDER, Istanbul, Turkey District, Tolleson, AZ “Power” of the students, their enthusiasm in implementing PBS is Practical and adaptable methods for Tier 2 expansion will be reviewed a crucial element. Students have become the role model for school along with solutions-focused discussion of common barriers and community during the phases of the process, especially in creating a lessons learned. Review of Tier 2 interventions and supports at urban positive school climate. high schools in Phoenix, AZ. G17 Plaza Court 3 ❑ H4 Plaza Ballroom F FRIDAY, MARCH 3 FRIDAY, Strands: School-Wide Systems; Classroom Strands: Classroom; Equity Type: Skill Development Type: Skill Development Create Multimedia eBooks for Sustainable & Efective PBIS RIGHTS Cards: Developing Positive Classroom Systems in a Roll Out School Under Fire Daniel Gulchak, KOI Education, Phoenix, AZ; Yadira Flores, Scottsdale Kerrita Mayfeld, Holyoke Public Schools, Holyoke, MA; Sarah Fefer, School District, Scottsdale, AZ; Angel Jannasch-Pennell, Northern University of Massachusetts, Amherst, MA Arizona University, Arizona K12 Center, Flagstaf, AZ RIGHTS cards will be shared as an example of a culturally responsive Excite and empower staf to implement your PBIS system with high PBIS practice implemented in a high school biology classroom. Tis fdelity using interactive-multimedia eBooks that you can create in 60 system involves peer-to-peer praise notes combined with posted minutes. Learn the steps to transform your PBIS Handbook into a graphs and group rewards. durable eBook here! H5 Governor’s Square 14 ♦ ❑ G18 Plaza Court 4 Strands: Integration and Alignment; School-Wide Systems Strands: Families and Parents Supports; IDD Type: Skill Development Type: Research Lessons Learned From a State Initiative to Support Districts Training for Parents of Children With Challenging Behavior in Implementing PBIS Rural America Ellie Young, Brigham Young University, Provo, UT; Devin Healey, Kathleen Hine, University of Kansas Lifespan Institute, Parsons, KS Utah State Board of Education, Salt Lake City, UT I describe examples of efective parent training for children with Utah Multi-Tiered Systems of Support has used implementation challenging behavior provided in the homes of rural families. Training science to support and evaluate districts involved in systems change. consisted of modeling, directed observation, practice, and feedback Tools, rubrics, and strategies (e.g., coaching, professional development) presented within a framework of programmed instruction. for facilitating district implementation of PBIS/MTSS will be shared. H6 Governor’s Square 15 Strand: Integration and Alignment SESSION H Type: Structured Networking 11:30 A.M. – 12:45 P.M. Multi-Tiered Support for Academics and Behavior ❑ Steve Goodman, Michigan’s Integrated Behavior and Learning Support H1 Invited Presenter Plaza Ballroom A Strand: Classroom Initiative, Holland, MI Type: Research Tis structured networking session will provide participants the opportunity to meet with others who are implementing integrated Tiered Teacher Coaching to Increase Support for Students With academic and behavior systems. Discussion will focus on developing Behavioral Challenges staf buy-in, program considerations and implementation logistics. Tosha Owens, Ya-yu Lo, and Belva Collins, University of North Carolina-Charlotte, Charlotte, NC ❑ H7 Governor’s Square 12 Tis session provides an overview of a tiered teacher coaching pack- Strands: School-Wide Systems; Mental Health age, including video and in-vivo (Bug-in-ear) coaching, on the fdelity Type: Conceptual of a self-management strategy implemented to support students with Addressing Trauma Within School-Wide PBIS Systems behavioral challenges in general education settings. Regina Oliver and Brenda Leggiadro, Lincoln Public Schools, ♦ Lincoln, NE H2 Invited Presenter Plaza Ballroom D Strand: Individual Student We describe our district’s experience with integrating universal, Type: Research secondary, and tertiary supports for trauma into the PBIS framework as part of our School Climate Transformation Grant. Clinician Basic FBA to BSP: Implementing and Sustaining a Continuum of perceptions and preliminary student data will be presented. Function-Based Support Kathleen Strickland-Cohen, Texas Christian University, Fort Worth, TX; Sheldon Loman, Portland State University, Portland, OR Attendees will learn about an evidence-based approach for conducting a streamlined FBA and behavior support planning process, as well as the teaming, administrative, and coaching supports needed to efectively implement and sustain individualized student support. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision

