pre-conference workshops – wednesday, february, 20, swk106 ... · ruthie payno-simmons and beth...

Pre-ConferenceWorkshops–Wednesday,February,20,1:00pm-5:00pm

SWK101 Franklin/McPherson IndividualStudentsupports(TierIII)BasicFBAtoBIP:APracticalApproachtoProvidingFunction-BasedBehaviorSupportBCBAType2CreditsSheldonLoman,PortlandStateUniversity,Portland,ORandKathleenStricklandCohen,TexasChristianUniversity,FortWorth,TXWorkshopattendeeswilllearnaboutanevidence-basedapproachforconductingstreamlinedFBAandimplementingpracticalfunction-basedstrategiesfortheclassroom.ParticipantswillhaveopportunitiestoapplybasicFBA/BIPskillsthroughcasestudypracticeactivities.SWK102 ConstitutionCDE Classroom(TierII)TakingaWalkThroughaClassroomCoachingGuideBCBAType2CreditsStephanieMartinez,DevonMinch,andKathyChristiansen,UniversityofSouthFlorida,Tampa,FLParticipantswilllearnaprocessforcoachingteacherstoapplyPBSprincipleswithintheirclassrooms.Utilizingcasescenarios,participantswillpracticeusingaClassroomCoachingGuide.Electroniccopiesoftheguidewillbeprovided.SWK103 Farragut/Lafayette EquityCreatingCulturallySustainingPBISSystems:CenteringEquityinourWorkRuthiePayno-Simmons,Michigan'sIntegratedBehaviorandLearningSupportsInitiative,Holland,MIParticipantswillexploreaframeworkthatcentersequityandculturallysustainingpracticessupportiveofculturallyandlinguisticallydiversestudents(CLDS)withinPBISSystems.SWK104 Wilson/Roosevelt/CabinJohn/Arlington IntegrationandAlignmentCoachingSchoolstoEngageinEffectiveTeamingandData-UsePracticeswithinMTSSBrianGaunt,UniversityofSouthFlorida,Tampa,FL,andScottFord,PflugervilleIndependentSchoolDistrict,Austin,TXParticipantswilllearnhoweffectiveteamingpracticesandastructureddataanalysisprocesscanimproveacademicinstructionandbehaviormanagementpractices.Anactivity-basedlearningapproachwillbeused.Resourcesofferedforimmediateapplicationatschools.SWK105 ConstitutionB/BCorridor HomeandCommunityWhatHappenedtoYou?EnhancingPositiveBehaviorSupportwithTraumaInformedApproachesMollyDellinger-Wray,VirginiaCommonwealthUniversity,Richmond,VAChildrenandadultswithdisabilitiesexperienceepidemicratesofabuse,neglectandtrauma.KeyelementsofPBSandpersoncenteredapproachesalignwithothertraumainformedresponsestosupportandempowerresilienceamongtraumasurvivors.

SWK106 Latrobe/Bulfinch/Renwick MentalHealthIntegratingMentalHealthwithinaSchool-WideSystemofPBIS:SystemsPractices,DataLucilleEberandKellyPerales,MidwestPBISNetwork,Lisle,ILThisworkshopwilldescribetheuseoftheInterconnectedSystemsFrameworktointegratementalhealthandPBISforacomprehensivesystemofbehavioralhealthsupportsinschools.Examples,implementationandotherresourceswillbeshared.

ConferenceOpening–GeneralSession,Thursday,February21,8:00am-9:30am

GeneralSession IndependenceBallroomPositiveBehaviorSupportandSocial,EmotionalandBehavioralWellness:OpportunitiesandSharedResponsibilitiesTimKnoster,McDowellInstituteBloomsburgUniversity,Bloomsburg,PA,ReneeBradley,UnitedStatesDepartmentofEducation,WashingtonDC,MarkWeist,UniversityofSouthCarolina,Columbia,SC,andGeorgeSugai,UniversityofConnecticut,Storrs,CTThisopeningsessionfeaturesleadersinthefieldsharingperspectivesonthealignmentofPositiveBehaviorSupportwithSocial,EmotionalandBehavioralWellnesshighlightingemergingopportunities,challengesandsharedresponsbilitiestoactivelypursuethisalignment.SessionA–Thursday,February21,9:45am-11:00am

A1 ConstitutionB/BC IntegrationandAlignmentTheIntersectionofMTSSandSpecialEducation:AddressingMyths,Facts,andMisconceptionsBCBAType2CreditsGailChan,AmericanInstitutesforResearch,Washington,DC,SteveGoodman,Michigan'sIntegratedBehavioralandLearningSupportInitiative,Holland,MI,DonKincaid,UniversityofSouthFlorida,Tampa,FL,BrandiSimonsen,UniversityofConnecticut,Storrs,CT,LeeKern,LehighUniversity,Bethlehem,PAExpertsfromNCIIandthePBISCenterwilldiscusscommonmythsandmisunderstandingsaroundtheintersectionofMTSSandSpecialEducation.A2 ConstitutionA Featured IDDWhatHappenedToYou?TraumaInformedPositiveBehaviorSupportMollyDellinger-WrayandFredOrelove,VirginiaCommonwealthUniversity,Richmond,VAOften,despiteourbesteffortsatfunctionalbehaviorassessment,wefailtoaddresstraumahistorywhendevelopingaPositiveBehaviorSupportPlan.ThispresentationwillfocusonincorporatingtraumainformedstrategieswithPBSapproaches.

2A3 DeclarationAB InvitedPresenter MentalHealthANationalMovementtoInterconnectPBISandSchoolMentalHealthMarkWeist,UniversityofSouthCarolina,Columbia,SCWillreviewanationalinitiativetointerconnectPBISandmorecomprehensiveschoolmentalhealthservices.Willpresentfindingsfromacurrentrandomizedcontrolledtrialanddiscussideasforadvancingresearch,practice,andpolicy.A4 ConstitutionCDE Featured EquityPracticesforSystemicallyReducingDisproportionalityinDiscipline:TheMichiganEquityPilotRuthiePayno-SimmonsandBethHill,Michigan'sIntegratedBehaviorandLearningSupportsInitiative,Holland,MIParticipantswillexploreevidence-basedpracticesusedinMichigan’sIntegratedBehaviorandLearning(MIBLSI)EquityPilotbasedonthefive-pointmulticomponentapproachaddressingdisproportionalityinschoolsdevelopedbytheTechnicalAssistanceCenteronPBIS. A5 LafayettePark/Forragut School-WideSystems(TierI)StateImplementationofPBIS:ScalingUpandLessonsLearnedinColoradoJasonHarlacherandLynneDeSousa,ColoradoDepartmentofEducation,Denver,COThispresentationdiscussestheColoradoDepartmentofEducation'seffortstoscale-upPBISusinga"statetodistrict-coaches"model.Initialdata,lessonslearned,andresourceswillbeshared.A6 Latrobe/Bulfinch/Renwick School-WideSystems(TierI)BuildingUniversalSystemsandIncreasingStakeholderInvolvementbyImplementingSchool-WidePBISCommitteesKevinHigley,ClarkCountySchoolDistrict,LasVegas,NV,andBrendaCaszatt,FindlayMiddleSchool,NorthLasVegas,NVThissessionwillfocusonevidence-basedpracticesandeffectivePositiveBehaviorSupportsinordertoincreasestakeholderinvolvementandstreamlineuniversalsystemsthroughtheadoptionofSW-PBIScommitteesandalignmentoftheTieredFidelityInventory.A7 PennQuarterAB Classroom(TierII)BuildingfromtheBottomUp:TheCaseforStrongTier1SupportsAlyssaVanCamp,BaileyCopeland,andJosephWehby,VanderbiltUniversity,Nashville,TNResearcherswillpresentresultsfromasingle-subjectstudythatassessedtheimpactofatechnology-basedself-monitoringintervention,MoBeGo,andaclass-wideTier1intervention,CW-FIT,onaneighthgradestudent’sengagementanddisruptivebehavior.

A8 IndependenceBC School-WideSystems(TierI)SuccessUnderConstruction:SupportingDistrict-LevelImplementationofPBISTrishaGuffey,KelseyMorris,andLisaPowers,UniversityofMissouri,Columbia,MOWorkingtoscale-upPBISimplementationacrossadistrict?Workingtosustainimplementationacrossbuildings?Learnhowthreedifferentdistrictleadershipteamsareconstructingsuccessaspartofauniversity-districtpartnership.A9 IndependenceFG Classroom(TierII)PracticalStrategiestoPromoteSocialEmotionalLearninginInclusiveClassroomsMichelleDunn,ClemsonUniversity,Clemson,SCThissessionprovidesanoverviewofsocial-emotionallearning,includingtheresearchbaseinregardstostudentoutcomes.Practical,easy-to-implementstrategiestopromotesocialemotionaldevelopmentininclusiveclassroomswillbepresented.A10 IndependenceDE School-WideSystems(TierI)EmbracingYourBiggestAsset:YouthLeadershipinPBISHeidiCloutierandKathrynFrancoeur,UniversityOfNewHampshire,Concord,NHFosterandgrowyouthleadershipinPBISacrossthecontinuumofsupportsbylearninghowtomentoryouth,preparestafftoworkeffectivelywithstudentsaspartners,andgainskillstopromoteyouthledchange.A11 FranklinSquare/McPherson Panel IDDPBSImplementationinIDDSystemsofSupport:StateandNationalPerspectivesBCBAType2CreditsDavidRotholz,UniversityofSouthCarolinaSchoolofMedicine,Columbia,SC,RachelFreeman,UniversityofMinnesota,Minneapolis,MN,DonaldJackson,UniversityofNevadaReno,Reno,NV,BarbaraBrent,NationalAssociationofStateDirectorsofDevelopmentalDisabilityServices,Alexandria,VA,andChristineO'Flaherty,UniversityofNevadaReno,Reno,NVApproachestoPBSimplementationinIDDsystemsvaryacrossstates,dependingonstate-specificneeds,structuresandinterests.Strategiesandperspectivesfromthreestatesplusanationalviewwillbepresentedalongwithtimefordiscussion.A12 IndependenceHI Classroom(TierII)Evidence-BasedPracticesforClassroomManagement:WhatWeSayandWhatWeDoLornaHepburn,GriffithUniversity,Queensland,AustraliaManyteachersstrugglewitheffectiveclassroommanagement.Learnaboutthekeypracticeswhichunderpinpositivebehavioursupportinclassroomsandhowtoestablishschoolsystemswhichsupportconsistentuse.

APBS2019–GrandHyattWashington,WashingtonD.C.,February20-23,2019 3A13 Wilson/Roosevelt InvitedPresenter HomeandCommunityInnovativePracticesinVocationalServicesforIndividualswithASDand/orIDDBCBAType2CreditsRobertPutnam,MayInstitute,Randolph,MA,CarolSchall,VirginiaCommonwealthUniversity,Richmond,VA,SharonSmith,WORKInc,Dorchester,MA,andScottFontechia,UniversityofSouthFlorida,Tampa,FLApanelofresearchersandprovidersofvocationalserviceswilldiscussbestpracticesinvocationalservicesforindividualswithAutismSpectrumDisorder(ASD)and/orIntellectualandDevelopmentalDisabilities.A14 CabinJohn/Arlington IntegrationandAlignmentSchoolCounselors’RoleinMultidisciplinaryMTSSPegDonohue,CentralConnecticutState,NewBrittain,CT,SusannahEverett,UniversityofConnecticut,Storrs,CT,EmilyGoodman-Scott,OldDominionUniversity,Norfolk,VA,andTamikaLaSalle,UniversityofConnecticut,Storrs,CTThissessionhighlightsschoolcounselors’integralroleinMTSSimplementation.Schoolcounselorsprovideuniversalsupportthroughacademic,social/emotional,andcareerdevelopmentclassroomlessons,targetedinterventionviagroupcounseling,andintensiveassistancethroughindividualcounseling.A15 Burnham IndividualStudentSupports(TierIII)TheBIP-IT:AFreeDataManagementToolforMonitoringIntensiveBehavioralInterventionsGordonWay,MissouriSchoolwidePositiveBehaviorSupport,Columbia,MOTheBIP-ITisafreetooldesignedtoassistteamsinmonitoringTier3behaviorsandinterventions.Thissessionisinteractive.PleasebringadevicethatcanaccesstheinternetandrunMicrosoftExcel.A16 TibercreekAB EarlyChildhoodEvidence-BasedPracticestoReduceSuspensionandExpulsioninEarlyLearningSettingsSandyAvzaradel,EarlyChildhoodMentalHealthCollaborative,OrangeCounty,CAParticipantswilllearnamodelusingevidence-basedpracticestosupportthepromotion,preventionandinterventionofsocial/emotionaldevelopmentandchallengingbehaviorstopreventthesuspension/explosionofpreschoolstudents.

SessionB–Thursday,February21,11:15am-12:30pmB1 ConstitutionB/BC InvitedPresenter School-WideSystems(TierI)ProcessandOutcomes:SupportingSchoolTeamstoAchieveImplementationFidelitywithSWPBSSharonLohrmann,RutgersRobertWoodJohnsonMedicalSchool,NewBrunswick,NJThissessionwilldescribetheprocessusedinNewJerseytosupportsustainableimplementationofSWPBSacrossgradelevels.Process,outcomeandfidelitydatawillillustrateimpact.Practicalsuggestionswillspeaktosupportingconsistentimplementation.B2 ConstitutionA Featured School-WideSystems(TierI)UnderstandingandEstimatingtheTrue“Costs”AssociatedwithPBISImplementationandScale-upCatherineBradshaw,UniversityofVirginia,Charlottesville,VA,ElisePas,JohnsHopkinsUniversity,Baltimore,MD,SaraLindstromJohnson,ArizonaStateUniversity,Tempe,AZ,JessicaSwain-Bradway,NorthwestPBISNetwork,Tigard,OR,KentMcIntosh,UniversityofOregon,Eugene,OR,VirginiaDolan,AnneArundelCountyPublicSchools,Annapolis,MDWesummarizeapproachesforestimatingthecostsassociatedwithSWPBISinrelationtopotentialbenefits(e.g.,dropout,suspensions),andconsiderhowcostdatacanbeusedto“sell”SWPBISasbeingworthyofsustainedinvestment.B3 DeclarationAB School-WideSystems(TierI)TheStateofStatePBISEfforts:TheAPBSPBISStateLeaders'NetworkBCBAType2CreditsDonKincaid,UniversityofSouthFlorida,Tampa,FLThispresentationwillreviewthemissionoftheAPBSPBISStateLeaders'Networkandtalkabouttheirsuccessandchallengesinthepastfiveyears,aswellastheirplansforthefuture.B4 ConstitutionCDE Classroom(TierII)SupportingTeacherstoImplementCulturallyandContextuallyRelevantClasswideBehaviorPlansBCBAType2CreditsLindsayFallon,SadieCathcart,EmilyDeFouw,UniversityofMassachusetts,Boston,MA,BrendaO'Keeffe,UniversityofUtah,SaltLakeCity,UT,andGeorgeSugai,UniversityofConnecticut,Storrs,CTAteacherself-assessmentofculturallyrelevantsupportswasdevelopedandpilotedinanurbanschooltoaddressdisciplinedisproportionality.Teachers’implementationofacorrespondingclasswidebehaviorsupportplanwaslinkedtoimprovedstudentoutcomes.

4B5 LafayettePark/Forragut MentalHealthSituatingMentalHealthLiteracyandSuicidePreventionwithinPBISDanielleEmpsonandTimKnoster,McDowellInstituteBloomsburgUniversity,Bloomsburg,PAThissessionwillhighlightanarrayofmentalhealthliteracyandsuicidepreventiontrainings(e.g.,YMHFAandQPR)andprovideguidanceonhowtosituatethesetypesofsuicidepreventionendeavorswithinthePBISframework.B6 Latrobe/Bulfinch/Renwick Panel IntegrationandAlignmentLessonsfromtheField:StrategiesforStakeholderEngagementandEffectiveData-BasedDecision-MakingBrianGaunt,UniversityofSouthFlorida,Tampa,FL,ErinChaparro,UniversityofOregon,Eugene,OR,SteveGoodman,Michigan'sIntegratedBehavioralandLearningSupportInitiative,Holland,MI,andScottRoss,ColoradoDepartmentofEducation,Denver,COStakeholderinvolvementandeffectivedatapracticesarecriticalvariablestoaddresswhenimplementingMTSS.Thispanelpresentationwillsharetips,strategies,andlessonslearnedfromfourstatesimplementinganintegratedmodelofMTSS.B7 PennQuarterAB Ignite FamiliesandParentSupportsFamilies/IDDIgniteSessionAndyGarbacz,UniversityofWisconsin,Madison,WIThissessionwilladdressfamilyengagementandfamily-schoolpartnershipsinpositivebehavioralinterventionsandsupportsandtosupportchildrenwithintellectualanddevelopmentaldisabilities.

