-part accountability
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2015 TECBD Conference Participants, On behalf of the Mary Lou Fulton Teachers College at ASU and the TECBD Advisory Board, it is my pleasure to welcome you to the 39th Annual Teacher Educators for Children with Behavioral Disorders Conference (TECBD) in Tempe, Arizona. We are grateful to our Dean, Mari Koerner, and the Teachers College for their continued sup-port of this event. We have two exciting preconference workshops for you Thursday morning: Using the Arts: Power + Healing, and PBIS Isn’t Just Posters and Prizes: The 4-Part Accountability System Essential for Success. These will be followed by Doug Cheney’s Keynote A Career in the Profession of Emotional/Behavioral Disabilities (E/BD): What I’ve Learned in the Past 40 Years, What I Hope You Know, and What I Hope Happens in the Future for Students with EB/D, Family Members, and Educators. In addition, we have several exceptional strands that will run throughout the confer-ence including: ASD; Evidence Based Practices; Identification, Assessment, & Intervention; Juvenile Justice; Richard E. Shores; Research to Practice; Single Case Research; Teacher Devel-opment; and Tier 2 Interventions. A special thanks to all strand leaders for their assis-tance developing a truly exceptional program. Finally, we would like to thank all of you for your continued attendance, participation, and support of this event. The dedication and cohesiveness of those who work in this field makes this conference a truly enjoyable experience for all. We wish you a produc-tive and inspiring few days in Tempe! Sincerely,
H. G. Clark Heather Griller Clark TECBD Conference Director
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THE TECBD ADVISORY BOARD
The TECBD Conference Planning Committee is always seeking
nominations for TECBD Advisory Board Members.
The purpose of the TECBD Advisory Board is to assist the conference
director and planning committee by sharing information and ideas that will maintain the integrity and traditions of TECBD while shaping future
directions.
Advisory board members may be asked to assist with: identification of current
and relevant professional development needs and topics identification and re-cruitment of conference presenters, coordination with other local, state, and
national groups, publicity and promotion of the TECBD, conference
planning and strand organization.
Advisory board members are appointed for a renewable three-year term. Mem-bers will participate in planning and information sharing primarily via e-mail
and phone. Members will be selected based on: shared philosophy and values,
demonstrated support of TECBD, expertise in areas related to TECBD, and varied geographic representation.
If you are interested in becoming a TECBD Advisory Board Member please submit a brief statement describing your interest to Heather Griller Clark at
THANK YOU!
About TECBD
The Teacher Educators for Children with Behavior Disorders conference is the
premier educational research conference for teacher educators working with children
and youth with severe behavioral disorders. It was started over three decades ago
with a mission to disseminate quality research in the field and to support the
advancement of knowledge for students, educators, and university faculty alike.
TECBD began its mission long before support for students with severe behaviors was
the mainstream. It continues to be a leader for showcasing the very best that our
field has to offer. Today, you may arrive at the conference with questions and
problems. We hope that by the end of the weekend, you’ll leave with some
answers and solutions!
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TABLE OF CONTENTS
Welcome............................................................................................................................. 1-2
Advisory Board................................................................................................................ 3
Table of Contents............................................................................................................ 4
Hotel Map.......................................................................................................................... 5
Registration....................................................................................................................... 6
Area Information............................................................................................................ 7-8
Conference Overview...................................................................................................... 9
Keynote Speakers............................................................................................................ 10-11
Strands.............................................................................................................................. 12
Conference Planner......................................................................................................... 13
Pre-conference Workshops........................................................................................... 14
Robert B. Rutherford Jr. Keynote.............................................................................. 15
Thursday Conference Sessions.................................................................................... 16-21
Friday Conference Sessions.......................................................................................... 22-36
White Rhino Social……………………………………………………………………………………………………… 36
Saturday Conference Sessions.................................................................................... 37-41
Call for Papers ............................................................................................................... 43
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Registration Desk
Check-in to receive your conference packet, luncheon ticket (if ordered), and name
badge. Your conference badge is required to enter all sessions and events. Conference
staff are available to answer questions and make your attendance enjoyable.
Thursday 8:00 — 5:00
Friday 8:00 — 5:00
Saturday 8:00 — 12:00
Parking
Parking for hotel guests is available in the hotel parking lot, please register your vehi-
cle with the hotel. Visitor parking is located around the hotel property and on the
north side of the hotel. The hotel offers convenient valet parking at the front of the
hotel to visitors (gratuity based). Parking is restricted on ASU campus to permit hold-
ers only or at designated meters.
Disability Accommodations
The Tempe Mission Palms Resort is wheelchair accessible and fully equipped to meet
the needs of persons with disabilities. Services will be available to hearing impaired
participants who have requested an interpreter in advance. Guide dogs are welcome
for persons with vision impairments. Please let us know how we can assist you.
Safety
Please notify the registration desk of any safety concerns. In the event of an emergen-
cy, please contact the registration desk, hotel staff, or call 911. To prepare for the un-
likely event of a fire or other emergency requiring rapid departure, locate all exit
doors and routes upon entering any room. Due to fire codes, room capacity is limited
to the number of seats available. Please honor this fire code requirement.
Lost and Found
Please turn in any lost and found items to the registration desk. Every effort will be
made to return lost items to their rightful owners.
Registration
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Mill Avenue:
If you’re looking for shopping, dining, or evening en-
tertainment look no further then 100 yards right of the
hotel. Mill Avenue is an eclectic mix of urban and
college sights and sounds. A great place to take a
stroll, relax, and unwind after a exciting day of confer-
encing!
Tempe Town Lake:
A beautiful lake in the desert! Take a stroll a block
north of the hotel up Mill Avenue and you’ll find
yourself at Tempe Beach Park and the shores of a new
lake. This is a great place to people watch, walk, jog,
bike, rollerblade, or rent a paddleboat. Enjoy the per-
fect weather and our beautiful city.
Dining Out: Caffe Boa Bistro and Wine Bar 398 S Mill Ave
Corleone's Authentic Philly Steaks 411 S Mill Ave
Delice Bistro 690 S Mill Avenue
Desert Roots Kitchen 414 S Mill Ave
El Hefe Super Macho Taqueria 640 S Mill Ave
Famous Potato 425 S Mill Avenue
Fat Tuesday Bar 680 S Mill Ave
Fatburger 414 S Mill Ave
Five Guys Burgers & Fries 680 S Mill Ave
Fuzzy's Taco Shop 414 S Mill Ave
Gigi's Cupcakes 420 S Mill Ave
Gordon Biersch Brewery Restaurant 420 S Mill Ave
Gringo-Star Street Bar 501 S Mill Ave
The Handlebar Tempe 680 S Mill Ave
Hot N Juicy Crawfish 740 S. Mill Avenue
House of Tricks Restaurant 114 E 7th St
La Bocca Urban Pizzeria + Wine Bar 699 S. Mill Avenue
Loco Patron Mexican Grill 222 S Mill Avenue
Med Fresh Grill 414 S Mill Ave
Mellow Mushroom 740 S Mill Ave
Monti's La Casa Vieja 100 S Mill Ave
My Big Fat Greek Restaurant 525 S Mill Ave
Ncounter 310 S Mill Ave
P.F. Chang's China Bistro 740 S Mill Ave
Paletas Betty 425 S Mill Ave
Pita Pit 690 S Mill Ave
RA Sushi-Bar-Restaurant 411 S Mill Ave
Restaurant Mexico 423 S Mill Ave
Rita's Italian Ice 740 S Mill Ave
Rula Bula Irish Pub & Restaurant 401 S Mill Ave
Slices Pizza 11 E 6th St
Sparky's Old Town Creamery 510 S Mill Ave
Spinelli's Pizzeria 420 South Mill Avenue
Steak 'n Shake 699 S Mill Ave
Tempe's Front Porch 100 S Mill Ave
Which Wich 222 S Mill Ave
World of Beer 526 S Mill Ave
Zipps Sports Grills 690 S. Mill Avenue
Zuma Grill 605 S Mill Ave
Recreation:
Walking/Jogging — Five miles of lit and paved path-
ways surround Tempe Town Lake. Enjoy.
Hiking — check out ‘A’ mountain right behind the hotel
for a quick workout and great views of the area. Or for a
1200’ climb tackle the challenging Piestewa Peak or
Camelback Mountain in Phoenix.
Mountain Biking — Some local mountain preserves in-
clude Papago Park and South Mountain Park (largest
municipal park in the world).
Fishing — An Arizona urban fishing license is required
to fish at stocked lakes such as Tempe Town Lake or the
numerous urban lagoons in local parks in the city.
Tempe Convention and Visi-
tors Bureau:
(480) 894 8158
www.tempecvb.com
Shopping:
Arizona Mills Mall —
www.arizonamillsmall.com
Scottsdale Fashion Square — www.westcor.com
Biltmore Fashion Park — www.shopbiltmore.com
Golf:
Tempe Golf Courses — www.tempe.gov/pkrec/golf
Arizona Golf Courses — www.golfarizona.com
Gambling:
Casino Arizona — www.casinoaz.com
Fort McDowell Casino —
www.fortmcdowellcasino.com
Tempe Entertainment
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Getting Around:
Right across the street
from the Mission Palms
hotel is a station for the
light rail which you can
use to get downtown or
further east to Mesa.
http://www.valleymetro.org/metro_light_rail/
Sports:
ASU Sun Devils vs Oregon Ducks
October 29th @ 7:30p.m.
Sun Devil Stadium
Music/Art/Entertainment:
The Book of Mormon
ASU Gammage
1200 S Forest Ave, Tempe
October 29th & 30th @ 7:30 p.m.
October 31st @ 2:00 p.m. & 8:00 p.m.
480-965-3434
Brad Williams at the
Tempe Improv
Show Times: October
29th @ 8:00 p.m.
October 30th @ 7:30 p.m. & 10:00 p.m.
480-921-9877
Music/Art/Entertainment
Double, Double Toil and Tetra Halloween with the Tetra String
Quartet
October 30th @ 7:00 p.m.