❑ 22 BCBA Type 2 Credit Beginning SWPBS Sessions Friday Conference Sessions FRIDAY, MARCH 3

H8 Invited Presenter Governor’s Square 11 H13 Director’s Row E Strand: Families and Parents Supports Juvenile Justice Symposium Type: Skill Development Facilitator: Jessica Swain-Bradway, Kent State University, Kent, OH Implementing Efective Practices for Family, School, and • Integration of Restorative Practices Into SWPBIS, Jessica Swain- Community Partnering Bradway, Midwest PBIS Network, Lombard, IL Kim Watchorn, Colorado Department of Education, Denver, CO; • Implementation of PBS in Juvenile Detention: Te Role of Michelle Nay, Lewis-Palmer School District #38, Monument, CO Individual Characteristics, Casey Pederson, University of Kansas, State and district level Colorado educators will describe efective Lawrence, KS implementation of Multi-Tiered Family, School, and Community • Facility-Wide PBIS in a Maximum Security Juvenile Detention Partnering (FSCP). Presenters will facilitate thinking related to beliefs, Facility, Kathryn Roose, Nevada PBIS Technical Assistance Center, standards, and promising practices. Adaptable resources will be shared. Reno, NV • PBIS Partnering: Increasing Positive Behaviors, Decreasing ❑ H9 Governor’s Square 10 Restraint, and School-Based Arrests, Laura Zef, Los Angeles Unifed Strands: Equity; School-Wide Systems School District, Los Angeles, CA Type: Conceptual ❑ Supporting Transgender Students: A Multi-Tiered Framework for H14 Director’s Row J Preventative Practices and Interventions Strand: Mental Health David Edwards, University of Minnesota - Twin Cities, Type: Skill Development Minneapolis, MN Implementing PBS Services With Incarcerated Psychiatrically Tis session explores primary, secondary and tertiary interventions to Hospitalized Men support transgender students. Defnitions, implementation practices Wes Bettger, Lindsey Alvis, and Michele Parillo, California Department and case examples will be discussed to illustrate the use of MTSS in of State Hospitals - Vacaville Psychiatric Program, Vacaville, CA creating gender-inclusive school climates. PBS services at the California Department of State Hospitals - Vacaville Psychiatric Program are discussed, including the referral H10 Governor’s Square 16 process, identifcation of target behaviors, development of behavior Strand: Individual Student plans, interventions with this unique population, and ongoing Type: Skill Development evaluation. Providing Evidence-Based Individualized Supports to Students ❑ With Autism Spectrum Disorder (ASD) H15 Plaza Court 1 Cynthia Anderson and Shannon Barry, May Institute, Randolph, MA; Strands: IDD; Families and Parents Supports Rose Iovannone, University of South Florida, Tampa, FL Type: Skill Development SAAGE is a comprehensive program using a modular approach to Integrating PBS and Cognitive Behavioral Terapy to Treat support individual students with ASD. Te SAAGE process will be Anxiety in ASD described with a focus on the active coaching component for enhanc- Lauren Moskowitz, St. John’s University, Queens, NY ing teacher implementation of strategies. Describes the multimethod assessment of anxiety in children with