• Evidence-BasedTierIIIIntervention:Family-SchoolPartnershipstoAddressBehavioralChallengesAcrossSettings--AmandaWitte,SusanSheridan,UniversityofNebraska,Lincoln,NE

• ExaminingFamily-SchoolEngagementinaRandomizedControlledTrialoftheFamilyCheck-Up--S.AndrewGarbaczUniversityofWisconsin,Madison,WI,ElizabethA.Stormshak,LauraLeeMcIntyre,UniversityofOregon,Eugene,OR,DerekKosty,OregonResearchInstitute,Eugene,OR

• Self-EfficacyandDisciplinePractices:UnderstandingParentalNeedsforSupportinThree-TieredModels--SarahCole,RobinEnnis,LarrellWilkinson,TheUniversityofAlabamaatBirmingham,Birmingham,AL

• ReachingCulturally,LinguisticallyandEconomicallyDiverseFamilies:OrganizationsCollaborativelySupportingFamilies--KikiMcGough,PBISConsultant,Arvada,CO,TracyMueller,UniversityofNorthernColorado,Greeley,CO,LisaFranklin,andCassidyDellemonache,ParenttoParentColorado,Denver,CO

• ImplementationofaSpecializedPBISModelforStudentswithAutism--MeganJoy,SheilaKlick,andToddHarris,DevereuxAdvancedBehavioralHealth,Downingtown,PA

• PBISPlus-IntegratingStudentswithSignificantDisabilitiesintoSWPBIS--BrittanyHerringtonandSelinaMerrell,UniversityofSouthernMississippi,Hattiesburg,MS

B8 IndependenceBC InvitedPresenter EquityAFrameworkforIncludingPeoplewithDisabilitiesinAllElementsofPBSTomTutton,Aspect,NewSouthWales,AustraliaAcriticalfeatureofPBSis‘stakeholderperspectives&participation’.ThispresentationsharesacomprehensiveframeworktosupporttheincreasedinclusionofpeoplewithdisabilitiesinallelementsofPBS.B9 IndependenceFG IDDImplementingSustainablePBSinOrganizationsSupportingPeoplewithIntellectualandDevelopmentalDisabilitiesRachelFreeman,UniversityofMinnesota,Minneapolis,MN,StewartShear,DevereuxAdvancedBehavioralHealth,Berwyn,PA,TheresaRodgers,MissouriDepartmentofMentalHealth,JeffersonCity,MOThissymposiumincludesthreeexamplesofsustainabledata-baseddecision-makingpracticesforimplementingPBSinorganizationssupportingpeoplewithintellectualanddevelopmentaldisabilities(IDD).Presenterswillshareteam-basedstrategiesformaintainingPBSimplementationovertime.B10 IndependenceDE InvitedPresenter ExpandingPBSintoDifferentSettings-PromotingQualityofLifeAcrosstheLifespanSarahLeitch,TomEvans,andLauraHiggins,BILD,Birmingham,EnglandBILDhastrained1,400PBScoacheswhoworkinarangeofservicesforpeoplewithID,autism,mentalhealthproblemsanddementia,forensicunitsandchildren’shomes.Wepresentourexperiencesatthissymposium.B11 FranklinSquare/McPherson InvitedPresenter IndividualStudentsupports(TierIII)ADecisionTooltoIncreaseRigorandRelevanceofFunctionalBehaviorAssessmentsBCBAType2CreditsBlairLloyd,VanderbiltUniversity,Nashville,TNIwillpresentontheconceptualization,development,andrefinementofadecisiontoolforFBA.Thetoolisdesignedtohelpschoolpractitionersselectrigorousandrelevantassessmentstrategiesforstudentswithpersistentchallengingbehavior.

APBS2019–GrandHyattWashington,WashingtonD.C.,February20-23,2019 5B12 IndependenceHI School-WideSystems(TierI)“Conversation”to“Action”:AProtocoltoDecreaseRestraintand/orSeclusionLaurenEvanovich,RobynVanover,andStephanieMartinez,UniversityofFlorida,FLPBIS,Tampa,FLJoinusaswewalkthroughastep-by-stepprotocoltodecreasetheuseofrestraintand/orseclusion.Thissessionwillexplaintheactionstepstakeninthefieldandtheassociatedappliedtoolstoprovidedistrictandschoolexemplarsofvariousstrategiesrangingfromprevention,todatabased-problemsolving,policy,andpracticesforsustainability.B13 Wilson/Roosevelt UsingDirectBehaviorRatingScales(DBR’s)toSelf-MonitorAdultActiveSupervisionLauraKern,UniversityofSouthFlorida,Tampa,FL,KathrynDooley,UniversityofSt.Joseph,WestHartford,CT,andSarahWilkinson,UniversityofConnecticut,Storrs,CTThissessiondescribeswaystomeasureandself-managebehaviorsusingDirectBehaviorRatingScales(DBR’s).WewillsharepreliminaryfindingsofaninterventionthatusesDBR’stoincreaseactivesupervisionforrecesssupervisors.B14 CabinJohn/Arlington JuvenileJusticeExpandingtheReachofPBIS:NovelEnvironmentsBCBAType2CreditsKathrynRoose,NevadaPBISTechnicalAssistanceCenter,Reno,NV,andHollySeniuk,UniversityofNevadaReno,Reno,NVThepresentationwilldescribethecontextualmodificationsrequiredtoimplementPBISinnovelenvironmentsincludingamaximum-securityjuvenilefacility,ayouthpsychiatrichospital,andtheYouthParoleBureau.B15 Burnham HomeandCommunityPositiveBehaviorSupportTrainingofDSPsinaSelf-DirectedSupportsModelVictoriaMcMullen,WebsterUniversity,St.Louis,MOThissessionfocusesonhowpersonswithdisabilitiesandtheirfamilymemberscanprovidePBStrainingtoDirectSupportProfessionalsthroughtheuseofanindividualizedsupportmanual,onlinetrainingmodulesandcollaborativeteammeetings.B16 TibercreekAB IntegrationandAlignmentAlignment:AKeyDriverforDistrictImplementationEffortsandEfficiencyLisaPowersandJamieGrieshaber,UniversityofMissouri,Columbia,MODistrictleadersmustensurepositiveoutcomesthroughintegratedsystems,alignmentanddataasdrivers.Thepresenterswillsharethreeprocesses:auditofinitiatives,resourcemapping/alignment,andaprocessforinstalling/aligningnewinitiatives.

LunchSessions–Thursday,February21,12:45pm-1:45pm

LunchThursday DeclarationAB InvitedMeetingofStatePBISLeadersNetworkDonKincaid,UniversityofSouthFloridaStatePBISleadersareinvitedtoparticipateinaninformationsharingandplanningsessionwithmembersoftheOSEPPBISCenter.LunchThursday CabinJohn/Arlington HomeandCommunityHomeandCommunityPBSNetworkMeetingMemeHieneman,PositiveBehaviorSupportApplications,PalmHarbor,FL,TimMoore,Fraser,Minneapolis,MN,NicoletteChristians,SpectrumBehavior&EducationServices,Bothell,WA,MollyDellinger-Wray,VirginiaCommonwealthUniversity,Richmond,VA,AmberMaki,MinnesotaDepartmentofHumanServices,Minneapolis,MN,andReillyPelkey,HobeSound,FLAllinterestedincommunnityapplicationsofPBSarewelcometojointheHCPBSNetworktosayhellotooldandnewfriendsandhelpplanfutureactions.Comecheckusoutandbringyourlunch!LunchThursday Burnham

LunchSession APBSNetworkLunchSessionProfiling/IntroducingAPBSNetworksAshleyMacSuga-Gage,UniversityofFlorida,Gainesville,FLThislunchsessionprovidesaforumforexistingnetworkstoshareoutstandingachievementsandnew/interestedgroupstofindoutmoreabouthowtobecomeanAPBSnetwork.Allarewelcomeandencouragedtoattend!MNPBSNetworkwillpresentforapproximately15minutes.Pleaseprepareabriefpowerpointthatcovers:1)Anoverviewofwhoyournetworkisandwhatitisthatyoudo,2)Networkaccomplishments,3)Futuregoals,and4)Challenges/successesyournetworkhasexperienced.LunchThursday FranklinSquare/McPherson

LunchSession StudentNetworkEarlyCareerPanel(Thursdaylunchsession)SarahWilkinson,UniversityofConnecticut,Storrs,CT,ReneeBradley,UnitedStatesDepartmentofEducation,WashingtonDC,AllisonBruhn,UniversityofIowa,IowaCity,IA,RebeccaZumetaEdmonds,DianeMyers,TexasWoman'sUniversity,Denton,TX,LisaThomas,DevereuxCenterforEffectiveSchools,KingofPrussia,PAPanelistswillsharetheirstudentexperiencesandhowtheirstudieshelpedthemchoosetheircareersandfacilitatethetransitiontotheircurrentroles.Arangeofcareersrelatedtopositivebehaviorsupportswillberepresented.LunchThursday IndependenceHI

LunchSessionAPBSHighSchoolNetworkLunchMeeting

6SessionC–Thursday,February21,1:45pm-3:00pm

C1 ConstitutionB/BC InvitedPresenter FootballStadiums,Churches,DentistChairs:ReflectingonNationalSupportforPBISReneeBradley,UnitedStatesDepartmentofEducation,WashingtonDCThissessionwillexploretheimportanceofteachingbehaviorsandthecontributionstoandimpactoftwentyplusyearsofschoolwidePBIS,thehistoricalcontributionstothiseffortandconsiderationsforthefuture.C2 ConstitutionA InvitedPresenter School-WideSystems(TierI)PreventiveClassroomManagement:PositiveBehaviorSupportintheClassroomTimKnoster,McDowellInstituteBloomsburgUniversity,Bloomsburg,PAThisInvitedPresentersessionwillhighlightthetranslationofresearchintopracticeintermsofpreventiveclassroommanagementstrategiesthathelptocreateatrauma-informedlearningenvironment.C3 DeclarationAB EquityMovingtheNeedleonEquity:PromisingFindingsfromResearchinSchoolDisciplineBCBAType2CreditsKentMcIntoshandEoinBastable,UniversityofOregon,Eugene,ORWewilldescriberesultsfromanIES-fundedprojecttoreduceracialdisproportionalityinschooldiscipline.Thestudiesincludearandomizedcontrolledtrial,anexperimentalsinglecasestudy,andaqualitativestudyonincreasingcommitment.C4 ConstitutionCDE School-WideSystems(TierI)TalkingSoPeopleWillListen:StrategiesforIncreasingBuy-InBetsyLazegaandThereseSandomierski,UniversityofSouthFlorida,Tampa,FLThisinteractivesessionwillintroduceavarietyoftechniquesforguidingresistantstafftowardstheadoptionofTier1PBIS.Roleplaysandopportunitiesforpracticewillbeprovided.C5 LafayettePark/Forragut Classroom(TierII)Development,Validation,andApplicationofaUser-FriendlyClassroomManagementObservationToolBrandiSimonsen,JenFreeman,JennierBouckaert,andAnthonyGambino,UniversityofConnecticut,Storrs,CTWeintroduceauser-friendlyClassroomManagementObservationTool,summarizethedevelopmentandvalidationprocess,andsharehowonedistrictusedthistooltoguideandmonitortheirsupportsforteachers’classroommanagementpractices.

C6 Latrobe/Bulfinch/Renwick Classroom(TierII)EffectivelyUsingDatatoSelect,Implement,andEvaluateTier2SystemsBCBAType2CreditsKaciFleetwood,UniversityofNevadaReno,Reno,NVThispresentationwillemphasizehowtousedatainteaming,interventions,andevaluationtoinstall,implement,andsustainefficaciousTier2systems.C7 PennQuarterAB IntegrationandAlignmentGrowingtheGood:StrategiesforIntegratingTrauma-InformedPracticeswithinthePBISFrameworkMeganPell,UniversityofDelaware,Newark,DE,DonnaCarroll,BrandywineSchoolDistrict,Wilmington,DEAsourawarenessoftheneedfortrauma-informedpracticesinschoolsincreases,theneedforstrategicintegrationofthesepracticeswiththePBISframeworkalsoincreases.Wewilldiscussstrategiesforaddressingbothneeds.C8 IndependenceBC Symposium EarlyChildhoodPBISandEarlyChildhoodAnnaWinneker,DeniseBinder,ChrisVatland,andJolenaFerro,UniversityofSouthFlorida,Tampa,FL,AngelFetting,UniversityofWashington,Seattle,WA,SarahFefer,UniversityofMassachusettsAmherst,Amherst,MA,StacyBender,UniversityofMassachusettsBoston,Boston,MAKatieGreeny,UniversityofWashington,Seattle,WA,MargreetvanOudheusden,WindesheimUniversityofAppliedSciences,Zwolle,NetherlandsThissymposiumwilldiscusswaysofaligningexistingSW-PBISframeworkswithearlychildhoodclassrooms,meaningfullyengagingfamiliesandfosteringself-regulationskillsinyoungchildrenforbetteroutcomes.Strategiesandresourceswillbeshared.

• AuthenticFamilyPartnershipinEarlyChildhoodPBIS-AngelFettig,Sarah

• Fefer,StacyBender,KatieGreeny• ScaffoldingStudentstoBecomethePilotoftheirOwn

BehaviorthroughPBIS-MargreetvanOudheusden• School-widePBISMakingitMeaningfulforALLin

ElementarySchools--JoleneaFerro,AnnaWinneker,DeniseBinder,ChrisVatland

C9 IndependenceFG Symposium IDDPersonCenteredPractices:AFoundationforSupportsinSchoolsandAdultLifeMichaelSmull,SupportDevelopmentAssociates,Annapolis,MD,andMichaelSteinbruck,TheLearningCommunityforPersonCenteredPractices,EastMillstone,NJLearnhowpersoncenteredpracticesareusedinschoolsandadultservices.RevieweffortsattheArcofBaltimoreregardingpersoncenteredplansthatinformresponsivetreatmentandpromotehealingenvironmentsneededfortrauma-informedsupport.

APBS2019–GrandHyattWashington,WashingtonD.C.,February20-23,2019 7C10 IndependenceDE IntegrationandAlignmentAnInteragencyJourneyTowardCreatingaTeachingCertificateEndorsementinPBISRobSumowski,GeorgiaCollege&StateUniversity,Milledgeville,GA,MimiGundenrath,GeorgiaDepartmentofEducation,Atlanta,GA,andKymberlyHarris,GeorgiaSouthernUniversity,Statesboro,GAAttendeeswillunderstandthecollaborativeprocessbetweentwouniversitiesandastatedepartmentofeducationduringthepartners’journeytowardinfluencingthecreationofastate-levelteachingcertificateendorsementinPBIS.C11 FranklinSquare/McPherson InvitedPresenter MentalHealthIntegratingMentalHealthAssessmenttoInterventionatTiersIandIINathanielvonderEmbse,UniversityofSouthFlorida,Tampa,FL,andLauraRutherford,DevereuxCenterforEffectiveSchools,KingofPrussia,PAThispresentationdiscussesathree-yearprojectintegratinguniversalscreeningandmentalhealthinterventionsatTiersI/II.Teachertraining,universalscreeningprocedures,classroommanagementinterventions,andeffectiveselectionofTierIIsupportsarediscussed.C12 IndependenceHI IndividualStudentSupports(TierIII)PrincipalLeadershipofTier3School-WidePositiveBehaviorInterventionsandSupportsCynthiaKennedy,CMKLeadership,Newport,RIAppliedresearchonhowschoolprincipalsuseleadershiptoeffecttransformativechangerelativetoSWPBISTier3willbediscussed.Participantswillunderstandhowintentionalleadershipbehaviorssupportimplementationoftertiaryinterventionsinelementaryschools.C13 Wilson/Roosevelt IndividualStudentSupports(TierIII)FromHaphazardtoSystematic:ApplyinganIntegratedTaxonomyofInterventionIntensityTeriMarx,AmericanInstitutesforResearch,Washington,DC,JosephWehby,VanderbiltUniversity,Nashville,TNDoyouscrambletofindwaystointensifysupportsforyourstudentswithsignificantacademicandbehavioralneeds?ThissessionwillsharehowtheTaxonomyofInterventionIntensitycanhelpyouorganizeyourinterventionplanning.C14 CabinJohn/Arlington School-WideSystems(TierI)TargetingSystemsofSupport:EnhancingPBISinHighNeedsSchoolDistrictsAdamFeinbergandSusannahEverett,UniversityofConnecticut,Storrs,CT,RebeccaShor,AndreaRicotta,andSusanFischer,MassachusettsDepartmentofElementaryandSecondaryEducation,Malden,MAThispresentationwillprovideanexampleofexaminingastate-widemodelofsupportingPBISimplementationinhighneedsschooldistricts.Thispresentationwillincludeexemplarexperiencesfromhighneedsdistricts.

