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 various 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 WEDNESDAY, ♦ 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 SUPPORT ON POSITIVE BEHAVIOR CONFERENCE 14TH INTERNATIONAL Type: Skill