autism spectrum disorder and intellectual disability. Describes 14TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2017 ♦ ❑ H11 Invited Presenter Governor’s Square 17 multicomponent intervention plans, integrating PBS and CBT, to Strand: School-Wide Systems treat anxiety and problem behavior for these children. Type: Research ♦ Treatment Integrity: Are we doing what we said we would do? H16 Plaza Court 2 Shanna Hirsch, Clemson University, Clemson, SC; Allison Bruhn, Strands: School-Wide Systems; Classroom University of Iowa, Iowa City, IA Type: Research Assessing and understanding treatment integrity (TI) is a critical, yet PBIS in Alternative Education: Adaptations for Students With challenging, component of MTSS. We highlight the current status of EBD Tier 1 TI, with a focus on methods of assessment and recommenda- Barry McCurdy, Lisa Tomas, and Jennifer Francisco, Devereux Center tions for troubleshooting. for Efective Schools, King of Prussia, PA; Nicolette Grasley-Boy, University of Florida, Gainesville, FL; Imad Zaheer, Montclair State ♦ H12 Ignite Presentation Director’s Row H University, Montclair, NJ Strand: School-Wide Systems Outcomes for three PBIS demonstrations in schools serving students Type: Structured Networking with EBD will be presented, including the development of school- General PBIS Ignite Session and class-wide systems, the adaptation of check-in/check/out and the Brian Gaunt, University of South Florida, Tampa, FL use of performance feedback to enhance practices. Tis presentation will highlight the PBIS activities of a number of ❑ schools. Each school will have a limited time to present at least one H17 Plaza Court 3 remarkable component of their PBIS system. Strand: Quality of Life Type: Skill Development Police and PBS Interventions for Clients With Critical Behaviours: One Year Later Victoria Hatch and Sherry Adam, CBI Consultants, Burnaby, BC, Canada; Taylor Quee, RCMP, Surrey, BC, Canada Tis presentation will share a unique partnership between law enforcement and a community-based PBS agency. Literature review, education, planning, intervention and response strategies will be discussed with data and examples from case studies

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

♦ H18 Plaza Court 4 Strand: School-Wide Systems Strand: School-Wide Systems Type: Conceptual Type: Conceptual Implementing PBIS in High Schools: Same Features, Diferent Supporting County Ofces of Education With District-Wide Context PBIS Implementation in California Patti Hershfeldt, Mid Atlantic PBIS, Baltimore MD; Brigid Flannery, Josh Harrower, California State University, Monterey Bay, Seaside, University of Oregon, Eugene, OR CA; Rebecca Celes Mendiola, Santa Clara County Ofce of Education, Tis session will review the critical features of PBIS Implementation San Jose, CA; Esther Rubio, Monterey County Ofce of Education, taking into account context of high schools. We will discuss the key Salinas, CA; Reba Morga, Salinas Union High School District, foundational systems and provide opportunities for shared problem Salinas, CA solving. Tis presentation will describe a model for using regional technical ♦ I3 Plaza Ballroom E FRIDAY, MARCH 3 FRIDAY, assistance centers to build the capacity of county ofces of education Strands: Integration and Alignment; School-Wide Systems to scale up PBIS implementation across multiple school districts