Tempe History Museum
809 E Southern
Monster Mash
Tempe Beach Park
October 30th: Santana, John Fogerty, Tedeschi Trucks Band
October 31st: Tool, Primus, Coheed and Combria
November 1st: Linkin Park, Deftones, Rob Zombie, Puscifer
Website: http://www.monstermashaz.com/
‘Frida Kahlo — Her Photos’ and ‘Las Favoritas de
Frida’
Heard Museum
October 31st & November 1st
2301 N. Central Ave. Phoenix
9:30 a.m. - 5 p.m.
602-252-8840
Desert Botanical Garden’s
Dia de los Muertos Celebration
480-481-8188
http://dbg.org
Out and About in Phoenix
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Thursday, October 29, 2015
Conference Registration
8:00 AM — 5:00 PM
Pre-conference Workshops
9:00 AM — 12:00 PM
Lunch on your own
12:00—1:00 PM
Keynote Address: Dr. Doug Cheney
1:00 PM — 2:30 PM
Conference Sessions
3:00 PM — 6:00 PM
Friday, October 30, 2015
Conference Registration
8:00 AM — 5:00 PM
Conference Sessions
9:00 AM — 11:00 AM
CCBD President’s Luncheon: Dr. Wendy Oakes
11:00 AM — 1:00 PM
Conference Sessions
1:00 PM — 6:00 PM
White Rhino Social 6:00 PM
Saturday, October 31, 2015
Conference Registration
8:00 AM — 11:00 AM
Conference Sessions
9:00 AM — 12:00 PM
Conference Overview
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Robert B. Rutherford Jr. Keynote Address Thursday @ 1:00
A Career in the Profession of Emotional/Behavioral
Disabilities (EBD): What I’ve Learned in the Past 40 Years,
What I Hope You Know, & What I Hope Happens in the
Future for Students with EBD, Family Members, and
Educators.
Dr. Doug Cheney
Professor, University of Washington
Douglas Cheney, Ph.D., is Professor Emeritus of Special Education at
the University of Washington, Seattle where he co-directs the doctoral
training program in Secondary Special Education funded by the US
Office of Special Education Programs and the School-based Mental
Health Research, Assessment and Training Center. He was a co-
investigator on the Tier 2 Mental Health Intervention BRISC, and
directed the research team on the Tier 2 Check, Connect, and Expect
Project from 2004-09. He also co-directed the UW’s doctoral training
program in Positive Behavioral Interventions and Support (PBIS);
Washington’s Behavior Research Center on effective behavioral
interventions; and Washington’s PBIS Network between 2001-11. He
has maintained his interest in improving secondary classroom and
transition programs for students for EBD since his days as a special education teacher between 1974
-1989. He is the editor of the text, Transition of secondary students with emotional or behavioral
disorders: Current approaches for positive outcomes (2nd Edition). Champaign, IL: Research Press.
He has extensive research experience, having been awarded multiple grants from the US
Department of Education and from state departments of Education and Mental Health in
Washington, Oregon, and New Hampshire. Dr. Cheney is a Past President (1998-99) of the
International Council for Children with Behavioral Disorders; was Co-editor of The Journal of
Emotional and Behavioral Disorders (2005-2011); and has consulted internationally in Australia,
Finland, Denmark, and Bulgaria (2008-2015).
In this presentation Dr. Cheney will provide his perceptions of developments and im-
provements in the profession related to educating students with E/BD during his ca-
reer. Next, he will discuss the many contemporary educational challenges for educa-
tors who students with EBD, for professors preparing educators for the profession, and
researchers who are conducting the cutting edge-studies to identify evidence-based
practices. He will conclude with recommendations for the field to enhance the future
practices used in educating students with EBD.
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CCBD President’s Luncheon Address Friday @ 11:00
Dr. Wendy P. Oakes
Arizona State University
Wendy Oakes, Ph.D., is an Assistant Professor in Mary Lou Fulton
Teachers College. She is interested in practices that improve the educational
outcomes for young children with emotional and behavioral disorders. Her
areas of research focus on school-wide systems for supporting students with
and at risk for emotional and behavioral disorders three-tiered models from a
prevention perspective, the implementation of evidence-based academic and
behavioral interventions; and professional development for classroom
teachers and school administrators in implementing these models of
prevention with fidelity. Dr. Oakes serves on the editorial board for Remedial
and Special Education and the executive board for the Council for
Exceptional Children – Division for Research.
CCBD has served for over 50 years as a strong and steadfast voice for the advocacy of children and youth
with emotional and behavioral disorders (EBD) and a leader in the professional development of those who
work on behalf of children and youth with and at risk for EBD and their families. New and current activities
as well as the work of the organization on behalf of the membership over the past year will be shared. We
will engage in discussions to recognize and celebrate those who have diligently served the mission of
CCBD in the past, present, and generate ideas for setting future priorities. CCBD serves as the Professional
Home for all attending TECBD – please join us with ideas for continuing to move forward together in a ef-
fective an collective way.
CCBD President’s Address
Consider Donating to the Doug Cheney Scholarship Fund
www.ccbdfoundation.org/help/Cheney
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Strand Name Strand
Leader(s)
Strand Description
Autism Spectrum
Disorder (ASD)
Nichole Wangsgard
Utah Valley University
This year’s conference strand focuses on assisting children
with autism spectrum disorders in school, ranging from symp-
tom presentation to a variety of treatment options.
Identification,
Assessment, &
Intervention
Kathleen Lane,
University of Kansas
&
Wendy Oakes,
Arizona State University
This strand reviews current works in progress that focus on
students with or at-risk for emotional and behavioral disor-
ders (EBD) across the K-12 span. Specifically, the presenta-
tions focus on providing supports within tiered systems of pre-
vention, with an emphasis on systematic screening.
Juvenile Justice Kristine Jolivette,
Georgia State
University
The juvenile justice and alternative education strand focuses
on evidence-based practices, emerging practices, and initia-
tives of juvenile justice agencies. The strand provides a rich
array of empirical, conceptual, and research-to-practice ses-
sion options relevant to practitioners, families, students, and
researchers.
Evidence-based
Classroom
Practices
Allison Bruhn
University of Iowa
&
Shanna Eisner Hirsch
University of Virginia
This strand focuses on evidence-based classroom practices
that promote positive academic, social, and behavioral out-
comes for students. Leaders in the field will discuss current
research and implications for practice on a range of topics in-
cluding classroom management, academic instruction, self-
monitoring, technology, functional behavior assessment, check-
in/check-out, and professional development.
Tier 2 Robin Parks Ennis,
University of Alabama
&
Nicole Cain Swoszowski,
University of Alabama
This strand focuses on Tier 2 interventions within three-
tiered models of positive behavioral interventions and sup-
ports. Strategies and interventions appropriate for implemen-
tation with students with EBD to reduce existing cases of
problem behavior will be highlighted.
Richard E. Shores James Fox,
East Tennessee
State University
&
Maureen Conroy
University of Florida
The Richard E. Shores Research in Emotional and Behavioral
Disorders Strand is a recurring event that features both new
and established researchers whose work advances the educa-
tion and treatment of children and adolescents with EBD.
Strands There are several strands which run throughout the conference. We have given these strands
general names so that attendees may easily identify presentations that may be of interest to
them. Strand leaders help solicit, review, and coordinate the presentations within their strand.
We are sincerely grateful for their assistance.
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Day Time Session Room
THUR
Oct
29th
9:00 - 12:00 Pre-conference Workshops
1:00 - 3:00 Robert B. Rutherford, Jr. Keynote Address
3:00 - 3:50
4:00 - 4:50
5:00 - 5:50
FRI
Oct
30th
9:00 - 9:50
10:00 - 10:50
11:00 - 1:00 Luncheon: CCBD President’s Address
1:00 - 1:50
2:00 - 2:50
3:00 - 3:50
4:00 - 4:50
5:00 - 5:50
6:00 White Rhino Social
SAT
Oct
31st
9:00 - 9:50
10:00 - 10:50
11:00 - 11:50
Conference Planner
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Pre-Conference Workshops
Thursday—October 29, 2015
Pre-Conference Workshop I
Palm F
9:00-12:00
PBIS Isn't Just Posters and Prizes:
The 4-Part Accountability System Essential for Success Daniel Gulchak & Yadira Flores
KOI Education
True multi-tiered systems of support (MTSS), such as PBIS, require teaching and reinforcing expectations as well as a system for holding students accountable to those expectations. School and district teams participating in this interactive
workshop will: 1) Learn the 4-parts of an accountability/consequence system, 2) Create a 5-piece behavior flowchart, 3) Differentiate ODR forms and procedures, and 4) Master skills to synthesize data for precision decision-making. Gain the
Knowledge to improve Outcomes and Impact student achievement.
Using the Arts: Power + Healing Ashley Hare, City of Phoenix Office of Arts and Culture
When the arts are integrated, collaborative and healthy environments are developed. This allows youth a safe space for expression. Youth with verbal or physical limits find an alternate way to communicate. This preconference session will
focus on ways to integrate an arts practice into your work. Guest arts organizations will lead participates through activi-ties they have used in their own artistic work with juvenile corrections, foster care homes, schools, and shelters.
Ashley Hare is the Arts Education Program Director for the City of Phoenix Office of Arts and Culture. Ashley has collab-orated with national arts organizations to transform programs into spaces of creative, artistic engagement and personal
development. She has created and taught arts curriculum in shelters for the homeless, group homes, rehabilitation facilities, juvenile detention center, public and private schools.
Guest Arts Organizations: Rising Youth Theatre creates youth driven theatre that is riveting and
relevant, challenging audiences to hear new stories, start conversations and participate in their communities.
Release the Fear uses the experiential creative process to empower youth with the tools to overcome the paralyzing affects of fear and vio-
lence, allowing them to discover their true potential and purpose in life.
Thursday—October 29, 2015
Pre-Conference Workshop II Palm A
9:00—12:00
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Robert B. Rutherford Jr.
Keynote Address
Dr. Doug Cheney
University of Washington
Thursday
1:00pm — 2:30pm
Palm F
In this presentation Dr. Cheney will provide his perceptions of developments and im-
provements in the profession related to educating students with E/BD during his career.