C15 Burnham FamiliesandParentSupportsIncreasingFamilyEngagementwithinAllThreeTiersofSchoolwidePBISBCBAType2CreditsKathleenStrickland-Cohen,TexasChristianUniversity,FortWorth,TX,AngelaHernandez,ArlingtonIndependentSchoolDistrict,Arlington,TXThissessionwilldescribefamilymemberandeducatorperceptionsoffactorsthatfacilitateandhinderfamilyengagementinschools,alongwithhowonedistrictisworkingtoimprovefamily-professionalpartnershipswithinaPBISframework.C16 TibercreekAB HomeandCommunitySupportingCriticalSocialSkillsinCommunity-BasedContextsforAdultswithAutismKaraConstantine,AmandaDuffy,KateLangstonRooney,andSashaBirosik,DevereuxAdvancedBehavioralHealth,Berwyn,PAThepresentationwilldiscussbestpracticesforsocialskillsassessmentandinterventionforindividualswithASD,providepracticalsocialskillsresources,anddescribemethodsforprogressmonitoringattheindividualandprogram-widelevel.SessionD–Thursday,February21,3:15pm-4:30pm

D1 ConstitutionB/BC InvitedPresenter School-WideSystems(TierI)BeACHAMP!JimFinch,MonroeCountyBoardofEducation,Forsyth,GAConferenceattendeeswillseelessonslearnedintheimplementationandsustainabilityplanforPositiveBehaviorInterventionandSupportsatMaryPersonsHighSchool.D2 ConstitutionA InvitedPresenter School-WideSystems(TierI)AddressingPBISImplementationMisrulesbyRevisitingourBehaviorAnalyticRootsGeorgeSugai,UniversityofConnecticut,Storrs,CTPurposeistoaddresscommonPBISmisrulescontributingtoimplementationslowdowns.Werevisitprinciplesofbehavioranalysistoaddressintrinisicv.extrinsicmotivation,positivereinforcementandrewards,attitudesandbeliefsv.behaviors,andteachingwithpunishment.D3 DeclarationAB InvitedPresenter MentalHealthThreatAssessment:ABehavior-BasedApproachtoPreventingTargetedSchoolViolenceStevenDriscoll,UnitedStatesSecretService,Washington,DCThisintroductorysessionwilldescribetheU.S.SecretService'sK-12schoolthreatassessmentmodel,andwillprovideactionablestepsthatschoolscantaketoreducetheriskoftargetedattacksperpetratedbystudents.

8D4 ConstitutionCDE Classroom(TierII)UsingPrecisionRequeststoIncreaseComplianceAmongStudentswithEBDBCBAType2CreditsChristianSabeyandMarcieCalder,BrighamYoungUniversity,Provo,UTInthissessionattendeeswilldiscusstheresultsofastudyevaluatingtheeffectofPrecisionRequestsonthecompliancebehaviorofelementary-agestudentsinaself-containedclassforstudentsclassifiedwithemotionaldisturbance.D5 LafayettePark/Forragut Symposium IndividualStudentsupports(TierIII)UsingTechnologytoTrainandImplementFunction-BasedSupport(FBA/BSP)ChrisBorgmeier,PortlandStateUniversity,Portland,OR,MemeHeineman,PositiveBehaviorSupportApplications,PalmHarbor,FL,andScottSpaulding,UniversityofWashington,Seattle,WA,andErinBarton,VanderbiltUniversity,Nashville,TNThissymposiumbringstogetherleadersfocusedonusingtechnologytotrainandimplementfunctionalbehaviorassessmentandbehaviorsupportplanning(FBA/BSP).Learnaboutavailabletechnologiesandhowtomaximizetechnologytosupporteffectiveimplementation.D6 Latrobe/Bulfinch/Renwick IntegrationandAlignmentIntegratingReactionaryRestorativePracticesintoanAlreadyEstablishedTier1PBISStephanieMartinez,LaurenEvanovich,andThereseSandomierski,UniversityofSouthFlorida,Tampa,FLLookingtoexpandRestorativePracticesstrategies?Thissessionwillprovidestrategiesforrunningacircleandadvancedfacilitation,explorethemindsetandrationaleforreactionarycircles,andbrieflyreviewshuttlemediationwithinexistingPBISframework.D7 PennQuarterAB IndividualStudentSupports(TierIII)CreatingaData-DrivenSchoolandUniversityPartnership:FABIProfessionalDevelopmentBCBAType2CreditsKristinaRandall,ClemsonUniversity,Clemson,SC,KathleenLane,UniversityofKansas,Lawrence,KS,EricCommon,UniversityofMichigan-Flint,Flint,MI,ShannaHirschandMichelleDunn,ClemsonUniversity,Clemson,SCWeprovideanoverviewofadata-drivenprofessionaldevelopmentonfunctionalassessment-basedinterventions.Wewilldescribeproceduresformonitoringtrainingandreportpreliminaryteacher-leveloutcomesfromthisprofessionaldevelopment.

D8 IndependenceBC Classroom(TierII)InvestigationofaTier2Intervention:ImprovingImplementationandOutcomesRobinDroganandKatherineHerrera,BloomsburgUniversity,Bloomsburg,PAThissessionhighlightstheimplementationofuniversalscreeningandsocialskillsgroupswithtwoyearsofimplementationdata.Informationwillbesharedwithafocusontheuseofsocialvaliditydatatowardsimprovedoutcomes.D9 IndependenceFG InvitedPresenter IgniteSessionforInternationalAPBSNetworksAshleyMacSuga-Gage,UniversityofFlorida,Gainesville,FLThisignitesessionwillshowcaseeffortsbyInternationalleadersofAPBSNetworksinAsia,Australia,andEuropeworkingtoestablish,maintain,andgrowPBSinitiativesandpracticesacrosscommunityandschoolsettings.

• PBS-EuropeNetwork:CurrentIssuesandFuturePerpsectives—SuiLinGoei,VrijeUniversiteitAmsterdam,NoordHolland,Netherlands,MichaelPaal,UniversiätOldenburg,Oldenburg,Germany

• HowweareBuildingaSystemtoDisseminatePBSinJapan—KazukiNiwayama,OsakaKyoikuUniversity,Osaka,Japan,KenichiOhkubo,KioUniversity,Nara,Japan

• PBS:TheAustralianStory—SharonneTelfer,Rypple,Australia,ShiraleePoed,UniversityofMelbourne,Australia

• TheFunandChallengesofPromotingPBSintheRegion—DiannaYip,PBSAAsia

• ImplementingPBSintheUK–TomEvans,BILDD10 IndependenceDE Symposium FamiliesandParentSupportsPromotingHome-SchoolCollaborationtoCreatePositiveAcademicandBehaviorOutcomesforChildrenMarionForgatch,OregonSocialLearningCenter,Eugene,OR,SarahFefer,UniversityofMassachusettsAmherst,Amherst,MA,SusanSheridan,UniversityofNebraska,Lincoln,NE,AndyGarbacz,UniversityofWisconsin,Madison,WIThissessionwilldescribeapproachestopromotehome-schoolcollaboration.Resultsfromaparentingintervention,aclassroom-basedintervention,andafamilyinterventionmeta-analysiswillhighlighthome-schoolcollaborationpracticesandassociatedacademicandbehavioroutcomesforchildren.D11 FranklinSquare/McPherson InvitedPresenter EarlyChildhoodANationalPriorityforBringingPBIStoEarlyChildhoodLiseFox,OregonSocialLearningCenter,Eugene,ORJenniferTschantz,UnitedStatesDepartmentofEducation,WashingtonDC,MaryLouiseHemmeter,VanderbiltUniversity,Nashville,TNConsidertheoutcomesofimplementingPBISfrombirthtograduation!TheNationalCenterforPyramidModelInnovationswilldescribetheimplementationofPBISinearlychildhood.Learnmoreaboutthiscriticalpriorityandavailableresources.

APBS2019–GrandHyattWashington,WashingtonD.C.,February20-23,2019 9D12 IndependenceHI School-WideSystems(TierI)GettheBigPictureofYourMTSSKarenCoxandNatalieRomer,UniversityofSouthFlorida,Tampa,FL,RachelSaladis,WisconsinRtICenter,BethRice,DepartmentofPublicInstruction,Raleigh,NC,AlishaSchiltz,ChapelHillCarrboroCitySchools,ChapelHill,NC,andJasonHarlacher,ColoradoDepartmentofEducation,Denver,COThissymposiumhighlightsinnovativedatatoolsthatfacilitatetrackingtheimplementationandoutcomesofMTSS.Representativesfromfourstateswillsharethetoolsdeveloped,experiencesputtingthetoolsintopractice,andlessonslearned.D13 Wilson/Roosevelt EquityNotSeparatebutNotEqual:ImprovingEquityinDiverseSchoolSettingsDanielCohenandSaraMcDaniel,UniversityofAlabama,Tuscaloosa,AL,TamikaLaSalle,UniversityofConnecticut,Storrs,CTWewilloutlineablueprintforequitablepracticesrelatedtoPBIS:(a)strategiesforimprovingobjectivityindistrictcodesofconduct,(b)discussingeducatorbiasesand(c)approachesforintegratingculturallyresponsivepracticeswithPBIS.D14 CabinJohn/Arlington MentalHealthStrengtheningRelationshipstoStrengthenOutcomesAliHearn,MidwestPBISNetwork,Lisle,ILOnedistrict’sstorywillopeneyestotheimportanceofrelationshipsinourschools.LearnhowthePBISframeworkprovidesanopportunitytooperationalizetheprocessof“strengtheningrelationships”throughmulti-tieredsystemsofsupport.D15 Burnham IDDPBSThroughourEyes:AnInnovativeandInclusiveApproachtoTeachingPBSBCBAType2CreditsSusanO'Shea,MaryValachovic,PBSChampionTeamMember,andKathyBaldwin,TheArcofGreaterPlymouth,Plymouth,MAWewilldiscusstheimportanceofstakeholderparticipationtoensuresupportsremaintruetothevaluesofPBSandsocialvalidity.Universalstrategiesasperceivedthroughtheeyesofpeoplewithdisabilities.D16 TibercreekAB HomeandCommunityEvaluate-Collaborate-Capacitate:CreatingIndependentPBISteamswithCapacityandFidelityAcrossMultipleEnvironmentsPaulRogers,Home&CommunityPositiveBehaviorSupport,PalmHarbor,FL,VictoriaHatch,CBIConsultantsLtd,Burnaby,BC,PatriciaNewman,CardinalMcCloskyCommunityServices,Valhalla,NYThreecasestudies(family,community,school)willdemonstratetoolsandtheirapplicationofexpertiseacrossthreetiersofinterventionusingcollaborativeprocessthatresultsinteamcapacitybuildingandinterventionswithinnaturalcommunitiesofsupport.

SessionE–Thursday,February21,4:45pm-6:00pmE1 ConstitutionB/BC InvitedPresenter EquityPromotingCulturalResponsiveness&EquitablePracticesinSchools:LessonsfromDoubleCheckCatherineBradshaw,UniversityofVirginia,Charlottesville,VA,SandraHardee,JohnsHopkinsUniversity,Baltimore,MDThissessionwillprovideanoverviewoftheDoubleCheckframework,theprofessionaldevelopmentprocess,andthecoachingmodel.Wewillalsosummarizefindingsfromaseriesofresearchstudiestestingthemodel..E2 ConstitutionA Featured FamiliesandParentSupportsAnOptimisticApproachtoHelpingStudentswithChallengingBehaviorsBCBAType2CreditsV.MarkDurand,UniversityofSouthFloridaSt.Petersburg,St.Petersburg,FLThistalkwillcovernewinsightsintoobstaclestoimplementngPBS.Itwilldescribehowadvancesinpositivepsychologycanhelpcaregiversandbemoreeffectiveintheireffortstohelpthosewithchallengingbehaviors.E3 DeclarationAB School-WideSystems(TierI)ACyclicRelationship:HighSchoolTeachers’PerceptionsofClassroomManagementColleenCommisso,LehighUniversity,Bethlehem,PAThisstudyexaminedhighschoolteachers’perceptionsofclassroommanagement.Findingsshowedacyclicrelationshipbetweenmultiplefacetsincludingtraining,beliefs,andresponsestobehavior.Implicationssupportingteacherstoimplementpositivebehavioralstrategiesareincluded. E4 ConstitutionCDE School-WideSystems(TierI)IntegratingSocial,Emotional,andBehavioralSupportswithinPreventionOrientedFrameworksMackBurke,AaronCampbell,SamarZan,TexasA&MUniversity,CollegeStation,TX,MichaelPaal,Anna-MariaHintz,UniversitätOldenburg,Oldenburg,Germany,AnneKarhu,UniversityofEasternFinland,Finland,VesaNärhi,UniversityofJvyäskyläFinland,IsabelleErbslöh,UniversityofSiegen,NorthRhine-Westfalia,Germany,EunHyeKo,MartinMendoza,ChristinaGushanas,TexasA&MUniversity,CollegeStation,TX,CelalPerihan,UniversityofIdaho,Pocatello,IDFivestudiesarepresented,focusedonexaminingvariousaspectsofsocial,emotional,andbehavioralfunctioningofstudentswithorat-riskofEBDwithinprevention-orientedframeworks.Emphasisisplacedonculturaladaptionsofbehaviorsupport.

10E5 LafayettePark/Forragut School-WideSystems(TierI)AnInstrumentforAssessingInclusiveSchool-WidePositiveBehavioralInterventionsandSupportsBCBAType2CreditsSheldonLoman,PortlandStateUniversity,Portland,OR,VirginiaWalker,UniversityofNorthCarolinaatCharlotte,Charlotte,NCWewillpresentpreliminarydataontheuseofaninstrumenttoevaluatetheinclusionofstudentswithseveredisabilitiesinschool-widepositivebehavioralinterventionsandsupports.E6 Latrobe/Bulfinch/Renwick Classroom(TierII)PBISDoesn'tStopattheClassroomDoorBrianMeyer,MidwestPBISNetwork,Naperville,IL,KimberlyYanek,MidatlanticPBISNetwork,Norfolk,Virginia,andDianeLaMaster,MidwestPBISNetwork,Naperville,ILThissessionwilldescribehowtheMidwestandMid-AtlanticPBISNetworkshaverefinedtheirorganizationofclassroompracticesinschool-widePBIS,andconnectthosepracticestodevelopingstudent-teacherrelationshipsandthetrauma-informedlens.E7 PennQuarterAB IntegrationandAlignmentAFrameworkforIntegratingCICOandSAIGwithinTier2SupportOlivierFradet-Turcotte,BoscovilleResearchandDevelopmentCenter,Montreal,QC,SteveBissonetteandNormandSt-Georges,TÉLUQUniversity,Montreal,QCAframeworkforintegratingandaligningCICOandSocialAcademicInstructionalGroupswithinaTier2levelofsupportwillbepresented.Studentprogress,fidelityandsocialvalidityassessmenttoolswillbesharedwithparticipants.E8 IndependenceBC IntegrationandAlignmentASystemicApproachtoImplementingInnovationsforSELthroughthePBISFrameworkKristinHendricks,CarolynSchmidt,WakeCountyPublicSchoolSystem,Raleigh,NCThissessiondemonstrateshowaDistrictImplementationTeamworkedsidebysidewithselectedschoolstafftobraidinitiatives,programs,andpracticesforSocial&EmotionalLearning(SEL)intoclassroominstructiontobridgeresearchtopractice.E9 IndependenceFG IndividualStudentSupports(TierIII)ReinventingTeamingtoEnsureStudentswithDisabilitiescanAccessIntensiveSupportsTeriMarx,AmericanInstitutesforResearch,Washington,DCandSteveGoodman,Michigan'sIntegratedBehavioralandLearningSupportInitiative,Holland,MIStudentswithdisabilitiescontinuetolagbehindtheirpeersdespitenationwidePBIS/MTSSimplementation.ThispresentationwillsharehowIEPteamscanworkwithinMTSSstructuresandleveragedata-basedindividualizationtoensurestudentprogress.