in Type: Skill Development California. Alignment, Implementation and Educational Excellence: Efective Alignment for Better Outcomes Steve Goodman, Michigan’s Integrated Behavior and Learning Support FRIDAY LUNCH SESSION Initiative, Holland, MI; Rob Horner, University of Oregon, Eugene, OR 1 P.M. – 2 P.M. Alignment improves the efciency of the organization resulting Plaza Court 3 in more sustainable implementation and better student outcomes. Type: Lunch Session During this session, participants will discuss the features of alignment and steps for aligning initiatives and supporting systems. APBS Membership Benefts and Networking Opportunities Marla Dewhirst, Dewhirst Consulting, Mahomet, IL; Satish Moorthy, ♦ I4 Plaza Ballroom F NYC Department of Education, New York, NY Strands: Classroom; Individual Student APBS membership benefts have been enhanced! Join this informa- Type: Skill Development tive conversation with members of the APBS Board Network Empowering Teachers With Low Intensity Strategies: Development Committee. We will share networking, professional A Professional Development Model development, and decisions making opportunities available to all Kathleen Lynne Lane, University of Kansas, Lawrence, KS; Robin Parks APBS members. Ennis, University of Alabama at Birmingham, Birmingham, AL Plaza Court 4 In this demonstration we will provide an overview of a research- Type: Lunch Session supported professional development model, including online APBS Network Lunch Session resources, participants can use to implement instructional choice, Ashley MacSuga-Gage, University of Florida, Gainesville, FL a research-based low-intensity strategy, in their classroom. Tis lunch session provides a forum for existing networks to share ❑ I5 Governor’s Square 14 outstanding achievements and for new/interested groups to fnd out Strands: Classroom; School-Wide Systems more about how to become an APBS network. All are welcome and Type: Skill Development encouraged to attend! Assessing Tier 1 Service Delivery: Direct Behavior Rating – Classroom Management (DBR-CM) Wesley Sims, University of Alabama, Tuscaloosa, AL SESSION I Assessment of educator delivery of Tier 1 supports is critical for screen- 2 P.M. – 3:15 P.M. ing and intervention. Te DBR-CM was developed to assess teacher ❑ delivery of Tier 1 supports in a usable, fexible, and defensible manner. I1 Ted Carr Award Winner Plaza Ballroom A Strand: School-Wide Systems I6 Governor’s Square 15 Type: Research Strand: School-Wide Systems Expanding the PBIS Framework to Improve Type: Conceptual Student Outcomes in High Schools Infusing Equitable Practices in SWPBIS: Moving From Teory to Jennifer Freeman, University of Connecticut, Culturally Relevant Practices Storrs, CT Ruthie Riddle, Michigan’s Integrated Behavior and Learning Support I will share a developing line of research connecting Initiative, Lansing, MI PBIS, school completion, and college and career During this interactive session, participants will explore a framework readi ness. I will explore the development of universal that considers PBIS and the underlying values identifed in research and targeted supports to improve high school out- on the race and culture that can be implemented in PBIS schools and comes for all students. vetted as outcomes. ❑ I2 Invited Presenter Plaza Ballroom D Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision

❑ 24 BCBA Type 2 Credit Beginning SWPBS Sessions Friday Conference Sessions FRIDAY, MARCH 3

I7 Governor’s Square 12 I12 Director’s Row H Strand: School-Wide Systems Strands: School-Wide Systems; Integration and Alignment Type: Research Type: Skill Development Selecting Tier 1 Fidelity Instruments: Perspectives From Evaluators Not Just for Kids: Why Teacher Engagement is Critical to PBIS Phillip Whitefeld and Yasmin Ibrahim, New South Wales Department Success of Education, NSW, Australia; Carla De Angelis, University of Sydney, Yesmina Luchsinger and Beth Udisky, Tolleson Union High School NSW, Australia District, Tolleson, AZ Data and commentary are presented that explore comparative useful- PBIS implementation requires an on-going efort to sustain staf and ness factors of the School-Wide PBS fdelity instruments SET, BoQ teacher buy in. Utilize and adapt already established PBIS structures and TFI, Universal Level, from the perspective of advisors external to to support and coach teachers. Practical examples of staf interventions a school, in NSW Australia. and incentives will be reviewed. ♦ I8 Governor’s Square 11 I13 Director’s Row E Strands: Individual Student; School-Wide Systems Strands: Integration and Alignment; Individual Student Type: Skill Development Type: Research Is Your District Producing High Quality FBA/BIPs? Te TATE Self-Management for Social Behavior and Reading Skills of and Improving Practice Adolescents With Behavioral Challenges Rose Iovannone, Natalie Romer, and Kathleen Christiansen, University Kathryn Dooley, University of Connecticut, Storrs, CT of South Florida, Tampa, FL Tis presentation will include, fndings of systematic literature reviews Te TATE is used by schools to evaluate the quality of FBA/BIPs. and a study of self-management interventions. Additionally tools for Participants will practice using the tool with case examples, obtain implementation of efective self-management strategies of behavior examples of high quality FBA/BIPs, and discuss using the TATE to and reading for students with behavioral challenges will be presented. improve practices ❑ I14 Director’s Row J ♦ I9 Governor’s Square 10 Strands: IDD; Quality of Life Strands: Individual Student; School-Wide Systems Type: Skill Development Type: Research PBIS in Intellectual/Developmental Disabilities: Description of a Supporting Implementation: Feasible Strategies to Support Staf Large Scale Implementation for Adults Implementation of Behavior Support Plans Stewart Shear, Samantha Sarin, and Lania Stricker, Devereux Adult Chris Borgmeier and Sheldon Loman, Portland State University, Services, Berwyn, PA Portland, OR PBIS is an evidenced based practice. Yet, there is limited information Struggling to get staf to implement a Behavior Support Plan? Tis available for adults with intellectual/developmental disabilities. Tis session presents our research study, feasible strategies and tools for presentation describes the scaling up of a PBIS model serving over supporting staf implementation, and how they’re built into the “Basic 300 adults with I/DD. FBA to BSP” training. ❑ I15 Plaza Court 1 14TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2017 I10 Invited Presenter Governor’s Square 16 Strands: School-Wide Systems; School Low Incidence Strand: Equity Type: Conceptual Type: Research PBIS – Improving Teaching and Learning Trough Creativity and Benchmarks of Equality? SWPBIS Components and the Celebration Discipline Gap Justin Warnke, Woodridge School District #68, Woodridge, IL Christopher Barclay, Jose Castillo, Don Kincaid, Robert Dedrick, and Te PBIS System has been a tremendous success at Jeferson Shannon Suldo, University of South Florida, Tampa, FL Junior High! Te implementation process, creative celebrations, Tis presentation will report the results of a study in which state-level interventions, and evidence on how this program has reduced student data were used to examine the relationships between fve critical discipline while increasing student achievement will be presented. components of SWPBIS and discipline disparities experienced by Black and Hispanic students. I16 Plaza Court 2 Strand: Early Childhood I11 Governor’s Square 17 Type: Research Classroom Symposium – B A Review of the Literature on Tiered Behavioral Support for Young Facilitator: Kristy Park, George Mason University, Fairfax, VA Children • Integrating PBIS and SEL to Improve Student Well-Being, Tia Kim, Robin Drogan, Bloomsburg University, Bloomsburg, PA; Brenna Wood, Committee for Children, Tia Kim, Seattle, WA Lehigh University, Bethlehem, PA • Coaches are the Jelly in the Sandwich in a Workforce Development Educators need efective interventions to support young children with Framework, Sarah Leitch, Birmingham City University, challenging behaviors in preschool settings. Presenters will describe Birmingham, UK the current literature on the Pyramid Model, review studies of • Using Information From Functional Assessment to Develop an implementation, and discuss implications for practice and research. Instructional Environment, Kristy Park, George Mason University, Fairfax, VA • Using Student Feedback to Increase Teachers’ Use of Specifc Praise, Cade Charlton, Brigham Young University, Provo, UT