Next, he will discuss the many contemporary educational challenges for educators who
students with EBD, for professors preparing educators for the profession, and research-
ers who are conducting the cutting edge-studies to identify evidence-based practices. He
will conclude with recommendations for the field to enhance the future practices used in
educating students with EBD.
A Career in the Profession of Emotional/
Behavioral Disabilities (EBD): What I’ve
Learned in the Past 40 Years, What I Hope You
Know, & What I Hope Happens in the Future
for Students with EBD, Family Members, and
Educators.
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Conference Sessions Thursday 3:00 – 3:50
The Feasibility of the PBIS Framework in Juvenile Correc-
tions: Initial Findings
Jeffrey R. Sprague, University of Oregon & Kristine Jolivette,
Georgia State University
The adoption and adaptation of the PBIS framework into secure
juvenile facilities is still relatively new. We will share initial
findings of a multi-year and multi-state project addressing the
feasibility of the PBIS framework across short- and long-term
facilities in relation to processes, descriptive statistics, policy
changes, and facility exemplars.
Augustine JJ
Improving Classroom Management with Problem Solving
and Direct Assessment
Ashley S. MacSuga-Gage, University of Florida
This presentation will describe a problem solving process for
providing technical assistance to improve classroom manage-
ment. The model is currently being evaluated across the state of
Florida as part of the state's schoolwide positive behavior sup-
port initiative. Attendees will receive data collection instruments
and learn how to implement the model.
Colonnade
Eliminating Disparities and Increasing School Completion in a Large Ethnically-diverse Urban School District through
Whole Child Screening and Evidence-based Programs and Practices
Greg Benner & Kelcey Schmitz, Center for Strong Schools University of Washington Tacoma
In this session we will describe whole child screeners used by a large urban school district to detect students in need of additional
support. We will review the systems necessary to initiate, support and sustain screening at the district and building level. Partici-
pants will learn more about two evidence-based interventions, Check and Connect and The Behavior Education Program (Check In/
Check Out), and the structures created at a district level to train, implement and ensure sustainability of these programs. Examples
of how schools in the district are utilizing these programs and other high yield strategies will be shared.
Campanile Tier 2
Challenges and Successes of Implementing a Community
Based Gang and Youth Violence Prevention Program
Michael Krezmien, University of Massachusetts & Candace
Mulcahy, Binghamton University
This study discusses the challenges of implementing and meas-
uring a community based gang and youth violence prevention
program. We discuss the intervention, the risk assessment tool
used for referrals and program assignment, and the functional
elements of three efficacious components (group mentoring, one
-on-one mentoring, mental health outreach and case manage-
ment).
Capistrano JJ
On-Task and On-Tech
Allison Bruhn, University of Iowa & Ted Hasselbring, Vander-
bilt University
Recent literature indicates classroom teachers and researchers
have used handheld mobile devices, Twitter, repurposed re-
sponse systems, and iPad apps to help students self-monitor
and, in turn, improve their on-task behavior. We will discuss
the strengths and limitations of these methods. Next we will
present findings of several studies in which a self-monitoring
app was used to improve behavior of middle school students
with significant academic and behavioral problems. Finally, we
will describe steps in the self-monitoring process with consider-
ations for incorporating technology (e.g., resource availability,
managing data, and implementation recommendations).
Cavetto Evidence-based Practices
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Thursday 3:00 – 3:50
Towards Meaningful Program Improvement: An Overview
of the Participatory and Expert Review for Programs Serv-
ing Students with EBD
Bridget Walker, Sound Supports; Doug Cheney & Thomas
Grant, University of Washington
This session will provide an overview of the PEER-EBD, an
effective approach to implementing meaningful program review
and improvement used in many programs to improve services
and supports for students with EBD. We will summarize the
process and overall approach, share preliminary psychometric
analyses and discuss potential for further implementation.
Dolores Research to Practice
Seclusion and Restraint Practices in Schools: A Legal
Analysis
Susan Etscheidt, University of Northern Iowa
Students with EBD commonly display high levels of verbal
and physical aggression, often addressed with punitive and
restrictive practices such as seclusion and restraint. This re-
search examined the case law pertaining to the use of seclusion
and restraint in educational settings. Results and recommenda-
tions for professional practice are presented.
Jokake
Advancing Teacher Education for Children with Behavior-
al Disorders: Four Radical Reforms
Andrew Wiley, Kent State University & Andrea Simms,
SUNY Plattsburgh
To improve both teacher education and school-based practices
for children with behavioral disorders, four radical reforms are
suggested. First, narrow, sharpen, and deepen the focus of
what is taught. Second, overhaul formative and summative
assessments to ensure careful and comprehensive alignment
with what is taught. Third, develop and disseminate systematic
supports for teacher educators, including training and field-
tested instructional tools/platforms. Fourth, take deliberate
steps to move teacher education from a skilled occupation to a
full-fledged profession. Existing trends that are either con-
sistent or inconsistent with recommended reforms will be dis-
cussed.
Sand Lotus
Conducting Culturally Responsive Experimental Interven-
tions for Ecologically Valid Systemic Transformation
Aydin Bal, University of Wisconsin-Madison
This presentation provides the guiding principles and specific
steps for educators and researchers to conduct locally meaning-
ful and sustainable experimental behavioral interventions in
schools. In addition, a real life application of these principles in
a statewide research project (Culturally Responsive PBIS) will
be presented for ecologically valid systemic transformation.
Joshua Tree
Systematic Review of Instructional Choice Interventions Supporting Student Performance in Traditional School-Based Set-
tings: A Field Test of CEC 2014 Quality Indicators.
David J. Royer, Kathleen Lane & Emily D. Cantwell, University of Kansas
Instructional choice intervention studies were used in a field test of the CEC 2014 quality indicators. Coding results and implica-
tions for establishing instructional choice as an evidence-based practice are discussed. Inclusion criteria were: independent variable
was instructional choice; dependent variables included disruptive behavior or academic engaged time; school-age students in tradi-
tional school settings; single-subject experimental design; and published 2002-2014.
Wind Flower
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Thursday 4:00 – 4:50
Where Do I Begin (To Tell the Story of How Great My
Group Analysis Would Be)? Your Love-Hate Relationship
with Grouped Longitudinal Data
Eugene W. Wang, Texas Tech University
This presentation describes how to collect, store, and prepare
complex longitudinal data for group analyses. Although focused
on juvenile justice settings, the principles and practices will be
relevant for any setting. Topics will include accessing and using
archival data in data systems, as well as planning and implement-
ing new data collection/storage/preparation efforts.
Augustine JJ
SRSD for Writing Persuasively from Source Text: “Super
Duper Fun”!
Karen R. Harris, Amber B. Ray, Julia Houston, Colin P.
Kavanagh, Angelique Aitken, Ashley Barkel, and Steve
Graham, Arizona State University
This experimental study consisted of 30 randomly assigned
fifth and sixth-grade students in five different Title I elemen-
tary schools who scored below the 25th percentile on the Test
of Written Language-III (TOWL-III) and who were also re-
ceiving resource room instruction. Fourteen treatment partici-
pants received Tier 2 instruction consisting of 27 to 39 ses-
sions ranging in length from 30-50 minutes over the course of
approximately 13 weeks. Instruction was provided by four
different instructors at five different elementary schools, while
control participants received regular resource room writing
instruction. Students were assessed using a number of pre,
mid, and posttests to gauge effectiveness and knowledge on
writing persuasively from source text, genre knowledge, atti-
tude and self-efficacy about writing, and a Cloze measure was
given to assess reading comprehension. In addition to the
quantitative measures and results, teacher and student inter-
view responses are examined.
Campanile Tier 2
Check-in/Check-out: Helping Teachers Support Students
who are At Risk for Behavioral Disorders
Leanne S. Hawken & Kaitlin Bundock, University of Utah
Check-in, Check-out (CICO) is the most widely implemented,
research-based, Tier 2 behavior intervention. Over 10 years of
research indicates that the majority of the students receiving CI-
CO respond to the intervention by either showing a reduction in
office discipline referrals, decreases in observed problem behav-
ior or increases in daily behavior ratings by their teachers. The
purpose of this presentation is to provide a brief overview of the
critical features of CICO, a summary of the research and recom-
mendations for best practice implementation by teachers. Details
on how to modify and elaborate on basic CICO will be discussed
to provide teachers with additional tools to support more students
at-risk.
Cavetto Evidence-based Practices
The Complex Intersectionality of Race, Disability, and Juve-
nile Justice as Told by Incarcerated Youth
Taryn VanderPyl, Claremont Graduate University
Many incarcerated youth experience intersectionality of dispro-
portionality in race, disability, and juvenile justice. Incarcerated
youth shared their stories that were then analyzed for common
themes. Using a DisCrit framework, social context, environment,
and systems of power were considered for better understanding
of the experiences of incarcerated minority youth with disabili-
ties.
Capistrano JJ
Identification of Executive Function Deficits in Students
with Emotional Behavioral Disorders
Donna L. Spencer Pitts & Stephen W. Smith, University of
Florida
Executive Function (EF) skills have been shown to support the
ability to self-regulate one’s thoughts, actions, and emotions,
and students with Emotional/Behavioral Disorders (EBD) of-
ten have impaired self-regulatory skills. This study investigat-
ed differences in EF skills performance between students with
EBD and typically developing students.
Colonnade
19
Thursday 4:00 – 4:50
Building Sustainable and Effective Programs to Better
Support Students with EBD: Results from Districts &
Programs Implementing the PEER-EBD
Bridget Walker, Sound Supports; Doug Cheney, & Thomas
Grant, University of Washington; Lisa Hoyt, Renton Acade-
my
Presenters will describe how several districts and specialized
programs have implemented the PEER-EBD to evaluate and
improve their services for students with EBD. We will de-
scribe how the process guides organizational change, en-
hances professional practice, and improves program climate.
We will share findings across a range of districts and pro-
grams.
Dolores Research to Practice
Correspondence among Parent and Teacher Behavior Rat-
ings in a Dual Language Learner Preschoolers
Denise A. Soares, University of Mississippi & Shanna Hagan-
Burke, Texas A & M University
Best practices in the assessment of EBD suggest behavior rat-
ings be obtained from multiple raters, such as parents and
teachers. However, a problem arises with the interpretation of
discrepancies that typically occur between parent and teacher
behavior ratings. This presentation will present the results on
differences in multiple raters on problem behavior by using a
large sample of preschool dual language learners.