E10 IndependenceDE IndividualStudentSupports(TierIII)UsingthePrevent-Teach-Reinforce(PTR)ModelinSchool-BasedBehavioralConsultationBCBAType2CreditsKwang-SunChoBlairandRoseIovannone,UniversityofSouthFlorida,Tampa,FLThispresentationintroducestheprocessandoutcomesofusingthePTRmodelforstudentswithsevereproblembehavior.TheimplicationsforpracticeinusingthePTRmodelinprovidingschool-basedconsultationwillbediscussed.E11 FranklinSquare/McPherson InvitedPresenter MentalHealthTheRoleofPsychologicalFlexibilityinPositiveBehaviorSupportBCBAType2CreditsAshleyGreenwaldandDonaldJackson,UniversityofNevadaReno,Reno,NVBarrierstoimplementationoftenarisewhenfacedwithimplementingabehaviorsupportprotocol.ThispresentationwilldiscussAcceptanceandCommitmentTherapy(ACT)anditsapplicationtoPositiveBehaviorSupportforindividualsandorganizations.E12 IndependenceHI HomeandCommunityBuildingPositive,Healthy,InclusiveCommunitiesUsingOW-PBSAcrossHumanServiceProgramsMattEnyart,ChrisRathmel,UniversityofKansas,Lawrence,KS,JanieYannacito,JohnsonCountyCommunityMentalHealthCenter,Olathe,KSPresenterswillsharehowonecountylaunchedsixuniqueOW-PBSpilotswithinCorrections,MentalHealth,andI/DDprogramsforadolescentsandadults.Implementation,fidelity,andprogramspecificoutcomedatawillbesharedwithparticipants.E13 Wilson/Roosevelt EquityAJourneyThroughPrivilege,ImplicitBiasandStrategiestoIncreaseEquitableOutcomesLisaFillipovichandCharlesBarrett,LoudounCountyPublicSchools,Ashburn,VAThisinteractivepresentationincreasesparticipants’knowledgeofprivilege,implicitbias,vulnerabledecisionpoints,andneutralizingroutinestodecreasedisproportionatedisciplineoutcomesforstudents.Implicationsforteachers,administrators,andequitablepracticeandpolicywillbediscussed.E14 CabinJohn/Arlington IDDUsingPictureofaLife(POL)asaPerson-CenteredPlanningApproachNicoleDuchelleandNicholeMeyer,UniversityofMinnesota,Minneapolis,MNKeyelementsofPOL,aperson-centeredplanningprocess,willbedescribedasawaytoreframeourinteractionsandempowerpeopletoachievetheirhighestpotential.StoriesandexamplesdemonstratingPOLwillbeshared.

APBS2019–GrandHyattWashington,WashingtonD.C.,February20-23,2019 11E15 Burnham JuvenileJusticePBSInNon-Traditional,Multi-DisciplinarySystems:StayingTruetoCriticalFeaturesBrendaScheuermann,TexasStateUniversity,SanMarcos,TX,AndyGuthrie,MitchGould,andJoDonnaBurdoff,WestVirginiaDepartmentofEducation,Charleston,WVWedescribeprojectsinwhichPBSisbeingimplementedinnon-traditional,multi-disciplinarysettings,potentialbarrierspresentinthosesettings,andstrategiesformoderatingthosebarrierswhilemaintainingfidelitytoPBScriticalfeatures. E16 TibercreekAB EarlyChildhoodPrevent-Teach-ReinforceforyoungChildrenwithASDinRealLifeSettingsZakariaMestari,MélinaRivard,DianeMorin,JacquesForget,andAmélieTerroux,UniversityofQuébec,Montreal,QBPrevent-Teach-Reinforcewasusedbyeducatorsinarandomizedtrialincluding40children.Theprocesstoadapttheprograminareal-lifecontext,andtheeffectsontheeducators,willbepresented.ReceptionandPosterSession–Thursday,February21,

6:30-8:00pm–IndependenceABPoster101 School-WideSystems(TierI)ASnapshotofState-LevelGuidanceRegardingSWPBISImplementationBrittanyZakszeski,EmilyGallagher,andNinaVentresco,LehighUniversity,Bethlehem,PAGovernmentagenciesholdthepotentialtoprofoundlyinfluenceschoolpracticesrelatedtoSWPBIS.Toadvanceacurrent,nationalunderstandingofimplementationguidance,thisposterdescribesasystematicreviewandanalysisofstatepolicyregardingSWPBIS.Poster102 School-WideSystems(TierI)CitywideImplementationofSchool-WidePositiveBehaviorSupportInJapaneseElementarySchoolsKenichiOhkubo,KioUniversity,Nara,Japan,KanakoOtsui,KindaiUniversity,Osaka,Japan,YoshihiroTanaka,OsakaShoinWoman'sUniversity,Osaka,Japan,KazukiNiwayamaandWataruNoda,OsakaKyoikuUniversity,Osaka,JapanThisisapilotcasestudyofcitywideimplementationofSchool-widePositiveBehaviorSupportatpublicelementaryschoolsinJapan.Wediscussachievementsandfuturetasksforresearchandpractice.Poster103 School-WideSystems(TierI)CreatingState-WideMTSSCollaborationandSustainabilityNetworksthroughModelofDemonstrationSchoolsMichaelMorrow,JessicaOgburn,MillerFoutch,JasonGordon,AshleeSmethers,andTaraMoore,UniversityofTennessee,Knoxville,TNPresenterswillsummarizehowastate-fundedprogramisgeneratingavenuesforcollaborativenetworkingamongschoolsthroughaModelofDemonstrationSchoolformat,fosteringcommunicationandsupportbetweenschoolsacrossthestateofTennessee.

Poster104 School-WideSystems(TierI)ExploringtheImplementationandAdaptationofSWPBISCoreFeaturesinEuropeanCountriesSuiLinGoei,VrijeUniversiteitAmsterdam,NoordHolland,Netherlands,DavidSimoPinatella,RamonLlullUniversity,Barcelona,Spain,MargreetVanOudheusden,WindesheimUniversityofAppliedSciences,Zwolle,NetherlandsADelphistudywasconductedtoidentifyculturaladaptationofthecorefeaturesofSchool-WidePositiveBehaviorandInterventionsSupportsinEuropeanCountries.ResultsshowhowthesefeaturesaredefinedanddescribedinEurope.Poster105 School-WideSystems(TierI)ImpactsofN-PALS(SW-PBIS)onHarassmentandBullyinginNorwegianSchoolsFrodeHeiestadandMari-AnneSørlie,TheNorwegianCenterforChildBehavioralDevelopment,Oslo,NorwayWepresentpositiveinterventioneffectonverbalaggressionagainstpeers,aswellasareductionofharassmentintheN-PALSschools(SW-PBIS)comparedtothecontrolschools.Wealsopresentanti-bullyingeffortsinN-PALSschools.Poster106 School-WideSystems(TierI)MeetingAdolescentsWhereTheyAre:Tier1EffortsinUniqueSettingsAshleyThoma,SarahFefer,EmilyZehngut,andBridgetHynes,UniversityofMassachusettsAmherst,Amherst,MAThisposterwillhighlighttheimplementationofPBISintwouniqueeducationalsettings.PreliminarydataandimplementationinformationabouttheextensionofPBIStonontraditionaleducationalsettingswillbeshared.Poster107 School-WideSystems(TierI)PracticalExamplesofImplementingTier1PracticesinanInclusivePrimarySchoolinGermanyAnna-MariaHintz,MichaelPaal,UniversitätOldenburg,Oldenburg,Germany,IsabelleErbslöh,UniversityofSiegen,NorthRhine-Westfalia,GermanyThepurposeistopresentpracticalexamplesofelementsandstrategiestosupportculturallyandlinguisticallydiverselearnersinaninclusiveprimaryschoolinGermanyatuniversallevelaspartoftheFIT-GLproject.Poster108 School-WideSystems(TierI)PredictingOfficeDisciplinaryReferralsUsingZero-InflatedNegativeBinomialPoissonModelSangGyu(Michael)ByunandAnthonyGambino,UniversityofConnecticut,Storrs,CTTheposterdescribestheuseofZero-InflatedNegativeBinomialPoissonModelinpredictingofficedisciplinaryreferrals.Datafrom15highschoolswith15,000studentsareused.Modelcomparisonisreported.

12Poster109 InvitedPoster School-WideSystems(TierI)Re-adoptionofSWPBISFollowingAbandonment:AMixed-MethodsExaminationAngusKittelman,UniversityofOregon,Eugene,OR,KathleenStrickland-Cohen,TexasChristianUniversity,FortWorth,TX,SarahPinkelman,UtahStateUniversity,Logan,UT,KentMcIntosh,UniversityofOregon,Eugene,ORThereisagrowingbodyofresearchexaminingfactorsthatcontributetothesustainedimplementationofschool-widepositivebehavioralinterventionsandsupports(SWPBIS)aswellasitsabandonment.Inadditiontoimplementationandabandonment,therearesituationsinwhichschoolsimplementSWPBIS,abandonit,andthenrestartimplementationatalatertime.Thevariablesatplayduringthese“re-adoption”scenarioshavereceivedlessattentionintheliterature.Thisposterwilldescribetheresultsofastudyexaminingvariablesthatmayaffectthere-adoptionofSWPBIS.Asubsetofparticipantsfromalarge-scalesustainabilitygrantweresurveyedregardingthere-adoptionofSWPBISintheirschool.Fromthesedata,qualitativeanalyseswereconductedtoidentifycommonthemesrelatedtore-adoption.Poster110 School-WideSystems(TierI)StrategiesforCreatingandScreeningPBISVideosCourtneyBrown,EmmaHalley,ClemsonUniversity,Clemson,SC,JohnBeach,PrincetonIntermediateSchool,Princeton,MN,ShannaHirsch,ClemsonUniversity,Clemson,SCWewillprovideinformationonstrategiesforPBISvideocreationandscreening,basedonarecentqualitativestudy.Inaddition,wewillsharetworubricstoguidePBISvideodevelopmentandevaluation.Poster111 School-WideSystems(TierI)TheTexasTwo-StepApproachtoPBISThomasinaMontana,KatherineWinkler-Perez,BrendaBarajas,andYvonneHasty,SouthsideIndependentSchoolDistrict,SanAntonio,TXLearnhowaruralTexasschoolusedatwo-stepapproachtointegratestudentandparentalengagement,social-emotionallearningandCICOsystembasedonresultsfromtheBenchmarkofQualitysurveyandstudentneeds.Poster112 School-WideSystems(TierI)UsingImplementationScienceMethodstoFacilitateSustainabilityandImproveSWPBISProgramOutcomesChrisHuzinec,PearsonClinical,Spring,TX,andAndreBanks,EpicDecisions,Kingwood,TXThispresentationexamineshowimplementationsciencepracticesareusedtoovercomebarriers.Specifically,howinformationgainedfromSWPBISresearch,priorimplementations,andformativeevaluationsareusedtoimprovetheefficacyandsustainabilityofaprogram.

Poster113 School-WideSystems(TierI)UsingPeerCoachingtoImproveClassroomManagementPracticesinAlternativeEducationLisaThomas,andTaylorWyatt,DevereuxCenterforEffectiveSchools,KingofPrussia,PAAttendeeswilllearnabouteffortstodevelopaparsimoniousapproachtousingpeercoachestoenhancestaff’simplementationofevidence-basedclassroommanagementpractices.Procedures,outcomes,andlessonslearnedacrossthreeyearswillbeshared.Poster114 School-WideSystems(TierI)UsingtheSASforNeedsAcrossSchoolsDavidSaarnio,SheilaStowers,OliviaSmith,andChristyBrinkley,ArkansasStateUniversity,StateUniversity,ARAsbothastudyofthestructureoftheSASandofitsutilityindescribinganddifferentiatingschools,thecurrentstudyexaminedtheSASwithSCHOOL,notperson,astheunitofanalysis.Poster115 InvitedPoster Classroom(TierII)AComparisonofTeacherRatingsandSystematicDirectObservationSaraEstrapala,AshleyRila,andAllisonBruhn,UniversityofIowa,IowaCity,IAWewillpresentthefindingsofayear-longstudycomparingtheresultsofteacher-collecteddirectbehaviorratingdataandresearcher-collectedsystematicdirectobservationdatawithinthecontextofatechnology-basedbehavioralintervention.Poster116 Classroom(TierII)CoachingTeacherstoImplementClassroomBehavioralInterventionsbyProvidingDirectTrainingLindsayFallon,andKathrynKurtz,UniversityofMassachusetts,Boston,MAWhencoachingteacherstoimplementclassroombehavioralinterventions,howteachersaretrainedmatters.Directtrainingiseffectiveandinvolvesinstruction,modeling,practiceandfeedback.Visualdisplayofthisprocesswillaccompanyapracticalcaseexample.Poster117 Classroom(TierII)CulturallyFocusedCaregiverTrainingtoIncreasePraiseforGhanaianStudentswithAutismAshleyKnochel,andKwang-SunChoBlair,UniversityofSouthFlorida,Tampa,FLThissessionpresentstheresultsofasingle-subjectdesignstudyonself-monitoringwithperformancefeedbacktoincreasecaregivers’culturallyadaptedpraiseandstudents’academicengagementataschoolforchildrenwithAutisminAccra,Ghana.

APBS2019–GrandHyattWashington,WashingtonD.C.,February20-23,2019 13Poster118 Classroom(TierII)DecreasingOff-TaskBehaviorsforStudentsinAdvancedTiers:ASystematicLiteratureReviewXinXu,UniversityofConnecticut,Storrs,CTAsystematicreviewsummarizingempiricalarticlesexaminingoff-taskbehaviorinterventions,wasconductedtoidentifyalistofcurrentinterventions,thecommonelementsofeffectiveinterventions,andtheirinfluencesonacademic,behavioral,andsocialdomains.Poster119 Classroom(TierII)EffectsofPeerTootlingonPositiveBehaviorintheClassroomJenniferNelson,JessicaWiswell,andKevinFilter,MinnesotaStateUniversity,Mankato,MNTootling:aclass-wideinterventionthatteachesstudentstorecognizepeersengaginginpositivebehaviors.Thepurposeofthisstudyistoexamineifpeertootlingbasedonschool-widebehaviorexpectationsincreasesratesofpositivebehavior.Poster120 Classroom(TierII)SupportingStudentswithChallengingBehaviorinSouthAfrica:TeacherPracticesandSelf-EfficacyAlyssaVanCamp,andJosephWehby,VanderbiltUniversity,Nashville,TNThisposterpresentsfindingsfromasurveyrelatedtoteacherperceptionsofstudentswithchallengingbehaviorinSouthAfrica.ImplicationsforpracticeandresearchrelatedtobehaviorsupportsinSouthAfricawillbediscussed.Poster121 Classroom(TierII)Team-BasedFeedbackwithinaCoachingModel:CanEfficiencybeEffective?LyndsieErdy,RachelEisenberg,andBarryMcCurdy,DevereuxCenterforEffectiveSchools,KingofPrussia,PAAttendeeswilldiscusstheuseofcoachingandperformancefeedbackforenhancingeffectivePBISclassroommanagementpractices.Onespecificresearchstudywillbehighlighted,whichexaminedtheeffectivenessofteam-basedpubliclypostedfeedback.Poster122 Classroom(TierII)TrainingupTier2intheTri-StarStateBrookeShuster,VanderbiltUniversity,Nashville,TNLearnhowtheTennesseeBehaviorSupportsProjectprovidestrainingtoschoolsatTier2.Wewillpresentaneight-componenttrainingmodelthatbeginswithCheck-In/Check-OutbutcanbeappliedtootherTier2Interventions.