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

I17 Plaza Court 3 ♦ ❑ J4 Plaza Ballroom F Strands: Quality of Life; IDD Strands: School-Wide Systems; Mental Health Type: Skill Development Type: Skill Development Quality of Life: Te Heart of Positive Behavior Support Moving From Trauma Inducing to Trauma Informed: Integrating Paul Malette, CBI Consutlants, Vancouver, BC, Canada TIC & PBIS Multiple video case studies are used to highlight quality of life Jenna Sage, Pasco County Schools, Land O Lakes, FL interventions in authentic home and community settings. Life coach- Te session will explore integrating a system of Trauma Informed ing, Self-Determination instruction and Customized Employment are Care and PBIS. Participants will gain an understanding of trauma showcased as core PBS interventions for severe challenging behavior. aware and sensitive schools and learn strategies to help embed trauma informed practices across settings. ♦ I18 Plaza Court 4 Strand: School-Wide Systems J5 Governor’s Square 14 FRIDAY, MARCH 3 FRIDAY, Type: Conceptual Strands: Equity; School-Wide Systems Implementation of a Collaborative Behavior Response Team Type: Skill Development Model to Support PBIS Understanding Equity Constructs: Steps to Getting Started Kristin Stokes, Grace Wayman, Kristin Kladis, Leanne Hawken, Aaron Terese Sandomierski, Robyn Vanover, and Rebecca Webster, University Fisher, and John Davis, University of Utah, Salt Lake City, UT of South Florida, Tampa, FL Collaboration between a university and large urban school district Multiple metrics and systems-level ideologies can be a lot to process to create a Tier 1/Tier 2 Behavior Response Support Team (BRST). between lesson planning and parent conferences. Tis session covers Presentation includes an overview of the model and implementation key concepts related to disproportionate discipline and social justice. process, current data, and scale-up procedures. ❑ J6 Governor’s Square 15 Strands: Families and Parents Supports; Individual Student Type: Conceptual SESSION J On the Same Page: Simplifed PBS for Parents, Teachers & Others 3:30 P.M. – 4:45 P.M. Tom Tutton, Autism Spectrum Australia, Sydney, NSW, Australia ❑ J1 Featured Session Plaza Ballroom A Reviews of PBS plans developed by schools and others show they often Strand: IDD fail to meet the evidence base to be efective. An Australian developed Type: Conceptual simplifed diagrammatic approach can be used to prevent this. Impact of PBS in the “IDD World”: Issues, Status and Future J7 Invited Presenter Governor’s Square 12 Considerations Strand: School-Wide Systems David Rotholz, University of South Carolina (UCEDD), Columbia, Type: Conceptual SC; Maggie Nygren and Barbara Brent, American Association on Intellectual and Developmental Disabilities, Washington, DC Dissemination of PBS Internationally: Pathways to Implementation Tis presentation includes discussion of key issues that promote and/ and Cultural Considerations or challenge wide-scale implementation of PBS in the ID/DD service Joseph Lucyshyn, University of British Columbia, Vancouver, BC, sector and by ID/DD professionals. Perspectives will refect those of a Canada; Anita Blonk, Windesheim University of Applied Science, broad overview, AAIDD, and NASDDDS. Windesheim, Zwolle, Te Netherlands; Jill Schofeld, Department of Education, Sydney, NSW, Australia; Dianna Yip, P.L.A.I. Behavior ♦ J2 Invited Presenter Plaza Ballroom D Consulting, Hong Kong, China Strand: School-Wide Systems Presenters from the Netherlands, Australia, and Hong Kong will Type: Research discuss their experiences and insights on the dissemination of PBS in Factors Predicting Sustained Implementation of Tier 1 SWPBIS their countries. Pathways to dissemination, cultural considerations and Kent McIntosh and Rhonda Nese, University of Oregon, Eugene, OR; general principles for implementation will be highlighted. Sterett Mercer, University of British Columbia, Vancouver, BC, Canada J8 Governor’s Square 11 A recently completed 3-year longitudinal study of SWPBIS Strands: School-Wide Systems; Integration and Alignment implementation in 860 schools across the U.S. sheds light on which Type: Research school actions and types of district support are most likely to result in sustained, high-fdelity implementation. High School Engagement and Student Discipline: Implications From a Large Scale Study ❑ J3 Plaza Ballroom E Nathan Stevenson, Kent State University, Kent, OH; Jessica Swain- Strand: Classroom Bradway, Midwest PBIS Network, Lombard, IL Type: Research Tis session presents fndings from a large scale investigation of high Improving Classroom Management in Elementary and Middle school student perceptions of engagement. Correlations between Schools With Class-Wide FIT perceptions of engagement and student outcomes are shared along Paul Caldarella, Brigham Young University, Provo, UT; Howard Wills with practical suggestions for improving student engagement. and Benjamin Mason, University of Kansas, Kansas City, KS; Joseph Wehby, Vanderbilt University, Nashville, TN Class-wide FIT is a multi-tiered group contingency program that assists teachers with classroom management with a focus on prevention. Implementation examples, resources, videos, and cross-site development and evaluation results will be shared. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision

❑ 26 BCBA Type 2 Credit Beginning SWPBS Sessions Friday Conference Sessions FRIDAY, MARCH 3