Jokake
Practical Strategies for PBIS Implementation for Stu-
dents with EBD
Jennifer D. Walker, University of Mary Washington
& Brittany L. Hott, Texas A&M- Commerce
This session will describe practical strategies for PBIS im-
plementation in the classroom. Information will be presented
within a PBIS framework, to include strategies within each
of the tiers of intervention. Participants will receive several
take-aways that can be used with students with EBD.
Joshua Tree
Examining Self-Monitoring Interventions for Academic
Support of Students with Emotional and Behavioral Disor-
der
William C. Hunter, The University of Memphis; Robert L. Wil-
liamson, Simon Fraser University; Andrea D. Jasper, Central
Michigan University; Laura Baylot Casey, The University of
Memphis; Clinton Smith, The University of Tennessee at Mar-
tin
Utilizing a single subject design, three middle school students
with emotional and behavioral disorders (EBD) were observed
in a self-contained classroom to determine the effects of a tech-
nological based and traditional paper-pencil self-monitoring
intervention. This presentation will include a discussion of the
results, limitations, and future implications of the investigation.
Sand Lotus
Measuring Teacher’s Use of Evidence-based Classroom Management Practices
Nicholas A. Gage, Kristen VanGoeye & HyunSuk Han, University of Florida
Measurement of teacher effectiveness is a major topic in education. Yet, classroom management (CM) has not
received much attention. Therefore, we conducted a systematic review to identify the observation systems that
measure CM and how the measures map to the CM practices typically researched in the special education litera-
ture.
Windflower
20
Trial-based Functional Analysis in Juvenile Justice Class-
rooms
Tichelle Bruntmyer, University of Missouri
This presentation will describe a current research study exam-
ining the utility of a teacher conducted trial-based functional
analysis (TBFA) procedure in juvenile justice classrooms. The
TBFA procedure, correlations between FBA and TBFA out-
comes, and preliminary data on the effectiveness of function-
based interventions derived from TBFA findings will be dis-
cussed.
Augustine JJ
Thursday 5:00 – 5:50
What Do Youth from JJ Have to Say about the Transition
Process? Insight from Project RISE
Sarup Mathur, Heather Griller Clark, James Short, & Leslie
LaCroix, Arizona State University
The transition or reentry process from secure care back to
school, work, and the community is fraught with challenges.
Administrators, educators, and others enact policies and proce-
dures that they believe will assist youth with this process. How-
ever, the youths' voice is often missing from these conversa-
tions. What do youth perceive as the major challenges in this
process? This session will provide insight from youth served by
Project RISE.
Capistrano JJ
Evidence Based Academic and Behavioral Supports for
Students with EBD in Inquiry Science Classrooms
William Therrien, University of Virginia; David Lee & Charles
Hughes, Penn State; John Hosp & Youjia Hua, University of
Iowa; Doreen Ferko, California Baptist University
This presentation provides an overview of research based ap-
proaches for students with EBD in inquiry science classrooms.
Essential instructional components that provide a high level of
structure such as pre-teaching core concepts and providing
hands on experiences with extra academic and behavioral sup-
ports ensure students with EBD are highly engaged and suc-
cessful in science.
Cavetto Evidence-based Practices
An Evaluation of the DORE Program
Penny Paige Craven & Sandy Devlin, Mississippi State Univer-
sity
The effectiveness of the DORE Program will be evaluated in
70 school aged children included in Tier III or special educa-
tion. Areas that will be assessed for growth include; reading,
math, handwriting, and behavior. This is an ongoing two year
project which has shown promise as an intervention.
Colonnade
Increasing Opportunities to Respond for Elementary Stu-
dents with Internalizing Behaviors during Math Instruction
to Support Engagement
Wendy P. Oakes, Arizona State University; Eric Common &
Kathleen Lane, University of Kansas; Holly Menzies
In this presentation, we discuss the effects of teacher-delivered
increased opportunities to respond (OTR) for two fourth-grade
girls with moderate-to-high levels of internalizing behaviors
believed to negatively impact their level of participation during
math instruction. First, we examine if a general education
teacher with limited university support could implement teach-
er-delivered increased OTR with integrity. Second, we exam-
ined the extent to which a functional relation was established in
this alternating treatment design comparing choral and mixed
(70% choral, 30% individual) responding was established be-
tween the two types of OTR delivery. Third, we explored
teachers’ and students’ views on the goals, procedures, and
outcomes of the OTR interventions.
Campanile Tier 2
21
Thursday 5:00 – 5:50
The Use of Performance Feedback to Increase Teacher
Praise: An Evidence-Based Practice?
Lauren L. Evanovich, University of Louisville; Lauren W.
Collins, University of Hawaii; Chris Sweigart, University of
Louisville
One method of ameliorating the gap between research and
practice is the use of performance feedback. This study exam-
ined the current literature base related to the use of perfor-
mance feedback to increase teachers’ use of praise. A system-
atic review of the literature was conducted using the CEC
Standards for Evidence-Based Practices in Special Education.
Dolores Research to Practice
Social Emotional Learning Prevention and Intervention
for Students With Behavioral Disorders: An MTSS Behav-
ior Model
Gregory J. Benner, Rayann Silva & Kelcey Schmitz, Center
for Strong Schools University of Washington
In this presentation we demonstrate a model for social emo-
tional learning (SEL) for students with behavioral disorders
within a multi-tiered system of support. We will overview
essential elements of a primary level prevention system (Tier
I) with an emphasis on SEL and offer strategies for embed-
ding SEL into a multi-tier system of supports.
Joshua Tree
Self-Management with Parent Involvement as a Tier-3
Intervention for Classroom Disruptions
Ashley Lower, Richard Young, Lynnette Christensen, Leslie
Williams & Paul Caldarella, Brigham Young University
This study investigated the effects of a Tier-3 peer-matching
self-management intervention with daily electronic communi-
cation between teachers and parents on two elementary school
students who were previously non-responsive to Tier-1 and
Tier-2 interventions. Results indicated that this intervention,
when implemented with fidelity, effectively reduced disrup-
tive behaviors and increased academic engagement.
Jokake
Stop Write There: Practical Strategies and Interventions to Teach Writing in Content Areas
Nelly Shora, Texas A&M-Commerce
Students with emotional and behaviors disorders often struggle with writing. This interactive presentation shares practical strate-
gies and interventions to teach writing in the content areas. Research support, effectiveness, implementation, grade level, and ef-
fect sizes are discussed.
Windflower
Behavior Issues of Students with Multiple Sclerosis
Kathleen M. McCoy, Arizona State University & Renee
Newman
Multiple sclerosis, a central nervous system disease, interrupts
information flow between the brain and body. In addition to
physical symptoms, MS may have profound emotional conse-
quences, e.g., depression, anxiety, mood swings, and aggres-
siveness. The purpose of this presentation is to raise aware-
ness of these symptoms and identify appropriate interventions.
Sand Lotus
22
Friday 9:00 – 9:50
Kids with Intellectual Disabilities in Jail: What do we
Know
Jason Travers, Kansas University & Michael P. Krezmien,
University of Massachusetts
We present a descriptive study of the students with ID in-
carcerated in one state. We present educational and demo-
graphic information about this understudied group, and
discuss the current issues associated with incarceration of
students with ID
Capistrano JJ
Family Engagement Using the PBIS Framework in Se-
cure Care: Getting Started
Kathleen Kimball, Georgia State University& Denise
McClain, Georgia Department of Juvenile Justice
This presentation will summarize existing research on PBIS
implemented in secure care, among families, and within the
home. Suggestions for implementation of PBIS training to
families and youth transitioning out of secure care will be
discussed. Ideas for merging family engagement and PBIS
initiatives within strategic plans will be provided.
Augustine JJ
Examining Numbered Heads Together as an Instructional
Strategy for Students with Emotional and Behavioral Disor-
ders within Multi-Tiered Systems of Support
William C. Hunter, The University of Memphis; Andrea D. Jas-
per, Central Michigan University; Robert L. Williamson, Simon
Fraser University; Renee C. Murley & Elizabeth Stratton, The
University of Memphis;
Numbered Heads Together (NHT) is an alternative questioning
instructional strategy, which can be used within multi-tiered sys-
tems of support (MTSS) and is designed to improve student per-
formance in inclusive and self-contained classrooms. This presen-
tation provides detail associated with the NHT procedure, previ-
ous NHT research, and future directions for research.
Campanile
Developing Intensive Academic Interventions for Students
with EBD
Daniel M. Maggin, University of Illinois at Chicago & Joseph H.
Wehby, Vanderbilt University
Research has consistently indicated that students with emotional
and behavioral disorders (EBD) experience some of the most dis-
mal academic outcomes amongst students with disabilities. As
such, there is a need to develop intensive individualized academic
programs for students with EBD. This session will describe the
research and process of using brief experimental analyses of aca-
demic behavior to develop effective, intensive, and individualized
academic intervention for students with EBD.
Cavetto Evidenced-based Practices
The Use of Writing-to-Learn Activities to Support Stu-
dents' Learning in Middle School
Amber B. Ray, Arizona State University
Middle school teachers were surveyed about their use of
writing to support students’ learning. More than one-half
of the teachers reported applying 15 or more writing-to-
learn activities at least once a month. These activities were
related to teachers' preparedness and types of students in
their classroom.
Colonnade
23
Friday 9:00 – 9:50
Five-year Follow Up of Preschoolers with Autism after
Brief Interdisciplinary Intervention
Joanne Kim & Steve Forness, UCLA Neuropsychiatric Insti-
tute
More than a dozen studies in the past decade or so have fol-
lowed preschoolers with autism spectrum disorder (ASD) into
their elementary school years. Findings have been fairly con-
clusive that progress is not uniform across, or even within,
children with ASD during this period. The present study fol-
lows 65 preschoolers with ASD for 5 years after they had re-
ceived a two month interdisciplinary intensive intervention.