Poster123 IndividualStudentSupports(TierIII)BuildingBehavioralExpertise:UsingTechnologytoCoachTier3TeamsScottSpaulding,andCarolDavis,UniversityofWashington,Seattle,WATrainerNotesisatechnologycoachingtoolusedbyconsultantsanddistrictbehaviorspecialiststoprovideongoingtrainingandsupportforthehigh-qualitydesignandimplementationofindividualizedbehaviorplans.Poster124 IndividualStudentSupports(TierIII)DevelopingaCoachingOrganizertoStrengthenTeachersImplementationofBehaviorSupportsElizabethSaliba,MichaelMahoney,andNathanielHoston,CarolDavis,UniversityofWashington,Seattle,WAUsabilityandacceptabilitymeasuressupportedthedevelopmentoftheBehaviorCoachingOrganizer;atooltoguidecoachesandeducatorsthroughthecoachingcycle(planningprocess,observations,feedback)andtheimplementationofEBPintheclassroom.Poster125 IndividualStudentSupports(TierIII)SchoolStaffBeliefsthatImpactImplementationofIndividualizedPBSRachelRobertson,andAnastasiaKokina,UniversityofPittsburgh,Pittsburgh,PAPresentersshareaqualitativeanalysisofsurveycommentsfrom600schoolstaffoncausesofchallengingbehaviorandeffectivenessofbehaviorsupportplans.TheinfluenceofstaffbeliefsonimplementationofPBSwillbediscussed.Poster126 IndividualStudentSupports(TierIII)TheDevelopmentandValidationofanEthicsMeasureforPunishment-BasedInterventionsElizabethPokorski,andErinBarton,VanderbiltUniversity,Nashville,TNThispresentationwilldescribetheprocessusedtocreateandvalidateameasureforanalyzingtheadherenceofresearcherstotheBACBandCECethicscodesrelatedtotheuseofpunishment-basedinterventions.Poster127 IndividualStudentSupports(TierIII)TheEffectofExerciseonOn-TaskBehaviorofHighSchoolStudentsColleenCommisso,andLeeKern,LehighUniversity,Bethlehem,PAThisstudyexaminedeffectsofmoderateandvigorousexerciseonon-taskbehaviorofsecondarystudents.Findingsshowedexercisewashighlyeffective,withdifferencesbasedonrigor.Resultshaveimportantimplicationsforantecedentexerciseinterventions.

14Poster128 IndividualStudentSupports(TierIII)UsingPTRtoImprovetheBehaviorofaSecondGradeStudentShelleyClarke,andElizabethCassell,UniversityofSouthFlorida,Tampa,FLAPTRcasestudywillbeshareddescribinghowafamily-schoolteamworkedtogethertosupportthecontinuedinclusionofaseven-year-oldboywithASD,whodisplayedchallengingbehaviorinhisclassroom.Poster129 EarlyChildhoodCoachingInterventionstoImproveSocial,Emotional,andBehavioralOutcomesinYoungChildrenLisaSanchez,andSandySmith,ArronR.Campell,andEunHyeKoM.S,TexasA&MUniversity,CollegeStation,TXThisposteridentifiescoachinginterventionsimplementedtoimprovesocial,emotional,andbehavioraloutcomesinyoungchildren,andevaluatestherigorandqualityofevidenceusingupdateddesignstandardstoguidefuturepracticeandresearch.Poster130 EarlyChildhoodExaminingtheQualityoftheEvidence-BaseforFunction-BasedInterventionsforYoungChildrenSamarZaini,TaibahUniversity,Western,SaudiArabia,MackBurkeandLisaBowman-Perrott,TexasA&MUniversity,CollegeStation,TXAsystematicliteraturereviewtoexaminethequalityoftheevidencebaseforfunction-basedinterventionsforyoungchildrenwithchallengingbehavioratearlychildhoodsettings.Poster131 EarlyChildhoodSocialValidityofParent-ImplementedFunctionalCommunicationTraining:MixedMethodsStudyMoonChung,HeddaMeadan,andJamesLee,UniversityofIllinoisUrbana-Champaign,Champaign,ILWeconductmixedmethodsstudytoassessthesocialvalidityofthedistanceparenttrainingandcoachingprogram.Theprogramwasforparentswhohavechildrenwithchallengingbehaviors.Poster132 EarlyChildhoodUseofPTDtoTeachSocialProblem-SolvingSkillstoPreschoolersJarrahKorba,AdrienneGolden,andMaryLouiseHemmeter,VanderbiltUniversity,Nashville,TNAprogressivetimedelayprocedurewasusedtoteachchildrenwithsocialskilldeficitstonameanduseproblem-solvingsolutionswithinasmallgroupcontext.Generalizationandmaintenancedatawerecollected.

Poster133 IntegrationandAlignmentA“Frame”ThatWorks:AligningMultipleInitiativeswithinaMTSSFrameworkKimFrank,MurfreesboroCitySchools,Murfreesboro,TN,BeckyShaferandBrookeShuster,VanderbiltUniversity,Nashville,TNApracticalexampledetailinghowoneschooldistrictusedMTSStoalignmentalhealthservices,ACEsinitiatives,trauma-informedpractices,socialpersonalcompetencies,andculturalcompetenciesintoacomprehensivecoherentframework.Poster134 IntegrationandAlignmentPreliminaryStudyforIntroducingPBISinJapaneseSchoolsKazusaWakabayashi,NationalInstitutionofSpecialNeedsEducation,Kanagawa,Japan,andTetsubumiKato,JoetsuUniversityofEducation,Niigata,JapanThisresearchinterviewedtenJapaneseSpecialNeedsEducationCoordinatorstorevealtheJapaneseschoolsystem.TheresultswerediscussedintermsofthesimilaritiesascertainedbetweentheJapaneseschoolsystemandthePBISmethodology.Poster135 IntegrationandAlignmentTeachers’PerceptionofEvidence-BasedPracticesintheCurriculumofTheirGraduateProgramSu-JeCho,HollyRittenhouse-Cea,andKathleenDoyle,FordhamUniversity,NewYork,NYThisstudybroughtnewapproachestocurriculumdesignandstrengthenedpre-serviceteachers’capacitytodevelopresearch-basedclassroominstructionbyevaluatingEvidence-BasedPractices(EBPs)incurriculum.Poster136 IntegrationandAlignmentUsingPBISSchoolClimateDataRachelTurney,WilliamWoodsUniversity,Fulton,MOExaminehowtoutilizeschoolclimatedatatoinformprofessionaldevelopmentbasedonimprovementsalignedtostudentperception.Poster137 MentalHealthAddressingExternalizingBehaviorsinAdolescentsthroughSchool-BasedProvisionofADAPTMagentaSilberman,ChristinaOmlie,PamelaCornejo,andAaronFischer,UniversityofUtah,SaltLakeCity,UTAnexaminationofreducingexternalizingbehaviorstoimproveschoolengagementandcommunicationsskillsthroughprovisionofschool-basedgrouptherapyforat-riskyouth.

APBS2019–GrandHyattWashington,WashingtonD.C.,February20-23,2019 15Poster138 MentalHealthAligningSchool-WidePBISandSchoolCounselingPrograms:RecommendationsforPracticeDr.EmilyGoodman-Scott,OldDominionUniversity,Norfolk,VA,andDr.PegDonohue,CentralConnecticutState,NewBrittain,CTPBISandcomprehensiveschoolcounselingprogramscanworkintandemtoprovideadata-driven,systemic,culturallyresponsiveframeworktoimprovestudentandschooloutcomes.Learnmoreaboutintegratingthesetwowidely-utilizedframeworkstomaximizeefforts.Poster139 MentalHealthEffectsofSchoolofLifeInterventiononGradeAdvancement,DropoutandAttendanceLeanneHawken,HannahWright,GraceWayman,JuliaFleming,KathleenO'Donnell,UniversityofUtah,SaltLakeCity,UT,andJackRolfe,SchoolofLifeFoundation,SaltLakeCity,UTTheSchoolofLifeFoundation(SOLF)interventionisaTier2interventionimplementedwithstudentswhoareat-riskfordroppingout.Effectsoftheinterventionondropout/gradeadvancement,absenteeismandstudentengagementarepresented.Poster140 MentalHealthNeedsAssessmentforRemoteTrainingofMentalHealthPersonnelinPBISProgramsRicardoEiraldi,Children'sHospitalofPhiladelphia,Philadelphia,PAResultsofaneedsassessmentandresourcemappingstudyinPennsylvaniaschoolsthatcurrentlyimplementPBISwithfidelity.DatawerecollectedviaanInterconnectedSystemFrameworkquestionnaireandqualitativeinterviewswithleadershipteammembers.Poster141 APBSStudentMembership:GrowthandDevelopmentSarahWilkinson,UniversityofConnecticut,Storrs,CTThisposterhighlightstheworkoftheAPBSStudentNetworkoverthepastyear.Weincludedataonmembershipgrowth,resultsofastudentmembersurvey,andthedevelopmentofnewstudent-focusedopportunities.Poster142 MentalHealthPromotingSchoolMentalHealthThroughMTSSandProblem-SolvingConsultationChristinaOmlie,MagentaSilberman,PamelaCornejo,andAaronFischer,UniversityofUtah,SaltLakeCity,UTThisposterwillreviewcurrentresearchandconcretestrategiesforschoolpsychologiststoutilizeamentalhealthmodelusingaproblem-solvingconsultationapproachwithinamulti-tieredsystemsofsupport(MTSS)framework.

Poster143 MentalHealthReducingRestraintsandSeclusions:TheApplicationofPBISFrameworktoResidentialTreatmentKarenWilsonandCheyenneRhodes,AmericanSchoolfortheDeaf,WestHartford,CTThispresentationwilloutlinetheapplicationofPBIStoResidentialTreatmentanddescribetheimpactofevidence-baseddecision-makingonthereductionofemergencyinterventionsandthedevelopmentofastrength-based,traumainformedmilieu.Poster144 MentalHealthTier2GroupInterventionforAnxiety:School-BasedAcceptanceandCommitmentTherapyPamelaCornejo,StephaniePirsig,EmilyDavis,andAaronFischer,UniversityofUtah,SaltLakeCity,UTEvaluatingsymptomreductionandmindfulnessskillbuildingwithAcceptanceandCommitmentTherapyasaTier2smallgroupinterventionforadolescentswithinternalizingconcerns.Poster145 InvitedPoster HomeandCommunityHomeandCommunityNetworkofAPBSMemeHieneman,PositiveBehaviorSupportApplications,PalmHarbor,FL,NicoletteChristians,SpectrumBehavior&EducationServices,Bothell,WA,TimMoore,Fraser,Minneapolis,MN,MollyDellinger-Wray,VirginiaCommonwealthUniversity,Richmond,VA,GeneMcConnachie,PBSConsultant,Seattle,WA,AmberMaki,MinnesotaDepartmentofHumanServices,Minneapolis,MN,PaulRogers,Home&CommunityPositiveBehaviorSupport,PalmHarbor,FL,andReillyPelkey,HobeSound,FLTheHomeandCommunityNetwork(HCPBS)isfocusedonexpandingandenhancingtheimplementationofpositivebehaviorsupportacrosssettings,populations,andthelifespan.Ourposterwilldisplayouraccomplishmentsandfuturedirections.Poster146 HomeandCommunityImprovingaChildwithAutism’sReportingofDailyActivitiestoParentsRuiChenandKyleighIvory,andLeeKern,LehighUniversity,Bethlehem,PAUponparentrequest,weimplementedaninterventionutilizingtimedelay,choice-making,andtextualpromptstoincreasedailyactivityreportingbyachildwithautism.Followingintervention,thechildaccuratelyreporteduptothreeevents.Poster147 HomeandCommunitywww.mnpsp.orgSupportingMinnesotaStatewidePositiveBehaviorSupportImplementationandTechnicalAssistanceJulieKramme,RachelFreeman,andNicoleDuchelle,UniversityofMinnesota,Minneapolis,MNThisposterdescribeshowwww.mnpsp.orgincreasesawarenessofPBSandprovidestools,resources,andexamplesofPBSimplementationefforts.Datasharedshowhowthedevelopmentteamassessprogressandguidestatewidesystemschangeefforts.

16Poster148 IDDAPreliminaryLookattheRelationshipbetweenQoLandD-PBISAnnaliseMcGrathandStewartShear,DevereuxAdvancedBehavioralHealth,Berwyn,PADatawillbepresentedonimprovementsinQoLscoresandadecreaseinthefrequencyofchallengingbehaviorsaftertheimplementationofD-PBISforresidentialprogramsforadultswithI/DD.Poster149 IDDItisTimetoPlay!EffectsofPeerImplementedPivotalResponseTrainingLeighAshleyandLiseFox,UniversityofSouthFlorida,Tampa,FLPeersweretrainedtousePivotalResponseTrainingstrategiestoimprovethesocialinteractionskillsofastudentwithautism.Measurementelementsincludeproceduralfidelity,interventionfidelity,socialvalidity,andgeneralization.Poster150 IDDVideoModelingtoTeachPost-SecondaryStudentswithIntellectualDisabilitiesCommunityMobilitySigns:APilotStudyKristinaRandallandShannaHirsch,ClemsonUniversity,Clemson,SCMultimediainstructionaldesignshavethepotentialofincreasingacademicachievementandengagementinstudentswithID.Increasedacademicachievementcanhelpensureahigherqualityoflifethroughimprovedincomeandindependence.

APBS2019–GrandHyattWashington,WashingtonD.C.,February20-23,2019 17SessionF–Friday,February22,8:30am-9:45am

F1 ConstitutionB/BC FridayKeynote FamiliesandParentSupportsMindfulness-BasedPositiveBehaviorSupport:WhatItIsandHowToUseItBCBAType2Credits

NirbhayN.Singh,MedicalCollegeofGeorgia,AugustaUniversity,Augusta,GA

Mindfulness-BasedPositiveBehaviorSupport(MBPBS)braidstwoevidence-basedpractices—mindfulnessandPBS—tosupport(a)individualswithIDDandASDand(b)parents,familyandpaidcaregivers,andteachersinenhancingtheirqualityoflife.F2 ConstitutionA Featured ImplementingTierIIandTierIIIPracticesinPBISRobHorner,UniversityofOregon,Eugene,ORThissessionwillreviewthecorefeaturesofTierIIandTierIIIpracticeswithinPBISandarguethatwehaveunder-emphasizedtheorganizationalfeaturesneededforeffectiveuseofTierIIandTierIII.F3 DeclarationAB MentalHealthPASS:PreliminaryResultsfromaRandomControlTrialonInterconnectedSystemsFrameworkMarkWeist,UniversityofSouthCarolina,Columbia,SC,JoniSplett,UniversityofFlorida,Gainesville,FL,KellyPerales,MidwestPBISNetwork,Lisle,IL,ColleenHalliday-Boykins,MedicalUniversityofSouthCarolina,Charleston,SC,ElaineMiller,UniversityofSouthCarolina,Columbia,SCTheProjectAboutSchoolSafety(PASS)isarandomcontroltrialinvestigatingtheInterconnectedSystemsFramework(ISF).Thissessionwillsharepreliminaryresults,successesandchallenges,andimplicationsforthefield.F4 ConstitutionCDE School-WideSystems(TierI)SurvivinginaTimeofChange:District-WideInstitutionalizationofSWPBSMaeCoffman,EmergentTreeEducation,Austin,TX,andJenniferBaker,EastCentralIndependentSchoolDistrict,SanAntonio,TXAlthoughMTSS-Biswelldefinedthroughresearch,barrierstoinitialimplementationandlong-termsustainabilitystillremain.Thispresentationdiscussesfivestepstakenbyamid-sizeddistrictinTexastoalignandmaintaindistrict-wideimplementation.