❑ J9 Governor’s Square 10 ❑ J14 Director’s Row J Strands: Integration and Alignment; School-Wide Systems Strands: Quality of Life; IDD Type: Skill Development Type: Research Scaling-Up Evidence Based Practices Statewide: Nevada’s School Quality of Life is Directly Related to Quality of Support Climate Transformation Project Victoria McMullen, Webster University, St. Louis, MO; Grace Francis, Kaci Fleetwood and Jodie Soracco, University of Nevada, Reno, Reno, George Mason University, Fairfax, VA NV; Ashley Greenwald and Kathryn Roose, Nevada PBIS Technical Tis presentation operationalizes and contrasts Quality of Life Assistance Center, Reno, NV variables through the analysis of the supports provided through dif- Tis presentation focuses on scale up and integration of PBIS and ferent funding mechanisms for an individual with multiple disabilities other Evidence Based Practices across Nevada. We describe the needing comprehensive support . process of collaboration, changing policy, results of implementation, and lessons learned along the way. J15 Plaza Court 1 Strand: School-Wide Systems ♦ J10 Invited Presenter Governor’s Square 16 Type: Skill Development Strands: Individual Student; Integration and Alignment Developing Efective Coaching Plans Using Data and Type: Research Implementation Science A Brief, Localized, Intensive, Social Skills Intervention: Measuring Tawny Smith, Sarah Weaver, and Melissa Nantais, Michigan’s What Matters Integrated Behavior and Learning Support Initiative, St. Johns, MI Christian Sabey, Brigham Young University, Provo, UT Coaching is critical to move from training to sustained implementa- Attendees will learn about a social skills intervention that can be tion. Participants will learn a process for developing individualized seamlessly integrated into a normal school day and discuss how school coaching plans using SWPBIS TFI data. Examples and the dependent variables that we measure are critically important to electronic copies of coaching plans will be provided. achieving meaningful outcomes. ❑ J16 Plaza Court 2 ♦ J11 Governor’s Square 17 Strands: School-Wide Systems; Integration and Alignment Strands: Individual Student; Classroom Type: Skill Development Type: Skill Development Navigating the Storm: Implementing a Sustainable Division-Wide Coaching Teachers to Use Function-Based Interventions in the Multi-Tiered System of Support Classroom Aaron Butler and Kara McCulloch, Williamsburg-James City County Scott Spaulding and Carol Davis, University of Washington, Seattle, WA Public Schools, Williamsburg, VA After creating a function-based behavior intervention, how do you put Navigating tricky waters and unseen barriers to implement a multi- it in place? Learn efective practices for successfully coaching teachers tiered system of support. Participants will walk away with concrete to implement behavior supports for individual students using online ideas and strategies to develop and sustain systems to support for videos, coaching checklists, and intervention guides. division-wide roll out. ♦ J12 Director’s Row H ♦ ❑ J17 Plaza Court 3 14TH INTERNATIONAL CONFERENCE ON POSITIVE BEHAVIOR SUPPORT •MARCH 2017 Strand: Early Childhood Strands: Classroom; School-Wide Systems Type: Structured Networking Type: Research Structured Networking for Early Childhood PBS Class-Wide PBS: A South Korean Elementary School Classroom Jolenea Ferro, University of South Florida, Tampa, FL; Brenna Wood, Experience Lehigh University, Bethlehem, PA Kwang-Sun Cho Blair, University of South Florida, Tampa, FL; Tis structured session provides an opportunity to share your EC Eun-Jin Jang and Na Hyun Jeong, Korea Baptist Teological Tier 2 and 3 tools and strategies. It includes a brief demonstration of University, Daejeon, Republic of Korea; Miryeung Han, Andong Tier 2 academic and social/emotional interventions embedded in a Science College, Andong, Republic of Korea school-based program. Tis session presents preliminary outcomes of universal class-wide PBS implementation in a South Korean elementary school. J13 Director’s Row E Challenges of implementing class-wide support and its implications Strands: Integration and Alignment; School-Wide Systems for school-wide PBS application to Korean public schools will be Type: Skill Development discussed. Data Options to Fuel Intensive Interventions T. Chris Riley-Tillman, University of Missouri, College of Education, Columbia, MO; Jill Pentimonti, National Center on Intensive Intervention, Washington, DC; Steve Goodman, Michigan’s Integrated Behavior and Learning Support Initiative, Holland, MI Looking for information and resources to improve outcomes for students with intensive needs? Tis session will discuss data options and important considerations about interventions and assessments for students with severe and persistent learning needs.

❑ BCBA Type 2 Credit Beginning SWPBS Sessions 27 Saturday Skill-Building Workshops

❑ SWK111 Room TBD SATURDAY AT A GLANCE Strand: School-Wide Systems Saturday, March 4, 2017 Type: Structured Networking Supporting PBIS Implementation in Secondary Settings: 8 a.m. – 12 p.m. Registration/Information A Leadership Symposium (Plaza Registration Ofce) Steve Goodman, Michigan’s Integrated Behavior and Learning Support 8:30 a.m. – 12:30 p.m. Half-Day Workshops Initiative, Holland, MI; Patti Hershfeldt and Susan Barrett, Mid (Pre-registration required at an additional fee) Atlantic PBIS Network, Baltimore, MD; Brigid Flannery, University 8:30 a.m. – 4:30 p.m. Full-Day Workshop of Oregon, Eugene, OR; Jessica Swain-Bradway, Midwest PBIS (Pre-registration required at an additional fee)) Network, Chicago, IL Join an interactive, hands-on session supporting secondary school leaders who are exploring or currently implementing PBIS. Discussion ORNING ALF AY ORKSHOPS will include critical issues in leadership, case examples, and tools to M H -D W support best practices in secondary settings.