Subsequent school interventions received in the community
during these five years were analyzed as to children's out-
comes on both ASD and comorbid psychiatric symptoms,
adaptive behavior, and social responsiveness at follow-up.
Implications for early childhood interventions are discussed.
Sand Lotus ASD
Neuroscience and Attribution Theory: Creating Positive
Classroom Environments for Students with EBD
Amy Ruhaak & Cindy Farley, University of Hawaii
The causality of the behaviors of students with emotional and
behavioral challenges is commonly misunderstood by their
teachers and peers. This presentation will explore how neuro-
science can help to disabuse teachers of erroneous beliefs
about this student population and ameliorate the problem of
fundamental attribution error related to students with EBD.
Jokake
The Tacoma Whole Child Initiative: Scaling-Up a Multi-
Tier System of Support in a Large Urban District
Gregory J. Benner, Kelcey Schmitz & Rayann Silva, Center
for Strong Schools University of Washington
Scaling up is the process of moving from ‘exemplars’ to the
‘typical.’ Come learn how a large urban district is scaling up
and out to make every child a whole child (at grade level aca-
demically and behaviorally) by the end of third grade by link-
ing data, systems, and practices to achieve performance out-
comes.
Joshua Tree
Visual Mapping: Effects On Persuasive Writing Skills Of Students With Emotional And Behavior Disorders
Mark W White, Georgia State University
The purpose of this study was to investigate the effectiveness of strategic instruction in visual mapping (VM) on the persuasive
writing skills of youth with emotional and behavior disorders (EBD) in a residential setting. Research design and results will be
discussed.
Windflower
Journal Editors’ Forum
Bill Evans & Bob Gable - Preventing School Failure Stan Zucker- Education and Training in Autism and Develop-
mental Disabilities Sarup Mathur - ETC, TECBD Special Issue Kathleen Lane - Remedial & Special Education
Kimberley Vannest - CCBD Publications Chair
This forum will focus on writing for professional publication,
including writing about effective interventions and research
related to classroom practices.
Dolores
24
Friday 10:00 – 10:50
SWPBS as a Framework for Installing Restorative Practic-
es in Schools
Lucille Eber & Jessica Swain-Bradway, Midwest PBIS Net-
work
More schools are exploring the use of Restorative Practices to
address discipline and disproportionality as repairing harm and
relationships have strong appeal. In spite of the social validity
of Restorative practices, there is limited research on applica-
tion in schools. This session explores the potential of using the
PBIS framework for integrating restorative practices in schools
including the need to develop fidelity measurement tools and a
comprehensive research agenda.
Augustine JJ
Pushing the Boundaries of Instruction in Juvenile Correc-
tions Settings - Project RAISE
Christina Bosch & Michael P. Krezmien, University of Massa-
chusetts
This lecture will discuss the process of developing an NSF
funded UDL project-based science curriculum within a juvenile
justice setting. We discuss the usability testing findings with
teachers and youth in a JJ science class, and the process for
curriculum development. Examples of the UDL curriculum and
the tablet technology will be presented.
Capistrano JJ
Summer Boost Designed to Prevent Summer Academic
Slide and Increase Social Emotional Skills—An Urban-
Serving School District and Community Partnership that
Promoted Whole Child Development
Rayann Silva, Tim Zeng, Gregory J. Benner, Center for
Strong Schools University of Washington
Traditionally, summer school aims, at best, to prevent the
summer slide. This intervention was designed to improve
academic and social emotional skills through integrating the
reading intervention with an existing program that was
healthy, safe, engaging, supportive, and challenging. In this
session we will describe the interventions, measures and out-
comes.
Campanile
Double Check: A Cultural Proficiency and Student En-
gagement Model
Catherine P. Bradshaw, University of Virginia;
Kristine E. Larson & Elise Pas, Johns Hopkins Center for the
Prevention of Youth Violence; Katrina Debnam, Johns
Hopkins Bloomberg School of Public Health
African American students are at the highest risk for emo-
tional and behavior disorder identification. This presentation
will provide information on Double Check, a research-based
professional development model that seeks to improve stu-
dent engagement and behavioral outcomes by increasing
teachers’ cultural proficiency. Participants will learn about
the research behind the intervention and will also receive
practical information on implementing key features of Dou-
ble Check.
Cavetto Evidence-based Practices
Check This Out!
Lori Lynass, Sound Supports
This session will explore the various Check-in and Check-out
style mentoring models and their use with students who have
emotional and behavioral issues. The Check and Connect, Be-
havior Education Program and Check, Connect and Expect
Models will be showcased. Check, Connect and Expect was
originally designed and researched by Dr. Doug Cheney.
Colonnade
25
Friday 10:00 – 10:50
Meeting the Mental Health Needs of Children and
Youth Worldwide
Mary Bailey Estes, University of North Texas
In this presentation we review factors that impact the
mental health of children and youth, highlight the magni-
tude of the problem based on data from selected coun-
tries, emphasize the influence of culture, trauma, and
poverty, and review research on "what works," with
emphases on school-based practices.
Jokake
A Multi-Tiered Professional Development Model to In-
crease the Use of Effective Classroom Management
Strategies
Ashley S. MacSuga-Gage, University of Florida
This presentation will report on a novel approach to in-
crease teacher’s use of evidence-based classroom manage-
ment practices using a multi-tiered system of support
(MTSS) professional development (PD) model. The MTSS
PD model includes universal, secondary, and tertiary pro-
fessional development supports for teachers based on data
indicating need.
Joshua Tree
The Effects of Schema-Based Instruction on the Mathematical Problem-Solving Abilities of Four Second-Grade
Students with an Emotional or Behavioral Disorder
Corey Peltier & Kimberly Vannest, Texas A&M
Academic strategies in mathematics are replete in the literature but few studies demonstrate effects for students with EBD.
This single case experimental design (SCED) study examines the effectiveness of schema-based instruction (SBI) and prob-
lem-solving strategy use, (Search, Translate, Answer, Review, STAR), on the mathematical problem solving abilities of
four second grade students receiving special education services under the service category of emotional and/or behavioral
disorders (EBD). Results demonstrate a functional relationship between the strategies use and dependent variable, an in-
crease in the dependent variables of problem-solving skills for grade-level word problems (addition and subtraction of two-
digit integers), maintenance data suggests performance was substantially improved from baseline data but with a decline of
trend. Students and special education teacher report a socially valid intervention.
Windflower
The Perceptions of Teachers Who Work with Students with Autism Spectrum Disorder
Nichole Wangsgard, Utah Valley University
The presentation will provide findings from a study that examined special and general education teacher’s self-perception
of themselves in meeting the needs of students with ASD. The presenter will discuss their self-efficacy needs and provide
suggestions of several ways to effectively train teachers who work with students with ASD.
Sand Lotus
26
Council for Children with
Behavioral Disorders (CCBD)
President’s Luncheon
Wendy P. Oakes Ph.D. Arizona State University
Friday
11:00am — 1:00pm
CCBD has served for over 50 years as a strong and steadfast voice for the advocacy of
children and youth with emotional and behavioral disorders (EBD) and a leader in the
professional development of those who work on behalf of children and youth with and
at risk for EBD and their families. New and current activities as well as the work of the
organization on behalf of the membership over the past year will be shared. We will en-
gage in discussions to recognize and celebrate those who have diligently served the mis-
sion of CCBD in the past, present, and generate ideas for setting future priorities. CCBD
serves as the Professional Home for all attending TECBD – please join us with ideas for
continuing to move forward together in a effective an collective way.
Palm F
CCBD President’s Address
27
Friday 1:00 – 1:50
Supporting Youth in Secure Care with High-Probability
Requests: Practical Guidelines for Implementation
Kathleen Kimball & Lauren Boden, Georgia State University
This presentation will summarize existing research for high-
probability request (High-p) strategies used in alternative edu-
cation settings. Anecdotal evidence gathered from secure care
personnel will be discussed. Participants will learn practical
steps for implementing High-p in secure care facilities to in-
crease youth engagement and participation and decrease chal-
lenging behaviors displayed by youth.
Augustine JJ
Function-Based Thinking as a Tier 2 Intervention: Train-
ing Teachers to Intervene Early
Amanda S. Hilsmier, Samford University
All teachers need to be equipped to handle challenging behav-
iors in the classroom. Function-based thinking (FBT) builds
on the evidence-based practice of functional behavior assess-
ment (FBA), but allows classroom teachers the opportunity to
intervene before larger behavioral problems occur. The ability
of general education classroom teachers to implement FBT
using the lens of FBA to identify, interpret, and intervene
with individualized challenging behaviors is a Tier 2 inter-
vention that could impact the outcomes of at-risk students.
This presentation will outline FBT, provide examples of
teacher-implemented data, and discuss implications for train-
ing teachers to use an FBT approach.
Campanile Tier 2
A Step-by-Step Process to Help Teachers Implement Evi-
dence-Based Classroom Management Strategies
Shanna Hirsch, University of Virginia; Ashley MacSuga-
Gage, University of Florida; Lauren Evanovich, University of
Louisville
This session will provide a step-by-step overview of profes-
sional development along with the results of a targeted teach-
er study. Teachers learned to self-manage their use of an evi-
dence-based classroom management strategies. Participants
will learn the strategies along with the process for supporting
teachers to apply the strategies within their classrooms.
Cavetto Evidence-based Practices
Preparing Middle School Students with EBD for High
Stakes Assessments
Brittany L. Hott, Texas A&M-Commerce; Jennifer D.
Walker, University of Mary Washington; Lesli Raymond &
Hayleigh Garlow, A&M-Commerce
This session will describe the procedures and results of a
study investigating the effects of a multi-component test tak-
ing intervention on the mathematics performance of middle
school students with emotional or behavioral disorders. Im-
plications for practice and future research directions will be
shared.
Capistrano
Methodological Issues in EBD Research: The Importance
of Continuing Our Applied Behavior Analytic Roots and
Single Subject Design
Tim Lewis, University of Missouri
The recent emphasis at the U.S. Department of Education on
the use of randomized control trials to designate interventions
as “evidence-based,” coupled with the call to compute effect
sizes similar to designs employing inferential statistics, has
forced the EBD and larger special education field to examine
it’s current research rigor. This session will provide an over-
view and rationale why traditional single subject design and
analyses are key to improving student behavior and should
remain a central strategy in the field.