F5 LafayettePark/Forragut Classroom(TierII)Function-BasedSelf-AdvocacyTraining:SchoolsTeachingStudentsHowtoAdvocateforFunction-BasedNeedsToshaOwens,EastCarolinaUniversity,Greenville,NC,NatalieCookandJadaMumford,GreeneCountySchools,SnowHill,NCFBSATrainingisaresearch-basedinterventiondesignedtoteachstudentswithchallengingbehaviortoadvocatefortheirfunction-basedneeds.Interventionoverview,researchresults,andschool-basedstaffinputontheinterventionwillbeprovided.F6 Latrobe/Bulfinch/Renwick IntegrationandAlignmentCheck&Connect:MonitoringStudents’AcademicandPositiveBehavioralProgressTowardGraduationDavidJohnsonandEileenKlemm,UniversityofMinnesota,Minneapolis,MNPresenterswillsharetoolsforsuccessfulimplementationofCheck&Connect(C&C).AssessmentsandonlinesupportsincludeaC&Creadinesstool,StudentEngagementInstrument,fidelitymeasures,onlinesupportmodules,andtheC&CApp.F7 PennQuarterAB School-WideSystems(TierI)MakeitWork!ImplementingandSustainingSWPBISinPhiladelphiaErikaHughes,SchoolDistrictofPhiladelphia,Philadelphia,PA,LauraRutherfordandJenniferFrancisco,DevereuxCenterforEffectiveSchools,KingofPrussia,PAThepurposeofthispresentationistodescribethechallengesencounteredinbuildingandsustainingSWPBISinalarge,urbanschooldistrictandhowbesttoaddressthemthroughfunding,technicalassistance,andcoachingsupport.F8 IndependenceBC IntegrationandAlignmentTechnologyTrendsAcrosstheTiersAllisonBruhn,UniversityofIowa,IowaCity,IA,ShannaHirsch,ClemsonUniversity,Clemson,SC,andAngusKittleman,UniversityofOregon,Eugene,ORPBISschoolshaveauniqueopportunitytoleveragetechnologytosupportimplementation.Wewillhighlighttechnologytrends,includingdiscussionsofresearchandpractice,acrossTier1,Tier2,andTier3.F9 IndependenceFG IntegrationandAlignmentCampus-WidePBS:ImprovingOutcomesandCollaborationAcrossAlternativeSchoolsandResidentialFacilitiesKimberliBreen,AffectingBehaviorChange,Chicago,IL,CarrieCarl,LCSW-R,JeanneJohnson,JamieSmith,AmandaCusson,andRomanNewton,VillaofHope,Rochester,NYThiscampusmeetstheneedsofyouth24-7byimplementingPBSwithintheschoolsandcottages.Comelearnhowthishasimprovedthequalityoflifeforyouthandtheadultswhosupportthem.

18F10 IndependenceDE IndividualStudentSupports(TierIII)UsingaModularApproachtoSupportIndividualStudentswithAutisminSchoolsBCBAType2CreditsKrystalMcFee,RoseIovannone,andElizabethCassell,UniversityofSouthFlorida,Tampa,FLSelectingandimplementingevidence-basedinterventionforstudentswithautismspectrumdisorderandchallengingbehaviorscanbeoverwhelming.SAAGEisacollaborativemodularapproachhighlyacceptedbyteachersandshowspromiseforimprovingtargetedbehaviors.F11 FranklinSquare/McPherson Symposium IDDPBSinTransitionforYouthwithI/DD:SystemandContentConsiderationsDavidRotholz,UniversityofSouthCarolinaSchoolofMedicine,Columbia,SC,CatherineFowler,UniversityofNorthCarolinaatCharlotte,Charlotte,NC,RalphLollar,CentersforMedicareandMedicaidServices,Baltimore,MD,JenniferJohnson,UnitedStatesDepartmentofHealth&HumanServices,Washington,DC,CarolSchall,VirginiaCommonwealthUniversity,Richmond,VAThissessionprovidesmultipleperspectivesonwaysthatPBScancontributetosuccessfultransitionfromschooltomeaningfuladultlife.Itincludesprogrammatic,regulatory,technicalassistanceandtrainingcontentspanningtheschooltocommunitytransition.F12 IndependenceHI IndividualStudentSupports(TierIII)BuildingTierIIIDistrictInfrastructurewithPTRMasterFacilitatorsCristyClouesandBarbaraKelley,CalTAC-PBIS,LaQuinta,CACaliforniaschooldistrictsaredevelopingTierIIIinfrastructurewithPrevent-Teach-Reinforce(PTR)MasterFacilitators.Inthissession,participantswillexplorethestructureanddesignofPTRMasterFacilitatorAcademy,PTRTeamTrainingandCommunityofPractice.F13 Wilson/Roosevelt EquityTelecoachingtoSupportPBISImplementationinRuralSchoolsSaraMcDanielandBradleyBloomfield,UniversityofAlabama,Tuscaloosa,ALRecentdevelopmentsinteleconsultationhaveadvancedmedicalsupportinruralcommunities.Wewillpresentasimilarmodel,"telecoaching"usedtoprovideSWPBIScoachinginruralschools.Researchoutcomesandsuggestionsforpracticewillbepresented.

F14 CabinJohn/Arlington EquityIdentifyingandAddressingDisproportionateDisciplineinYourEarlyChildhoodProgramBCBAType2CreditsJoleneaFerro,MyrnaVeguilla,DeniseBinder,MeghanvonderEmbse,LiseFox,AnnaWinneker,UniversityofSouthFlorida,Tampa,FLPracticerecognizingandaddressingdisproportionalityinbehaviorincidentsreportedinyourearlychildhoodsetting.Reviewandanalyzechild,classroom,andprogramdatatoidentifyeffectiveactionsyourprogramcantaketoaddressequityconcerns.F15 Burnham EarlyChildhoodBridgingRolestoSupportYoungChildrenwithChallengingBehaviorBCBAType2CreditsCharisPrice,OhioStateUniversity,Columbus,OH,CherylLight-Shriner,UniversityofIllinoisUrbana-Champaign,Champaign,IL,andDaniPizzella,UniversityofMissouri,MOThispresentationwilldiscussthecurrentdimensionsofABAandtheDEC'sRecommendedPracticesasastrategytoresolvecommonchallengesthatmayoccurincollaborativepartnershipswhenimplementingfeaturesofPBIS.F16 TibercreekAB HomeandCommunitySmallTownsBigChallenges:SuccessfulCollaborativePBISImplementationinSmallRuralCommunitiesKarenInglisandVictoriaHatch,CBIConsultantsLtd,Burnaby,BCStrategiesonPBISimplementationwithinsmallrurallocationswithlimitedaccesstoresources,supportsandPBISknowledgearehighlighted.Collaborationstrategiesforincreasingteamindependencewillbeshared.Videocasestudiesareembeddedthroughout.SessionG–Friday,February22,10:00am-11:15amG1 ConstitutionB/BC IndividualStudentSupports(TierIII)Prevent-Teach-Reinforce(PTR):AFeasibleandEffectiveTeam-BasedFBA/BIPProcessBCBAType2CreditsRoseIovannone,UniversityofSouthFlorida,Tampa,FLThePTRmulti-stepprocesswillbedescribedalongwiththetoolsandprofessionaldevelopmentframeworktoincreasecapacityofbehaviorcoaches.ParticipantswillviewvideocasesandreceiveaccesstothePTRandcoachingtools.

APBS2019–GrandHyattWashington,WashingtonD.C.,February20-23,2019 19G2 ConstitutionA InvitedPresenter School-WideSystems(TierI)TheTenthPBISFilmFestival:TheBestFilmsofthePastDecadeShannaHirsch,ClemsonUniversity,Clemson,SC,AshleyMacSuga-Gage,UniversityofFlorida,Gainesville,FL,MichaelKennedy,UniversityofVirginia,Charlottesville,VA,JessicaSwain-Bradway,NorthwestPBISNetwork,Tigard,ORDuringthisyears'PBISFilmFestival,wetakealookbackattheevolutionofPBISfilms.Inaddition,wewillrecognizethetopfilmsfrom2019.Comelaugh,reminisce,andlearn!G3 DeclarationAB FamiliesandParentSupportsWholePerson,WholeLife:CollaborationwithFamiliesforPositiveBehaviorChangeMeghanMulvenna,DCSpecialEducationCooperative,Washington,DC,KikiMcGough,PBISConsultant,Arvada,COSuccessfulandpositivebehaviorchangerequiresateameffort.Thispanelpresentationwillofferfirst-handexperiencesfromfamilymemberswhohaveimplementedPositiveBehaviorSupportwiththeirchildrenorsiblings.G4 ConstitutionCDE School-WideSystems(TierI)EvidencefromMulti-TieredPreventionResearchintheEuropeanContextHannuSavolainen,UniversityofJvyäskylä,Finland,MackBurke,TexasA&MUniversity,CollegeStation,TX,Sui-LinGoei,VrijeUniversiteitAmsterdam,NoordHolland,Netherlands,MichaelPaal,UniversiätOldenburg,Oldenburg,Germany,KoureaLefki,UniversityofNicosia,Cypress,GinoCasale,UniversityofCologne,North-RhineWestphalia,Germany,DavidSimó-Pinatella,RamonLlullUniversity,Ampans,Spain,Anna-MariaHintz,MichaelPaal,UniversiätOldenburg,Oldenburg,Germany,IsabelleErbslöh,UniversityofSiegen,NorthRhine-Westfalia,Germany,PirjoSavolainenandVesaNärhi,UniversityofJvyäskylä,Finland,AggelikiLiasidouandHelenPhtiaka,UniversityofCypress,Cypress,Cyprus,JürgenWilbert,UniversityofPotsdam,Potsdam,Germany,TatjanaLeidigandThomasHennemann,UniversityofCologne,North-RhineWestphalia,Germany,MichaelGrosche,UniversityofWuppertal,Wuppertal,Germany,AmyBrieschandRobertVolpe,NortheasternUniversity,Boston,MAThissymposiumprovidesevidencefrommulti-tieredpreventionresearchintheEuropeancontext.Fivestudiesarepresentedprovidinganoverview,implementation,andculturaladaptationsofmulti-tieredbehaviormodelsfromtheNetherlands,Finland,CyprusandGermany.

G5 LafayettePark/Forragut School-WideSystems(TierI)SupportingCoachesinEthicalSituations:AModelforDevelopingInterdisciplinaryGuidelinesBCBAType2CreditsHollySeniukandKaciFleetwood,UniversityofNevadaReno,Reno,NVThispresentationwilldiscusscommonethicalscenariosthatarisewhenworkingasaPBIScoach,andpresentamodelforprovidingethicalguidelinesforcoachesbycross-walkingethicalcodesfromvariousdisciplines.G6 Latrobe/Bulfinch/Renwick HomeandCommunityImplementingPBSatHome:Professional/FamilyMembersPracticingwhatWeTeachKimberliBreen,AffectingBehaviorChange,Chicago,IL,LeanneHawken,PhD,BCBA,LBA,UniversityofUtah,SaltLakeCity,UT,KarenGiffordMEd,KOIEducation,Phoenix,AZExperiencesfromthreeeducationalprofessionalswhoimplementPBSathome,withschoolandinthecommunitywiththeiruniquechildrenwillbeshared.Researchwillbebroughttolifewithpracticalexamplesandlessonslearned.G7 PennQuarterAB EquityFocusandRecovery:EngageDisruptive,Defiant,DisrespectfulStudentsandRegainInstructionalTimeCarolynLamm,FauquierCountyPublicSchools,Warrenton,VA“RestorativeFocusandRecovery”vs.Schools’BiggestChallenges:Breakthehamster-wheelofrepeateddisruption/defiance/disrespect.ImpactEquity/Disproportionality.Empowereducatorstoembracerestorative,trauma-informed,culturally-responsivepractices.Engage“lost”studentswithself-management.How-tostepsprovided.G8 IndependenceBC Classroom(TierII)ImplementingCW-FITinanInclusiveMiddleSchoolClassroominTaiwan:LessonsLearnedYun-ShuanChang,Li-ShanJuniorHighSchool,Taipei,Taiwan,Pei-YuChen,NationalTaipeiUniversityofEducation,Taipei,Taiwan,Shu-FeiTsai,NationalUniversityofTainan,Tainan,TaiwanTheadaptationsandimplementationofClass-wideFunction-relatedInterventionTeamsinamiddleschoolinclusiveclassroominTaiwan,andtheinterventioneffectsonstudents’on-taskbehaviorsandteachers’classroommanagementwillbediscussed.

20G9 IndependenceFG Classroom(TierII)UsingTechnologytoScreenTeachers’ClassroomManagementSkillsNicholasGageandAshleyMacSuga-Gage,UniversityofFlorida,Gainesville,FLWedevelopedanaudioandvideorecording-basedtooltoassessteachers’evidence-basedclassroommanagementskills(CMS)duringlargegroupinstruction.Thispresentationwilldescribetheresultsoftheinitialpsychometricevaluationofthetool.G10 IndependenceDE IntegrationandAlignmentAligningAcademic,Behavior,andMentalWellnessDriverstoGuideaMTSSFrameworkSophiaFarmerandReginaPierce,VirginiaTieredSystemsofSupports-ResearchandImplementationCenter,Richmond,VA,SteveTonelson,CorinneWilson,andAmandaWorking,OldDominionUniversity,Norfolk,VATheVTSSinitiativealignsthreedomains(academic,behavior,andmentalwellness)throughtheimplementationdrivers.Wewillshareourscopeandsequence,datadashboard,selectiontool,andimplementationmatrix,whilehighlightingdistrictandschoolprogress.G11 FranklinSquare/McPhersonInvitedPresenter HomeandCommunityTheViewfromHere:PBSandtheTreatmentofSevereMentalIllnessJenniferMcFarland-Whisman,MarshallUniversity,Huntington,WVThispresentationwillhighlightonefamily’sexperiencewiththementalhealthsystemandadvanceaconversationaboutthepotentialcontributionsofPBStosupportingindividualswithseverementalillness.G12 IndependenceHI IndividualStudentSupports(TierIII)UsingtheCompetingBehaviorPathwayasaProgressMonitoringToolStacyMorgan,EmergentTreeEducation,Austin,TXThispresentationprovidesanintegratedapplicationofthecompetingbehaviorpathwayasatoolnotonlyforbehaviorplanningandinterventionselection,butalsoasthescalebasisforteacher-collectedprogressmonitoringdata.G13 Wilson/Roosevelt EquityInequityinSchoolDisciplinePractices:ACriticalRaceTheoryPerspectiveRachelBailey,UniversityofSouthFlorida,Tampa,FLThissessionwilldescribeastudyaimedtounderstandeducator’sperspectivesofracial/ethnicdisproportionalityinschooldisciplinepracticesfromacriticalracetheoryperspective.Futuredirectionsforresearchandpracticewillbehighlighted.

G14 CabinJohn/Arlington MentalHealthForensicPsychiatricHospitaltoCommunityInclusion:PBSinPracticeKrisClark,CBIConsultants,Burnaby,BCNearlyhalfofpatientsdischargedfromForensicPsychiatricfacilitiesareinstitutionalizedthereagain.TransitionfromForensicPsychiatricfacilitytoCommunityisexploredwithdataandobservationsoneyearlater.PBSandsystemschanges.G15 Burnham EarlyChildhoodGroupContingenciesinPreschoolSettings:ResearchandApplicationofanEffectiveInterventionBCBAType2CreditsElizabethPokorskiandErinBarton,VanderbiltUniversity,Nashville,TNGroupContingencies(GCs)mightalleviatesomechallengesofclasswidebehaviormodification.ThispresentationsharesoriginalresearchontheuseofGCswithpreschoolchildrenandprovidespracticalimplementationstrategiesofGCsinpreschoolsettings.G16 TibercreekAB IDDProgramEvaluationandDevelopmentinPublicSchoolsServingStudentswithAutismBCBAType2CreditsToddMiller,KatieMeyer,andDanielMartin,MayInstitute,Randolph,MALearnhowtouseprogramevaluationtoimplementevidence-basedpracticesforstudentswithASDanddeveloporganizationalstructuresinthisreviewoftheprocess,outcomes,andrecommendationsfromaseriesofschool-basedABAprogramevaluations.SessionH–Friday,February22,11:30am-12:45pmH1 ConstitutionB/BC MentalHealthAddressingStudentswithInternalizingNeedsthroughSchool-WidePBISLucilleEber,MidwestPBISNetwork,Lisle,IL,SusanBarrett,MidatlanticPBISNetwork,Norfolk,VA,KellyPerales,MidwestPBISNetwork,Lisle,ILSchoolsareincreasinglyawareoftheneedfortheirschool-widePBISsystemstoidentifyandsupportstudentswithmoreinternalizingchallenges.Thissessionwillprovideguidanceonimprovingmulti-tieredsystemsandpracticesforallstudents.