SATURDAY, MARCH 4 SATURDAY, 8:30 A.M. – 12:30 P.M. ♦ SWK107 Room TBD SWK112 Room TBD Strand: Individual Student Strand: School-Wide Systems Type: Skill Development Type: Skill Development Prevent-Teach-Reinforce (PTR): A Standardized School- Taking the Ambiguity Out of Coaching: A Skill Primer Based Model for Functional Behavior Assessments/Behavior Dale Cusumano, Caryn Ward, and Angela Preston, University of North Intervention Plans Carolina at Chapel Hill, Chapel Hill, NC Rose Iovannone, University of South Florida, Tampa, FL Coaching is needed to reinforce content, provide demonstrations Often, FBA/BIPs are not implemented and are inefective. Tis work- of skills, and provide opportunities to practice with feedback if shop will describe a standardized FBA/BIP model that is accepted by innovations are to be implemented with fdelity. We will address these teachers and efective in improving student outcomes. Attendees will behaviors with discussion, modeling and scenarios. receive a copy of PTR Tools. ❑ SWK201 Room TBD ♦ SWK108 Room TBD Strand: Families and Parents Supports Strand: Quality of Life Type: Skill Development Type: Skill Development Behavior Change is a Family Afair: Empowering Family Multimodal Functional Behavioral Assessment: Incorporating Partnerships in PBIS Implementation Multiple Perspectives for People With Intensive Needs Kiki McGough, Catholic Charities, Denver, CO; Missy Sieders, PEAK Tim Moore, MN Dept. of Human Services, St. Paul, MN; Parent Center, Colorado Springs, CO Jodi Dooling-Litfn and Jonna von Schulz, Rocky Mountain Human Participants in this interactive presentation will explore best practices Services, Denver, CO for family partnerships in school-wide PBS, create predictable Capturing the impact of a person’s biology, psychology, relevant routines and a PBS home matrix as well as develop a strength-based social/environmental factors, and quality of life within functional family-friendly positive behavior support plan. behavior assessment is critical to the development of an efective and comprehensive plan that addresses complex support needs. ❑ SWK109 Room TBD FULL-DAY WORKSHOPS Type: Skill Development 8:30 A.M. – 4:30 P.M. Organization-Wide Person-Centered Practices and PBS Planning ♦ SWK113 Room TBD in Human Services Strand: Classroom Rachel Freeman, University of Minnesota, Minneapolis, MN Type: Skill Development Tis workshop will introduce organization-wide planning tools for Igniting the Passion of Classroom Management: Tier 2 Strategies implementing person-centered practices and PBS within human Laura Rifel, University of Kansas, Lawrence, KS service organizations. Examples of teams using data-based decision Focusing on classroom management as a Tier 2 strategy, this training making within county, disability-related, and mental health organiza- will premier the tenets of behavior along with the three factors tions will be shared. needed to mitigate any behavior. Once these are understood, behavior ❑ SWK110 Room TBD management is easier. Strand: School-Wide Systems ❑ SWK114 Room TBD Type: Skill Development Strand: School-Wide Systems School-Wide Integration of PBIS and SEL to Promote Student Type: Skill Development Well-Being and Success Bullying Prevention Within a Framework of MTSS Catherine Bradshaw, University of Virginia, Charlottesville, VA; Scott Ross, Colorado Department of Education, Denver, CO Dana Marchese and Sandy Hardee, Johns Hopkins University, Tis workshop will provide a more thorough training on Bullying Baltimore, MD Prevention within a framework of MTSS. Participants will evaluate Tis presentation will provide an overview of the benefts of strategies currently in place and think systematically about interven- integrating SEL and PBIS within a multilevel framework in schools. tions that result in positive outcomes. Implementation barriers, evidence-based strategies and resources for successfully integrating SEL and PBIS will be discussed. Positive Behavior Support: The Expanding World of PBS: Science, Values, and Vision

❑ 28 BCBA Type 2 Credit Beginning SWPBS Sessions