Colonnade Shores
28
Friday 1:00 – 1:50
Teacher-Paraeducator Interactions and Classroom Quality
Tia Navelene Barnes, Yale University & Christina Crowe,
University of Massachusetts-Dartmouth
We contend that classroom quality and student outcomes in
self-contained EBD special education classrooms can be im-
proved by targeting the relationship between the special educa-
tor and paraeducators. Informed by research and practice, we
present the Teacher-Paraeducator Framework for improving
student educational and behavioral outcomes in self-contained
EBD classrooms.
Dolores Research to Practice
Show me the data!
Allison Bruhn, University of Iowa
Collecting data and using it to inform instructional program-
ming has become the norm in schools. However, behavioral
progress monitoring lags behind when compared to academic
progress monitoring. This presentation includes a discussion
of behavioral progress monitoring as well findings from a
study comparing direct observation, behavior ratings, and the
SDQ.
Jokake
Effect of an Adventure Based Education Program on Aca-
demic Outcomes
Chris Schwilk, Shippensburg University; Mark Staszko &
Paul Sokolofsky, Yellow Breeches Educational Center; Gary
Sanderson, Lancaster Scuba Center
Researchers will share the results of a study designed to in-
vestigate whether an adventure based education activity
(Scuba) paired with standards based science content produced
greater recall and retention in students with EBD compared
with those who received the same content without scuba.
Windflower
Comprehensive, Integrated, Three-tiered (CI3T) Models of
Prevention: What is new in measurement?
Wendy P. Oakes, Arizona State University; Kathleen Lynne
Lane & David Royer, University of Kansas
In this presentation we provide an overview of and rationale
for comprehensive, integrated, three-tiered (Ci3T) models of
prevention – one approach to integrated tiered systems of sup-
port. We describe core features of Ci3T models, followed by
an update on what is new in terms of measures used in training
and implementation.
Joshua Tree Identification, Assessment, & Intervention
TECBD offers BACB Type 2 CEUs Look for this symbol on qualifying sessions
Obtain the necessary form at the registration desk and get it signed in each session you attend
Special thanks to Shanna Hirsch for helping review BCBA sessions
29
Friday 2:00 – 2:50
Disciplinary Practices in Juvenile Corrections Settings
Michael Krezmien, University of Massachusetts; Candace Mul-
cahy, Binghamton University; Jason Travers, Kansas University
This study examines the use of disciplinary removals in juvenile
corrections settings. We present findings from a single juvenile
justice agency, and examine referrals to security, time in securi-
ty, and disproportionate use of disciplinary removal for minority
students and students with disabilities. Implications and poten-
tial remedies are discussed.
Augustine JJ
Multi-Tiered Support Professional Development: Using
Performance Feedback at Tier Two
Ashley S. MacSuga-Gage & Nicholas A. Gage, University of
Florida
This presentation will discuss a multi-tiered support (MTS)
framework for professional development (PD) to increase in-
service elementary teachers use of evidence-based classroom
management practices, with particular emphasis on perfor-
mance feedback at tier two. Attendees will (a) learn about the
MTS framework for PD, (b) learn about how to implement
performance feedback, and (c) receive information about the
effects of performance feedback implemented as part of a
MTS PD to increase teachers’ use of evidence-based class-
room management skills.
Campanile Tier 2
Using Peer Social Ratings to Predict Problem Behavior
Erin Rotheram-Fuller, Arizona State University
This study assessed the academic and social competence of
163 children in an urban elementary school early in the school
year, and how both predicted Office Discipline Reports at the
end of the year. Implications suggest that peers may be a key
to identifying students at risk for discipline issues.
Capistrano
Using the Function-Based Intervention Decision Model to
Improve Behavior in the Classroom
Candace Gann, University of Texas San Antonio
When students struggle with maintaining appropriate behavior
in the classroom, they struggle with learning; further. The
Function-Based Intervention Decision Model is a widely used
and highly successful method of developing successful behav-
ioral interventions. Attendees will learn about the Decision
Model and how it’s been used to develop both individual and
small-group behavior interventions that effectively decreased
problem behavior and increased positive behaviors. Sugges-
tions for implementation and examples of interventions devel-
oped using the Decision Model will be provided.
Cavetto Evidence-based Practices
Making Evidence Count: Using Single-Case Research to Improve Practice
Daniel M. Maggin, University of Illinois at Chicago
This session will overview the conceptual and methodological underpinnings of using single-case research meth-
ods to develop evidence-based programs for students with emotional and behavioral disorders. Session partici-
pants will learn about the importance and process used to identify evidence-based practices and consider some
strengths and limitations. Examples will be drawn from recent work of various national centers.
Colonnade Shores
30
Friday 2:00 – 2:50
After-School Inclusion: Empowering Students to Make
Social Connections Beyond the Classroom
Louise Yoho, Claremont Graduate University
This study investigates the participation of students with
disabilities in extracurricular activities and the role that
choice-making skills may have in students’ social and elec-
tive activities. The results of this study indicate that students
with disabilities are not afforded the same access to extra-
curricular activities as their peers without disabilities.
Jokake
Systematic Screening in Secondary Schools: What have
we learned about the Student Risk Screening Scale for
Internalizing and Externalizing Behaviors?
Kathleen Lynne Lane, University of Kansas; Wendy P. Oak-
es, Arizona State University; Emily Cantwell, University of
Kansas
In this presentation we discussed the importance of systematic
screening tools for use across the K-12 to support accurate
detection of students with internalizing and externalizing be-
haviors within the context of comprehensive, integrated, three
-tiered models of prevention. We provide an update on the
evidence for the adapted tool: the Student Risk Screening
Scale for Internalizing and Externalizing Behaviors, with an
emphasis on convergent validity with established systematic
screeners and initial information on how to use these data in
schools to support students with externalizing, internalizing,
and comorbid behavior challenges in secondary schools.
Joshua Tree Identification, Assessment, & Intervention
Camp Jigsaw
Sandy Devlin & Penny Paige Craven, Mississippi State Uni-
versity
Camp Jigsaw provides a nontraditional, unique environment
where both the needs of high school students diagnosed
with High Functioning Autism and graduate students to-
gether to meet the goals of campers. Camp Jigsaw provides
a “hands on” learning environment for both campers and
graduate students.
Sand Lotus ASD
Teaching Rate of Change to Students with Disabilities:
A Concrete-Representational-Abstract + Writing Ap-
proach
Kaitlin A Bundock, Leanne S. Hawken & Sharlene A.
Kiuhara, University of Utah
Research demonstrates the success of math interventions
incorporating Concrete-Representational-Abstract (CRA)
approaches. Limited research exists regarding implementa-
tion of CRA with higher-level math concepts. This study
incorporated a CRA approach and writing to learn to teach
students with disabilities about rate of change. All three
participants improved their math scores post-intervention.
Windflower
Increasing the Impact of Professional Development and
Use of Evidence Based Practices through Directed Consul-
tation
Debbie Brooks & David Lee, Penn State; Tom Farmer, VCU;
Kate Norwalk, UNC
Directed Consultation is a framework to inform, guide, and
support teachers in the use and integration of evidence based
practices in their classrooms. We will discuss the theoretical
background and describe the 4 components of Directed Con-
sultation as utilized in the Supporting Early Adolescent Learn-
ing and Social Success Project.
Dolores Research to Practice
31
Friday 3:00 – 3:50
Can Peer-Mediation Help Students Meet the Science Cur-
riculum Standards?
Nikki L. Josephs, Manhattanville College & Robin Alves,
Greenburgh Central School District
This project investigated the effects of peer-mediated instruc-
tion using science-based informational text on the oral reading
fluency skills of sixth grade students with and without challeng-
ing behaviors. The researchers attempted to answer the follow-
ing questions: 1) Which peer-mediated fluency strategy is most
effective for improving their oral reading fluency skills, and 2)
how did the participants perceive the effectiveness of the inter-
vention?
Augustine
Assessing the Utility of Check-in/Check-out in Alterna-
tive Educational Settings
Nicole Cain Swoszowski, University of Alabama & Lauren
L. Evanovich, University of Louisville
Check-in/check-out has been implemented with high rates of
success across traditional and alternative educational set-
tings. To date; however, researchers have not assessed prac-
titioners’ perceptions regarding the utility of this approach in
alternative school environments. This presentation will de-
scribe the procedures and results of a qualitative study in
which educators voiced their perceptions regarding the feasi-
bility and effectiveness of check-in/ check-out in an alterna-
tive school setting.
Campanile Tier 2
Reduction of Aggressive Behavior using Technology
Kathleen M. McCoy, Arizona State University
Aggression by individuals with developmental disabilities is a
learned behavior or set of behaviors that serves as a way to
communicate. Intervention utilizing two different types of tech-
nology are described which reduced severe aggressive behavior
of two adolescents. Implications for intervention in the school
environment are discussed.
Capistrano
Applying Three Decades of Research on Self-
Monitoring: Recommendations for Practice
John Wills Lloyd & Sarah Dillon, University of Virginia
Evidence-based practices require that teaching procedures
not only be based on studies using strong methods but also
on replication series. Self-monitoring surely fits that bill,
being a method that crossed that threshold in the early
1990s. It turns out that simpler is better. So how do you do
it? This session provides a step-by-step guide to teaching
self-monitoring effectively.
Cavetto Evidence-based Practices
The Application of Effect Sizes in Single Case Experimental
Design
Kimberley Vannest & Jennifer Ninci , Texas A & M University
Effect Sizes (ES) are useful for interpreting and defending re-
sults of intervention in research and practice. We will present
an accessible "how-to", describe agreement between ES and the
hallmarks of visual analysis (level, trend, variability, immedia-
cy, and consistency) and examine the relationship between a
functional relationship and an Effect Size.
Colonnade Shores
Emotional/Behavioral Disorders, Access to the General
Education Curriculum and Inclusive Practices
Denise A. Soares, University of Mississippi & Judith R.
Harrison, Rutgers University
This presentation will present the results of the systematic
scoping review including themes in the empirical literature,
empirical evidence within those themes, questions to be ad-
dressed by future research, implications for serving and ad-
vocating for youth with EBD, and ethical issues related to
inclusion.