APBS2019–GrandHyattWashington,WashingtonD.C.,February20-23,2019 21H2 ConstitutionA Featured School-WideSystems(TierI)LessonsLearnedImplementingPBISinHighSchools:CurrentTrendsandFutureDirectionsBCBAType2CreditsJenniferFreeman,UniversityofConnecticut,Storrs,CTThissessionwillhighlightanewlyreleased(Oct.2018)monographonimplementingPBISinhighschools.Wewillreviewlessonslearnedandhighlightcurrenttrendsandfuturedirectionsforhighschoolimplementation.H3 DeclarationAB School-WideSystems(TierI)OneHighSchool’sJourneytoTier1PBISDevelopmentandImplementationAshleyRila,AllisonBruhn,SaraEstrapala,UniversityofIowa,IowaCity,IA,LoraDaily,andJustinColbert,LibertyHighSchool,IowaCity,IAWeexploreabrandnewhighschool’sjourneytodevelopandimplementaTier1plan.Wediscuss(a)theimportanceofgatheringfacultyandstudentinput,(b)innovativeimplementationand(c)pre-postoutcomes.H4 ConstitutionCDE School-WideSystems(TierI)Trainer-Leader-Coach(TLC):CriticalComponentsofaPBISTrainer-of-TrainerProgramforSchoolDistrictsRuthReynoso,BirgitLurie,andAngelJannasch-Pennell,KOIEducation,Phoenix,AZSustainingPBISfidelityafterinitialtrainingishard!LearnhowtostartaTLCprogramtotrainthenextgenerationofdistrictPBISexpertstoscaleupinternalcapacity.Spoiler:contentistheeasypart!H5 LafayettePark/Forragut School-WideSystems(TierI)AdultandStudentInteractionsinCommonAreas:PreliminaryResultsofDirectObservationBCBAType2CreditsTerryScottandShu-ChenTsai,UniversityofLouisville,Louisville,KYThispresentationdescribesastudyofteacher-studentinteractionsincommonareas.Preliminaryfindingswillbesharedalongwithadiscussionofanalysesofinteractioneffectsbetweenadultinitiateddemographics/supervision/engagementandstudentbehaviors.H6 Latrobe/Bulfinch/Renwick Classroom(TierII)BuildingState-WideSystemstoSupportTeachers:ClassroomBehaviorPracticeCoachingModelAmyWheeler-Sutton,UniversityofVermont,Burlington,VT,andBrandiSimonsen,UniversityofConnecticut,Storrs,CTInthissession,wewill(a)describethekeyelementsofeffectivesystemstosupportteachers’classroombehaviorsupportand(b)provideanoverviewoftheVTClassroomBehaviorPracticeCoachingModelwithpreliminarydata.

H7 PennQuarterAB IntegrationandAlignmentFearNot:TipsforIntegratingCulturally-ResponsiveandTraumaSensitivePracticesintoMTSSNicholasKier,DariaLorio-Barsten,andKaraMcCulloch,TrainingandTechnicalAssistanceCenteratWilliamandMary,Williamsburg,VAAnaccountofintegratingculturalresponsiveness(CR)andtrauma-sensitivepracticesintothemulti-tieredsystemofsupports,lessonslearned,andinvitationforparticipantstocollaborateinordertoincreaseCRandtrauma-sensitivepracticeswithintheircontexts.H8 IndependenceBC IntegrationandAlignmentBuildingaSchoolImprovementModelforIntegratingAcademicandBehaviorSupportsNancyKueffer,BethRice,DepartmentofPublicInstruction,Raleigh,NC,andAlishaSchiltz,ChapelHillCarrboroCitySchools,ChapelHill,NCStateanddistrictpresenterswillsharehowanewstatedivisionwascreated,IntegratedAcademicandBehaviorSupport(IABS),usinganimplementationframeworktotrainandcoachlocaldistrictsinaMTSSschoolimprovementmodel.H9 IndependenceFG HomeandCommunityEffectiveStrategiestoImprovetheWork-RelatedSocialSkillsofYouthwithAutismHollyWhittenburgandCarolSchall,VirginiaCommonwealthUniversity,Richmond,VAWork-relatedsocialskillsarecriticaltoemploymentsuccessyetcanbechallengingforyouthwithautism.Wewilldemonstratehowevidence-basedstrategiescanbeusedtoincreasesocialskillsandimprovecompetitive,integratedemploymentoutcomes.H10 IndependenceDE IndividualStudentSupports(TierIII)ATier3SocialSkillsIntervention:ConnectingAssessmentwithInterventionRebeccaHartzellandChelseaCarr,UniversityofArizona,Tucson,AZThispresentationwillpresentatwo-phasesocialskillsinterventionwithstudentswithdisabilitiesattheelementary,middle,andhighschoollevel.Resultsofsixmultiplebaselinestudiesanddirectionsforfutureresearchwillbepresented.

22H11 FranklinSquare/McPherson FeaturedPresenter FamiliesandParentSupportsBCBAType2CreditsOvercomingObstaclestoFamilyEngagementinPositiveBehaviorSupportMemeHieneman,PositiveBehaviorSupportApplications,PalmHarbor,FLThissessionwillsummarizetheresearchrelatedtoparentinvolvementinpositivebehaviorsupportandprovidepracticalguidanceregardinghowtomoreeffectivelyengagefamilymembersandovercomelogisticalandmotivationalbarriers.H12 IndependenceHI IDDBeyondDataCollection:UsingDatatoMakeaDifferenceinAdultIDDSettingsChristineDownsandRobertPutnam,MayInstitute,Randolph,MAMovebeyonddatacollectiontocreatesystems&practicestoimprovebothservicedeliverybypractitionersandqualityoflifeforindividuals.Fourtoolstomeasurefidelityandoutcomeswillbedemonstrated.Actionplanningtimeallotted.H13 Wilson/Roosevelt IndividualStudentSupports(TierIII)ImplementationofIndividualizedPBS:ExploringWhySomeTeachersStruggleandOthersSucceedBCBAType2CreditsRachelRobertsonandAnastasiaKokina,UniversityofPittsburgh,Pittsburgh,PAPresentersshareresultsfromastatewideteachersurveyreportingschoolandteachercharacteristicsassociatedwithsuccessfulimplementationofbehaviorsupportplans.ImplicationsforimprovingindividualizedPBSinschoolsstrugglingtoimplementBSPwillbediscussed.H14 CabinJohn/Arlington EquityDeconstructingInequitableSystems:WalkingtheWalkandTalkingtheTalkAshleyWhite,ThereseSandomierski,andRebeccaWebster,UniversityofSouthFloirda,Tampa,FL"Culturalcompetence"beginswiththerealizationthatlong-lastingimprovementsaren'tachievedwithinasingleprofessionaldevelopmentexperience.Thissessionprovidesstrategiestosupporteducators'explorationoftheattitudesandbeliefsthatmaintaininequitableeducationalsystems.H15 Burnham JuvenileJusticeImplementingPBISinJuvenileJustice:LessonsLearnedfromOneSecureFacilityRachelLivelyandDianeMyers,TexasWoman'sUniversity,Denton,TXThispresentationwillfocusonlessonslearnedfromimplementingPBISoverfiveyearsinasecurefacilityinTexas.Topicsincludeperceptions(andmisperceptions)ofPBISandrecommendationsforeffectivePBISimplementationinalternativesettings.

H16 TibercreekAB School-WideSystems(TierI)UniversalScreener-FromImplementationtoStudentSupporttoSharingDataChristinaMcClain,AlejaRambonga,MarioMontesino,andKathyBennett,OaklandUnifiedSchoolDistrict,Oakland,CAOaklandUnifiedSchoolDistrictofficiallypilotedtheuniversalscreenerin2017-18.Creativewaysofsharingthedatawithmultiplestakeholderswerepiloted,whichledtoanincreaseinservicesforstudents.LunchSessions–Friday,February22,12:45pm-

2:00pmLunchFriday CabinJohn/Arlington FamiliesandParentSupportsAPBSFamilyWorkgroupMeetingandOpenHouseMelissaRuiz,CatholicCharities,Denver,CO,KimberliBreen,AffectingBehaviorChange,Chicago,IL,KikiMcGough,PBISConsultant,Arvada,CO,GeneMcConnachie,PBSConsultant,Seattle,WAThisisanopenmeetingforanyoneinterestedinlearningaboutAPBSactivitiestosupportparentsandfamilies.CurrentFamilyWorkgroupgoalsandinitiativeswillbecovered,inputtofuturegoalssought.Bringyourlunch!LunchFriday FranklinSquare/McPherson LunchSession StudentNetworkResearchPanel(Fridaylunchsession)SarahWilkinson,UniversityofConnecticut,Storrs,CT,CatherineBradshaw,UniversityofVirginia,Charlottesville,VA,NicholasGage,UniversityofFlorida,Gainesville,FL,BlairLloyd,VanderbiltUniversity,Nashville,TN,KentMcIntosh,UniversityofOregon,Eugene,OR,MarkWeist,UniversityofSouthCarolina,Columbia,SCPanelistswillsharethetheoreticalframeworkthatdrivestheirlineofresearch,andhowthatlineofresearchdeveloped.Theywillalsoshareadvicetheyhaveforstudentswhoarejustbeginningtheirresearchcareers. LunchFriday IndependenceHI

LunchSessionLunchandLaunch:IntroducingtheAPBSMid-AtlanticPBISNetworkSessionI–Friday,February22,2:00pm-3:15pm

I1 ConstitutionB/BC Featured School-WideSystems(TierI)ManagingBehaviorinNon-ClassroomSettings:UsingthePBISLogicforInstructionTerranceScott,UniversityofLouisville,Louisville,KYThissessionprovidesanoverviewofstrategiesforteachingandmanagingbehaviorincommonsettingsincludingthehallway,cafeteria,andschoolbus.Videovignetteswillbeusedtodemonstratekeyprinciplesofhigh-probabilitypractices.

APBS2019–GrandHyattWashington,WashingtonD.C.,February20-23,2019 23I2 ConstitutionA Featured FamiliesandParentSupportsQualityofLifeOutcomesAssociatedwithFamilyCenteredPBS:ALongitudinalAnalysisBCBAType2CreditsJosephLucyshynandLynnMiller,UniversityofBritishColumbia,Vancouver,BC,ChristyCheremshynski,FamilyCenteredPracticesGroup,Vancouver,BC,SharonLohrmann,RutgersRobertWoodJohnsonMedicalSchool,NewBrunswick,NJ,BrunoZumbo,UniversityofBritishColumbia,Vancouver,BCQualityoflifeoutcomesfromalongitudinalstudyoffamilycenteredPBSwithtenfamilieswillbepresented.Transformationofcoerciveintoconstructiveprocessesinfamilyroutineswasassociatedwithimprovementsinoverallfamilyfunctioning.I3 DeclarationAB School-WideSystems(TierI)ImpactofSWPBISonDisciplinaryExclusionsforStudentswithandwithoutDisabilitiesNicholasGage,UniversityofFlorida,Gainesville,FLInthispresentation,wewilldescribeaseriesofresearchstudiesleveragingstate-leveldatatoconductrigorousevaluationsoftheimpactimplementingSWPBISwithfidelityonreducingdisciplinaryexclusionsforstudentswithandwithoutdisabilities.I4 ConstitutionCDE Classroom(TierII)Don’tThrowtheBabyoutwiththeBathwater:AdaptingBehavioralInterventionsCaitlynMajeika,AlyssaVanCamp,VanderbiltUniversity,Nashville,TN,ColleenCommisso,SamanthaKelly,LehighUniversity,Bethlehem,PA,JosephWehby,VanderbiltUniversity,Nashville,TN,LeeKern,LehighUniversity,Bethlehem,PAOften,studentsarenonresponsivetoTier2programs.WewillshowyoupracticalwaystoassessstudentresponseandimplementadaptationsforavarietyofTier2interventions.I5 LafayettePark/Forragut Classroom(TierII)SimpleandEfficientSupportsforTeachers’ClassroomManagement:ToolsandSupportingEvidenceSangGyu(Michael)Byun,JenFreeman,andBrandiSimonsen,UniversityofConnecticut,Storrs,CTWedescribeanefficientapproachtoenableteacherstoenhancetheirownclassroommanagement;brieflysummarizedatafromrecentstudies;andsharetoolsyoucanuseinyourownclassroom,school,ordistrict.

I6 Latrobe/Bulfinch/Renwick IntegrationandAlignmentDoesitWork?TheUseofValidated“Change-Sensitive”MeasuresinPBSJamesMcDougal,StateUniversityofNewYork,Oswego,NYDoesitwork?Theuseofvalidated“change-sensitive”measurestosupporttheevolution,integration,andevaluationofPBSmodels.Dataforscreening,interventiondesign,progressmonitoring,decisionmaking,evaluationandoutcomesfromactualschools/districts.I7 PennQuarterAB IntegrationandAlignmentAligningCalifornia’sMTSSandPBISFrameworkstoEfficientlySupportCountiesandDistrictsMichaelLombardo,PlacerCountyOfficeofEducation,Auburn,CA,JamiParsonsEd.D.andLinaBender,OrangeCountyDepartmentofEducation,CostaMesa,CA,KimberliBreen,AffectingBehaviorChange,Chicago,ILCalifornia’sPBISCoalitionsupportsover2,000schoolsstatewide.TheCAMTSSinitiativeseekstoimpact100%oftheover10,000schoolsinthestate.Joinustohearhowleadersarecollaboratingandaligningefforts.I8 IndependenceBC IndividualStudentSupports(TierIII)CollaborativePBIS-FromPoliceInvolvementandHandcuffstoFullInclusionPaulMalette,CBIConsultants,Burnaby,BCAninspiringcasestudyofcollaborativePBISimplementedfora12-year-oldstudent.Videotestimonials,self-reporting,andtwo-yearbehavioralandqualityoflifedataillustratethedramaticbehavioralandqualityoflifechangesthatoccurred.I9 IndependenceFG EarlyChildhoodUnpackingandMeasuringProgram-LevelSupportsforPyramidModelinEarlyChildhoodEducationChristopherVatland,UniversityofSouthFlorida,Tampa,FL,MaryLouiseHemmeter,ErinBarton,VanderbiltUniversity,Nashville,TN,LiseFox,UniversityofSouthFlorida,Tampa,FLHowcanearlychildhoodprogramsbuildsystemicsupportsthatfosterprogram-wideimplementationofpositivebehaviorinterventionsandPyramidModelpractices?Thispresentationdiscussesbothbenefitsandchallengesinbothimplementationandmeasurementofprogram-widesystems.I10 IndependenceDE

StructuredNetworking StructuredNetworkingSessionforExistingAPBSNetworksAshleyMacSuga-Gage,UniversityofFlorida,Gainesville,FLThissessionprovidesexistingAPBSnetworkswiththeopportunitytolearnmoreabouteachotherandtohearnetworkupdates.FourAPBSNetworks—SouthCarolina,Arizona,Nevada,andNWPBIS—willpresentfor15minuteseachwith15minutesattheendforQ&A(and/orNetworking).

24I11 FranklinSquare/McPherson Ignite MentalHealthInterconnectingSchoolMentalHealthandPBISSusanBarrett,MidatlanticPBISNetwork,Norfolk,VirginiaThisignitesessionwillfocusonaligningandintegratingmentalhealthandPBIS.AnoverviewofISFwillbeprovidedfollowedbyfourpractitionerswhowillsharetheirexperiences,toolsandresources.