Dolores Research to Practice
32
Friday 3:00 – 3:50
Supporting Behavior for School Success: A Step-by-Step
Guide to Key Strategies
Kathleen Lynne Lane, University of Kansas; Holly Menzies;
Robin Parks Ennis, University of Alabama at Birmingham;
Wendy P. Oakes, Arizona State University
In this presentation, we discuss seven low-intensity, teacher-
delivered supports, grounded in the principles of positive be-
havior interventions and supports (PBIS). We provide an over-
view of these strategies including step-by-step guidelines to
support implementation effort, with an overall goal of enhanc-
ing student engagement and achievement while decreasing dis-
ruptive behavior.
Joshua Tree Identification, Assessment, & Intervention
Supporting Students with Bipolar Disorder in the Transi-
tion to Post-Secondary Education
Pamela Harris, Martha Cocchiarella & Alyssa Sherry, Arizo-
na State University
A systematic literature review of supports for college stu-
dents with or at-risk for bipolar disorder will be presented,
followed by personal narratives of college students with bi-
polar disorder and the supports they received and the needs
that were not addressed. This session will also include a par-
ticipant discussion on the types of systematic changes that
would lead to better success for these students.
Jokake
An Investigation of Visual Supports to Teach Algebraic
Problem Solving to a Student with Autism Spectrum Disor-
der
Juliet Hart Barnett & Shannon Cleary, Arizona State University
Students with autism spectrum disorders are frequently includ-
ed in general education and are increasingly expected to access
core content, including mathematics. However, mathematics
presents challenges to students with ASD, particularly higher-
order skills such as algebra. We report how visual supports can
be implemented to successfully teach algebraic problem solving
to ASD students.
Sand Lotus ASD
Practical Tips for Supporting Students with EBD in Sec-
ondary Science
Hayleigh Garlow, Nelly Shora & Brittany L. Hott,
Texas A&M University- Commerce
This session will share practical strategies for teaching stu-
dents with EBD using an inquiry based instructional model.
Practical examples from physical science lessons including
force, motion, matter, energy, optics, acids and bases, and
stoichiometry will be shared. Resources and materials will
be provided.
Windflower
Save the Date...
TECBD 2016
October 27th, 28th, 29th
33
Friday 4:00 – 4:50
Managing Cultural Infrastructure in Juvenile Justice
Amidst System Change
Michael Turner, Teresa Stroud & Gita Upreti, Texas Juvenile
Justice Department
Movement toward evidence-based best practices in juvenile
justice (JJ) settings requires a systemic strategic framework to
manage an agency’s cultural infrastructure amid dynamic exter-
nal and internal influences. This session will share lessons
learned by Texas JJ staff from systems change efforts related to
statewide PBIS implementation.
Augustine JJ
Integrating a Tier-II, Classwide, Group Contingency into
Physical Education
Shanna Eisner Hirsch, University of Virginia & John Wills
Lloyd, University of Virginia
Special classes such as physical education (PE) present chal-
lenges due to large class sizes and the integration of all stu-
dents, including students with EBD. This presentation will
describe the results from a study evaluating a group contin-
gency and procedures (explicit instruction, goal setting, and
reinforcement) drawn from Class-wide Function-related In-
tervention Teams (CW-FIT; Kamps et al., 2011; Wills et al.,
2010) in PE. Participants will walk away from this session
with a description of how to implement a group contingency
in PE.
Campanile Tier 2
Promoting Effective Classroom Management: Teachers
Coaching Teachers
Barbara Mitchell & Tim Lewis, University of Missouri
Consistent use of effective classroom management practices
is associated with higher rates of student engagement and
learning. This session describes on-going efforts for training
school leadership teams to facilitate peer to peer classroom
observations that include data collection and performance
feedback. Results from a recent experimental investigation
will be shared.
Cavetto Evidence-based Practices
Re-examination of the Psychometric Properties of the Pre-
School Wide Evaluation Tool (Coefficient Alpha and Confi-
dence Intervals)
Sharon L. Bohjanen & Jennifer A. Catalano, University of Ari-
zona
Vincent, Spaulding & Tobin (2010) conducted a re-examination
of the psychometric properties associated with the School-wide
Evaluation Tool (SET: Horner et al., 2004) and found errors in
methodology. Using the alternative methods promoted by Vin-
cent, et al. (2010), this study re-examined the Pre-school Wide
Evaluation Tool (Pre-SET: Steede & Pomerleau, 2012).
Capistrano
Historical, Contemporary, and Future Issues in Research in Behavior Disorders: The Role of Single Subject Research in
Building a Science and Practice
James Fox, East Tennessee State University& Maureen Conroy, University of Florida
Behavior disorders has varied conceptual and methodological roots. Effective answers to working with students with EBD re-
quire pragmatic solutions. One of the most productive approaches has been the behavioral model and single subject methodology.
Using research on EBD preschoolers as a focus, we review methodological history, exemplary research findings, and critical is-
sues.
Colonnade Shores
34
Friday 4:00 – 4:50
Research on Treatment Acceptability: Implications for Im-
proving Educational Practices and Outcomes for Students
with EBD
Neslihan Unluol Unal, Brian Barber & Andrew Wiley, Kent
State University
Treatment acceptability (TA) is the extent to which interven-
tions are judged to be fair, reasonable, and appropriate. We
review factors impacting TA and the role of TA in implement-
ing evidence-based practices for students with EBD. Finally,
we outline our agenda for extending TA research to academic
interventions for students with EBD.
Dolores Research to Practice
Beyond PBIS: Successfully Serving ED/BD Students in a
Public High School
Susan Bigelow, Nashoba Regional High School; Bridget
Kelley, Western Washington University
For over 10 years, a therapeutic learning program has been
instrumental in helping high school students with ED/BD
stay in their home school and succeed along with their non-
disabled peers. This presentation will describe the design of
this program and how it has changed over time.
Jokake
Functional Assessment-based Interventions: Developing
School-site Capacity
Wendy P. Oakes, Arizona State University; Kathleen Lynne
Lane, Eric Common & Liane Johl, University of Kansas
In this presentation, we discuss a practice-based professional
learning model for building the expertise of site-level educators
to design, implement, and evaluate functional assessment-based
interventions. This practice is implemented as part of schools’
comprehensive, integrated, three-tiered (Ci3T) models as one
Tier 3 support. We provide an overview of professional learn-
ing model with coaching supports, and tools used for support-
ing the use of this model with fidelity.
Joshua Tree Identification, Assessment, & Intervention
Successful Inclusion Interventions for Students with Au-
tism
Jennifer McIntire & Michael P. Krezmien, University of
Massachusetts
We describe the first applied study of a manding interven-
tion implemented with elementary school students with au-
tism in an inclusion public school setting. The strong find-
ings from the multiple baseline across activities single case
design with replications across participants are presented
and discussed. Implications for future research are ad-
dressed.
Sand Lotus ASD
Reading to Learn: Can Reciprocal Teaching Make a Difference for Youth in Alternative Settings?
Mark Zablocki & Brian Horn, Illinois State University
This group experimental study examined the effectiveness of a reciprocal teaching strategy to improve reading comprehension
for academically at-risk adolescents attending an alternative school. The presenters will discuss the study’s results, implications,
and offer suggestions on how to implement reciprocal reading in the classroom.
Windflower
35
Friday 5:00 – 5:50
School-Based Referrals to the Juvenile Court: Prevalence
and Characteristics in Several States
Pamela Cichon Wruble, Loyola University Maryland
This presentation will review and discuss a quantitative study
that examined the School-to-Prison Pipeline using descriptive
statistics and logistic regression. The study calculated the likeli-
hood of school-based juvenile court referrals in five states dur-
ing 1995 and 2011. Overrepresentation of students based on
race and special education status will be discussed.
Augustine JJ
Writing in the Content Areas with Students with EBD
Robin Parks Ennis, University of Alabama at Birmingham
Self-regulated strategy development (SRSD) is an evidence-
based practice for student with EBD that can be used to
teach writing in the content area. This presentation will high-
light results from a Tier 2 SRSD intervention with high
school students with EBD in world history and geography
classes.
Campanile Tier 2
What Information Do Administrators and Teachers Need to
Effectively Program for Youth in Alternative Settings?
Kimberly Maddox-Reihl, State of Illinois-Regional Office of
Education & Mark Zablocki, Illinois State University
Accurate records can provide important information in develop-
ing programs to address the unique needs of youth placed in
alternative settings. We will discuss our review of over 200
student records from a residential treatment facility, the barriers
encountered in obtaining student records, and the implications
for programming and systems change.
Capistrano
From Low Tech to High Tech: Active Engagement with-
in the Classroom
Reesha Adamson, Missouri State University
Active engagement has been shown to decrease student
problem behavior and increase academic learning. This
presentation will discuss research-based interventions which
have be documented to directly impact student behavior.
These interventions will be shown during the presentation.
Demonstrations of active engagement strategies and poten-
tial changes in academic instruction which can be incorpo-
rated in any setting and any classroom.
Cavetto Evidence-based Practices
Discussant Session: Richard E. Shores Strand on Research
in Behavior Disorders
James Fox, East Tennessee State University; Peter Alter, Saint
Mary’s College of California; Steve Forness, Psychiatry and
Biobehavioral Sciences, UCLA; Gregory J. Benner, University
of Washington-Tacoma
This is the culminating discussion sessions for sessions present-
ed in the Richard E. Shores Strand on Research in Behavior
Disorders
Colonnade Shores
The Impact on Inter- and Intra-classroom Transitions on
Classroom Stability and Student Performance in the
EBD Classroom
Christina Crowe, University of Massachusetts Dartmouth;
Tia Barnes, Lisa Flynn & Susan Rivers, Yale University
Our presentation discusses the frequency and range of inter-
(within classroom movement, phone calls/announcements)
and intra- (movement into/out of the classroom) transitions
and is informed by systematic classroom observation of 50
EBD classrooms, observer, and teacher reports. Instructional
productivity, student learning and classroom management
are discussed in light of findings.