• EffectivenessofTwoConsultationStrategiesforPBISImplementationwithMentalHealthSupports–RicardoEiraldi,Children'sHospitalofPhiladelphia,Philadelphia,PA,BarryMcCurdy,DevereuxCenterforEffectiveSchools,KingofPrussia,PA

• AdvancingEducationEffectiveness:InterconnectingSMHandPBIS,VolumeTwoAnImplementationGuide

• PsychologicallyFlexibleTier1–JodieSoracco,LaurenBrown,UniversityofNevada,Reno,Reno,Nevada

• BuildingaContinuumofMentalHealthSupportsinourSchoolsandCommunities–HeidiCloutier,UniversityOfNewHhampshire,Concord,NH

• BoostingMentalHealthKnowledgeinYourMulti-TieredSystem:Why&How-CatherineRaulerson,KarenCox,NatalieRomer,RachelBailey,UniversityofSouthFlorida,Tampa,FL,MicheleJohnson,DuvalCountySchools,Jacksonville,FL

I12 IndependenceHI IndividualStudentSupports(TierIII)CoachingBehaviorSupportStrategiesinElementarySchools:WhatDoesitLookLike?BCBAType2CreditsElizabethKelly,ScottSpaulding,andCarolDavis,UniversityofWashington,Seattle,WAThispresentationsharestheresultsofalarge-scalesurveydistributedtoelementaryschoolsengagedinPBISinWashingtonstateinordertodescribecurrentcoachingpracticesforPBISinschoolsettings.I13 Wilson/Roosevelt School-WideSystems(TierI)PositiveBusSafetySystem(PBSS)ImplementationAcrossThreeDistricts:MethodsandOutcomesRuthReynoso,KarenGifford,andAngelJannasch-Pennell,KOIEducation,Phoenix,AZDisruptivebehavioronthebuscanbringtransportationtoascreechinghalt!Seetrainingprotocols,systemsandoutcomeswhenthreedistrictstrained500+drivers/monitorstoimprovestudentbehaviors,increaseequitabledisciplineandreducereferrals.

I14 CabinJohn/Arlington EquityAComparisonofAfrican-AmericanStudentandCaucasianTeacher'sDefinitionofRespectBCBAType2CreditsPaulaChan,ClevelandStateUniversity,Cleveland,OHThisstudysoughttodeterminehowAfrican-AmericanstudentsandtheirCaucasianteachersdefinerespect.Participantswereaskedtodescriberespectfulbehaviortowardsteachersandrespectfulbehaviorstowardsstudents.Studyresultsandimplicationswillbediscussed.I15 Burnham IDDDemonstratingEffectiveEvidence-BasedStrategiesforImprovingSocial-CommunicationSkillsofAdolescentswithASDAmandaThomas,IremBilgiliKarabacak,LindaBambara,andChristineCole,LehighUniversity,Bethlehem,PAWewillshareinstructionalresources,demonstratestrategiesusedinPMI,provideinteractiveopportunitiestolearntheinstructionalsequences,andbrainstormhowtoaddresscommonlogisticalchallengesinimplementation.I16 TibercreekAB HomeandCommunityPreventingUndesiredOutcomesforAdultswithAutisminCommunity-BasedProgramsStacyNonnemacher,PhD,andAmyAlford,M.Ed.,BCBA,OfficeofDevelopmentalPrograms,BureauofAutismServices,Harrisburg,PAThissessionwilldiscussthePeriodicRiskEvaluation(PRE)developedandimplementedintwoPennsylvaniaadultautismprogramstoproactivelyidentifyandmitigateriskandallocateresources.SessionJ–Friday,February22,3:30pm-4:45pm

J1 ConstitutionB/BC InvitedPresenter School-WideSystems(TierI)District-LevelImplementation:PBISTrainingandCoachingwith90SchoolsoverTenYearsStefanieLaPolla,LoudounCountyPublicSchools,Ashburn,VA,andTerranceScott,UniversityofLouisville,Louisville,KYOveraten-yearperiod,trainingwasstaggeredacross98schools,includingfidelitychecks,coaching,andevaluation.Thispresentationprovidesanoverviewofkeydecisionpointsandexamplesofhowthislarge-scaleimplementationwasmanaged.J2 ConstitutionA Classroom(TierII)TenPreceptstoSharewithYourStaffaboutTier2BehaviorBCBAType2CreditsLauraRiffel,UniversityofKansas,Lawrence,KSRealexampleswillbesharedtoillustratethetenpreceptsthatgovernbehaviorwithinterventionstoimplementattheTierTwo(Targeted)Level.ExampleswillbesharedfromPre-Kthroughadultlevels.

APBS2019–GrandHyattWashington,WashingtonD.C.,February20-23,2019 25J3 DeclarationAB Invited IndividualStudentSupports(TierIII)PanelDiscussion:SchoolClimateandRestrain/SeclusionLaurenEvanovich,UniversityofSouthFlorida,Tampa,FLPanelistswilldiscussthecurrentstateandpotentialimplicationsofschoolclimateandrestraintandseclusion.J4 ConstitutionCDE Classroom(TierII)Here’sYourUnicorn!EffectiveClassroomPracticesasFunction-BasedClassroomManagementKelseyMorrisandDeannaMaynard,UniversityofMissouri,Columbia,MOSearchingforthemythicalunicornofclassroommanagement?Learnhowtouseevidence-basedclassroommanagementpracticesasfunction-basedsupportstobettersupportstudentsatTiers2and3andreignyourclassroommanagementblessing.J5 LafayettePark/Forragut Classroom(TierII)BeyondTelling:EffectivePromptingtoIncreaseTargetBehaviorandGeneralizationSharonWalters,ClemsonUniversity,Clemson,SC,andAngelaDelvin-Brown,ResponsiveInstructionLLC,Marietta,GABeyondTellingprovidesaproactivestrategyforteacherstobecomemoreefficientandeffectiveinpromotingpositivebehaviorchangeforstudentswhoexhibitbehavioralchallengesattheTier2andTier3levels.J6 Latrobe/Bulfinch/Renwick IntegrationandAlignmentRockingtheBlueprintDrivers:LeveragingtheExecutiveFunctionstoSustainPBISImplementationEricKloosandJanetChristensen,MinnesotaDepartmentofEducation,Roseville,MNStakeholdersupport,funding,policyandsystemsalignment,andworkforcecapacityhelpteamsbuildimplementationcapacity.Learnhowinteragencycollaborations,legislativesupport,andeducatorpreparationprogramshelpstates,districts,andschoolsimproveandsustainPBISefforts.J7 PennQuarterAB IntegrationandAlignmentTopFiveStrategiestoIncludeLawEnforcementinSWPBISLauraZeffandJamesReam,LosAngelesUnifiedSchoolDistrict,LosAngeles,CAReimaginingpartnershipsbetweenschoolsandpolice.Thissessionincludesthetopfivepracticalstrategiesteamscanutilizetoincreasepositive,proactivecollaborationwithpolicepersonnelinPBISimplementation.ExamplesfromLosAngeleswillbeshared.

J8 IndependenceBC IndividualStudentSupports(TierIII)AllIn:TeamImplementationofBIPsforStudentsDemonstratingHigh-IntensityBehaviorsMelissaJenkins,MarisaMiranda,andTracieKhazmo,PrinceWilliamCountyPublicSchools,Manassas,VABIPimplementationforhigh-intensitybehaviorscanbechallenging.Thisinteractivesessionwillemphasizeateamapproachforfunction-basedbehaviorintervention.Casestudieswillbeusedtohighlightopportunitiesforcollaborationandproblemsolving.J9 IndependenceFG Symposium IntegrationandAlignmentAllIn:ADiscussionoftheRelationshipBetweenABAandPBS:SoHappyTogetherBCBAType2CreditsChristianSabey,BrighamYoungUniversity,Provo,UT,JodieSoraccoandKaciFleetwood,UniversityofNevadaReno,Reno,Nevada,RobertPutnam,MayInstitute,Randolph,MA,RoseIovannone,UniversityofSouthFlorida,Tampa,FloridaInthissymposium,attendeeswilldiscusstherelationshipbetweenPBSandAppliedBehaviorAnalysis.ThediscussionwillfocusonmisconceptionsamongPBSpractitionersregardingABAidentifiedbyexpertsfluentinABAandPBS.J10 IndependenceDE IndividualStudentSupports(TierIII)EffectsofBehavioralSkillsTrainingonPre-ServiceTeachersUseofFunction-BasedInterventionsBCBAType2CreditsSu-JeCho,HollyRittenhouse-Cea,andKateDoyle,FordhamUniversity,NewYork,NYParticipantswilllearntrainingstrategiesforeffectivelyeducatingpre-serviceteacherstoconductfunction-basedassessmentandinterventioninasemester-longgraduatecourse.Datacollectedfrompre-serviceteachersandtheirstudentswillbeused.J11 FranklinSquare/McPherson InvitedPresenter EquityIfSchoolsareforEveryone,WhyisEquityOnlyAvailabletoSome?TamikaLaSalle,UniversityofConnecticut,Storrs,CTThesessionwilldiscussthesignificanceofculturewithinthecontextofeducation.Abroadenedperspectiveofculturalvariablesthathaveanimpactonstudents’experiencesandstrategiestopromoteculturalresponsivenesswillbepresented.

26J12 IndependenceHI FamiliesandParentSupportsPromotingFamilyEngagementthroughPrincipalLeadership,ClassroomPractices,andEffectiveParent-TeacherInteractionsTylerSmith,ShannonHolmes,WendyReinke,andKeithHerman,UniversityofMissouri,Columbia,MOThispresentationwillprovideempirical/theoreticalsupportforfamilyengagementpractices,alongwithincludingpractical,evidence-basedstrategiesforbuildingandstrengtheningfamilyengagementwithinmulti-tieredsystemsofsupport.J13 Wilson/Roosevelt IDDImplementingPositiveSupportsinAgenciesSupportingPeoplewithIntellectualandDevelopmentalDisabilitiesRachelFreeman,JessicaSimacek,JulieKramme,NicoleDuchelle,andKyungMeeKim,UniversityofMinnesota,Minneapolis,MNThispresentationdescribesimplementationofUniversalPBSforagenciesthatsupportadultswithintellectualanddevelopmentaldisabilities.Agencies’fidelitydatawillbepresented,alongwithdetailedoutcomesofoneagencyinacasestudyformat.J14 CabinJohn/Arlington IDDDoCurrentProcessesImproveQualityofLife?DatafromMissouriTier3BCBAType2CreditsLucasEvansandTerriRodgers,MissouriDepartmentofMentalHealth,JeffersonCity,MODatafromIDDresidentialservicesinMissouriindicatesthatIndividualsinTier3arenotinvolvedinadequatePerson-CenteredPlanning.Asysteminterventionshowsonemeetingwithapeer-reviewcommitteecanreducehighrisksituations.J15 Burnham EarlyChildhoodUtilizingSocialWorkandBehaviorConsultationwithinaMulti-TieredPBSFrameworkMeganBerkowitz,AppleTreeEarlyLearningPublicCharterSchools,Washington,DCOutcomesandlessonslearnedwillbesharedregardingthesocialworkandbehavioralconsultationmethodsusedtofacilitateamulti-tieredPBSsystemataWashington,DCearlychildhoodcharterschoolnetwork.J16 TibercreekAB HomeandCommunityPositiveBehaviorSupportsatWork:IncreasingJobRetentionofEmployeesWithAutismAlissaBrooke,JenniferMcDonough,HollyWhittenburg,andCarolSchall,VirginiaCommonwealthUniversity,Richmond,VAPatternsinsupportintensityneedsofemployeeswithautismvaryovertime.Wewilldescribehowtodevelopandimplementspecificpositivebehaviorsupportsinworksettingstofacilitatejobretentionofemployeeswithautism.

APBS2019–GrandHyattWashington,WashingtonD.C.,February20-23,2019 27SaturdayFullandHalf-DayWorkshops–Saturday,February23,8:30am-12:30pm(Half),8:30am-

4:30pm(Full)SWK107 Latrobe/Bulfinch/Renwick Classroom(TierII)ImplementingaSystematicTier2Framework:AdaptiveStrategiesAcrossK-12BCBAType2CreditsSaraMcDaniel,UniversityofAlabama,Tuscaloosa,AL,AllisonBruhn,UniversityofIowa,IowaCity,IAThepurposeofthisworkshopisto(a)describetheTier2IdentificationandInterventionFramework,(b)highlightexemplarschoolsand(c)discussadaptivestrategiestoimprovefidelity,socialvalidity,andeffectiveness.SWK108 IndependenceA School-WideSystems(TierI)School-WideIntegrationofPBISandSELtoPromoteStudentWell-BeingandSuccessSandraHardee,JohnsHopkinsUniversity,Baltimore,MD,CatherineBradshaw,UniversityofVirginia,Charlottesville,VAThispresentationwillprovideanoverviewoftheimportanceandbenefitsofintegratingSELandPBISwithinamultilevelframeworkinschools.Implementationbarriers,challengesandhowtosuccessfullyintegrateSEL&PBISwillbediscussed.SWK109 ConstitutionCDE IntegrationandAlignmentUsingDataandBuildingSystemstoEffectivelyImplementandAlignCurrentPracticesPatriciaHershfeldt,MidAtlanticPBISNetwork,Baltimore,MD,SteveGoodman,Michigan'sIntegratedBehavioralandLearningSupportInitiative,Holland,MI,JoAnneMalloy,UniversityofNewHampshire,Durham,NH,BrigidFlannery,UniversityofOregon,Eugene,ORSecondaryschoolscommonlyadoptmultiplepractices/initiativestosupportstudentsuccess.Commonpracticesincluderestorativepractices,trauma-informedclassroomsandothers.LearnhowstrategicalignmentofinitiativeswithinthePBISframeworkensuresgreaterefficiencyandfidelity.SWK110 IndependenceDE GrapplingwiththeChallengesofPracticingBehaviorAnalysisEthicallyintheCommunityCancelledIleneSchwartz,UniversityofWashington,Seattle,WA,KatyBateman,UniversityofVirginia,Charlottesville,VAProvidingservicestopeoplewithdisabilitiesisateamsport.ThatmeansthatasaBCBA,behavioranalystsneedtoworkcollaborativelywithotherprofessionals,manyfromotherdisciplines.Althoughworkingasamemberofamulti-disciplinaryteamcanprovidewonderfulopportunitiesforprofessionalgrowth,itcanalsochallengebehavioranalystsandposeinterestingethicaldilemmas.ThepurposeofthiswebinaristodiscussethicaldilemmasfacedbyBCBAonmulti-

disciplinaryteamsandproposeaproblem-solvingframeworkforaddressingthesedilemmas.SWK111 Farragut/Lafayette IndividualStudentsupports(TierIII)Prevent-Teach-Reinforce(PTR):AnEvidence-BasedFBA/BIPProcessforSchoolTeamsBCBAType2CreditsRoseIovannone,UniversityofSouthFlorida,Tampa,FLPTRisamanualizedandeffectiveFBA/BIPprocessusedbyschoolteams.ParticipantswilllearnthePTRstepsandapplyactivitiestovideocaseexamples.PTRToolswillbeprovidedtoallparticipants.SWK112 IndependenceFGHI/BCorridor IntegrationandAlignmentEstablishingRelationships:BlendingProactiveRestorativePracticesintoYourPBISFrameworkBCBAType2CreditsLaurenEvanovichandStephanieMartinez,UniversityofSouthFlorida,Tampa,FLComelearnandpracticehowtoembedproactiverestorativepracticesintoyourexistingTier1PBISframework.Leavewithadraftactionplanincludingimplementationstepsandevaluationtools.SWK113 DeclarationAB Full-dayWorkshop Classroom(TierII)Evidence-BasedClassroomInterventionswithRealWorldExamplesBCBAType2CreditsLauraRiffel,UniversityofKansas,Lawrence,KSThispresentationwillfocuson20topicswhichmeetcriteriaforevidence-basedclassroominterventions.Withineachtopic,we'llexplorereal-worldexamplesofwhatthatlooksandsoundslikeatthePre-Kthroughhighschoollevels.SWK201 Franklin/McPherson FamiliesandParentSupportsEmpoweringParentstoImplementFunction-BasedStrategieswithinFamilyRoutinesBCBAType2CreditsMemeHieneman,PositiveBehaviorSupportApplications,PalmHarbor,FLThisworkshopwillteachparticipantstodevelopfunction-basedinterventionstoimprovefamilyroutines,aswellaswaystoengageparentsandovercomeobstacles.Avarietyofvideotapedexamplesandpracticalresourceswillbeshared.