Dolores Research to Practice
36
Friday 5:00 – 5:50
A Functional Approach to Teacher Behavior
Carl Liaupsin & Alison Zagona, University of Arizona
When behavior support plans fail, it is often because teachers
omit or do not sufficiently engage in intervention behaviors.
This session will explore how the function-based concepts and
practices commonly used to develop student intervention
plans could also be used to provide improved support for
teacher intervention behavior.
Jokake
Supporting Students with EBD in CI3T Models: Success
and Challenges
Wendy P. Oakes, Arizona State University & Kathleen Lynne
Lane, University of Kansas
This panel discussion will provide an interactive discussion on
how to support students with and at risk for EBD within and
beyond the context of comprehensive, integrated, three-tiered
(Ci3T) models of support. We invite people interested in having
a conversation about future directions.
Joshua Tree Identification, Assessment, & Intervention
Language Deficits and Interventions in EBD and ASD
Students
Maureen Bradshaw, University of Arkansas Bentonville
School District
One of the most overlooked areas by teachers (schools) when
providing interventions for students with EBD is the role of
language deficits and inappropriate behavior. This session
will provide educators with research findings to develop prac-
tical classroom and individualized interventions for students
with EBD and language deficits.
Sand Lotus ASD
Effects of Implementing a Direct-Instruction Reading In-
tervention on Student Engagement for Elementary Stu-
dents with or At-Risk for E/BD
Lauren Evanovich, University of Louisville
The focus of this session will be on a single-subject alternating
treatments design study across 3 elementary school teachers
examining effects of implementing Orton-Gillingham Reading
Intervention on students’ engagement for students identified
with or at-risk for E/BD. I will discuss method, results, class-
room and research recommendations, limitations and future
implications.
Windflower
6:00 pm
East Courtyard
White Rhino Social
37
Saturday 9:00 - 9:50
The Same Old Problem – Disproportionate Suspensions in
Maryland
Kristine Camacho & Michael P Krezmien, University of
Massachusetts
This study presents the findings from two related studies of
disciplinary practices in Maryland. The first examines the dis-
proportionate suspension of minority students and students with
disabilities using logistic regression and HLM. The second ex-
amines the relationship between disciplinary policies and sus-
pension practices.
Augustine JJ
Preventing Math Failure Through Formative Assess-
ment: The Relationship Between Math CBM, College
Readiness and State Accountability Exams
Kaitlin A Bundock, Leanne S. Hawken, Courtenay A.
Barrett, University of Utah & Robert D. Richardson,
Canyons School District
There is little research relating secondary math curriculum
based measurement to other standardized math measures,
despite its usefulness for instruction. This study examined
the relationship between math benchmark measures, college
readiness and state criterion-referenced exams. The measures
were significantly correlated. Student demographics, includ-
ing disability status, did not moderate the correlations.
Campanile
Creating an Environment Where Students With Behavioral
Disorders Can be Successful in the General Education
Classroom
Ryan Reid, Washington Elementary School District
The goal for children with behavioral disorders is the ability to
learn with their peers in a GenEd classroom. A positive and
productive classroom environment is essential to accomplish
that. In this session, I will give strategies to create a classroom
culture that allows all children to be successful.
Capistrano
Mindfulness with Students Classified with EBDs: A Pilot
Investigation
Micheline Malow, Nikki L. Josephs, & Vance Austin,
Manhattanville College
An ELA teacher in a secondary education (8-12th grade) self
-contained school for Students with EB/Ds incorporated a
standard mindfulness curriculum into daily classes as a way
to engage students in the learning process. The six week cur-
riculum consisted of a daily brief mindfulness teaching mo-
ment followed by an activity for reinforcement.
Colonnade
Special thanks to the Arizona Department of Education
for co-sponsoring this event
38
Saturday 9:00 - 9:50
Engaging in Conversations with Parents about Young Chil-
dren’s Behavior: Experiences of New Teachers
Wendy P. Oakes & Margarita Jimenez Silva, Arizona State
University; Hannah Perkins, Balsz School District; Veronica
Nunez, Grand Canyon University; Jennifer Casas, Arizona
State University; Ashleigh Leonard, Laveen School District
While Division of Early Childhood (DEC) Recommended Prac-
tices stress the importance of reciprocal and culturally respon-
sive collaborations with families, teacher candidates often gain
limited experiences in learning from their students’ families.
We share the findings of an Early Childhood Special Education
teacher preparation program syllabi review related to these
DEC Practices. In addition, a panel of new teachers will share
their experiences about collaborating with the families in cul-
turally responsive ways specifically related to the behavior of
young children with special needs. Challenges and recommen-
dations will be shared.
Ironstone
On the Write Track: A Persuasive Writing Intervention to
Support Students with Emotional and Behavioral Disor-
ders
Nelly Shora, Texas A&M-Commerce
This session reports the results of a multiple baseline study
evaluating the use of a persuasive writing intervention in ele-
mentary science. Results indicate that the three elementary
students with EBD improved the quality of their writing and
time on-task. Implications for practice and future research
directions will be shared.
Windflower
After Graduate School, Then What? Successful Career Strategies
Mary Margaret Kerr, University of Pittsburgh; Kathleen Lane, University of Kansas; Robert A. Gable, Old Dominion University;
Kristine Jolivette, Georgia State University
Four experienced faculty members will conduct fast-paced round-robin advising sessions about essential skills for those seeking
academic and/or leadership positions. Learn how not to make mistakes in publishing in peer reviewed journals, creating an effective
curriculum vitae (CV), applying for jobs, giving job talks, and communicating in an interview. The team will share their personal
experiences of mistakes they have observed in conducting searches and interviewing candidates in both academic and field settings.
Participants will have the unique opportunity to spend time with each scholar in small groups, allowing for individual questions and
discussions not typically offered in the conference environment.
Palm F
39
Saturday 10:00 - 10:50
Improving Reentry Outcomes for Incarcerated Youth
through Employability and Social Skills Training
Taryn VanderPyl, Claremont Graduate University
Incarcerated youth face many obstacles when released. Em-
ployment is critical in reducing reoffending, but many youth do
not have the skills they need to obtain and maintain employ-
ment. This presentation shares the evaluation of one curriculum
that teaches employability and social skills to incarcerated
youth to improve reentry outcomes.
Augustine JJ
Community Based Adult Transition: Strengths and
Challenges in An Adult Program
Louise Yoho, Claremont Graduate University
This session presents the challenges and successes one dis-
trict has had in creating a meaningful community-based
Adult Transition program for adult students with moderate to
severe disabilities. Details about community integration,
utilization of the WorkAbility grant for vocational training
and mobility training through an interagency collaboration
with the local public transit system are discussed.
Capistrano
Social Engagement with Generalization for Students with
Emotional Behavior Disorders
Rebecca Hartzell, University of Arizona; Candace Gann, Uni-
versity of Texas at San Antonio; Carl Liaupsin, University of
Arizona
Students with Emotional Behavior Disorders (EBD) often ex-
hibit a wide range of difficulties interacting with their peers.
This session presents a social skills intervention for students
with EBD in the natural setting. Results show improvement in
social engagement with typical peers, and demonstrate generali-
zation of skills to a different setting.
Ironstone
Strategies for Treating Worry and Anxiety in Children
and Youth
Kimberly Vannest, Texas A&M University
Come learn four interventions for improving internalizing
problems in children and youth. The National Institute of
Mental Health and the US Health and Human Services are
both reporting these conditions as highly-prevalent, but also
highly treatable. The strategies for treating anxiety in chil-
dren and youth are examined in multiple studies: Cognitive
Behavior Therapy (includes internet and integrated); Cogni-
tive Restructuring; Contingency Management; Exposure-
Based Techniques; Family Therapy; Modeling (live and vid-
eo); Psychoeducation; Relaxation Training; Self-Monitoring
and/or Self-Assessment. Four of these ( Cognitive Restruc-
turing, Contingency Management, Relaxation Training and
Self-Monitoring) are straightforward to implement in
schools.
Colonnade
The Influence of Student Characteristics on Cognitive-
Behavioral Intervention Effectiveness
Tia Barnes, Yale University
Though cognitive-behavioral interventions (CBIs) are effective
in preventing problem behavior, there is a need to extend and
refine CBIs to meet the needs of a diverse school population.
As a first step in meeting this need, we present findings on
whether student characteristics influence the effectiveness of a
school-based CBI.
Campanile
Social Engagement with Generalization for Students with
Emotional Behavior Disorders
Glenna M. Billingsley, Texas State University
The results of a study on the relationship between student
preference for instructional methods and actual learning out-
comes for secondary students with Emotional/ Behavioral
Disabilities (EBD) will be presented. This study sought to
determine whether learning preferences aligned with the
instructional method with which high school students best
learned mathematics.
Windflower
40
Saturday 11:00 - 11:50
Merging Two Worlds Transition Curriculum: This Deal is
Too Good To Pass Up
Heather Griller Clark, Arizona State University; Deborah
Thompson, Yavapai County Juvenile Detention Center; Sarup
Mathur, Arizona State University
Come to this session and get a free transition curriculum and
video game! Even better, it’s an research-based practice that is
especially effective for youth with EBD. This deal is too good
to pass up. Tell your friends and come see how an award win-
ning teacher uses with her students.
Augustine JJ
Turning the Tables: Using the ABC Format to Observe
and Support Teachers
Carl Liaupsin & Alison Zagona, University of Arizona;
Kathleen McNaboe & Katelyn Ewing, Vail School District
The ABC data collection format has long been used as a tool
to observe and understand student behavior. This session
offers the insights of researchers and district staff who ex-
plored the use of this format to observe and support teacher
behavior. Learn new and practical uses for this time-honored
tool.
Campanile
Increasing Teacher Trainee Self-Efficacy to Promote Reten-
tion of Educators That Work With Children With EBD
Karen Sealander, Northern Arizona University; Adam Lock-
wood, University of Kansas Medical Center; Amanda Hack-
well, Northern Arizona University; Kristen Lilly, Mesa Public
Schools, Valerie Schwiebert, Western Carolina University
With teacher shortages plaguing the field of exceptional student
education, especially among teachers who work with children
with emotional and behavioral disorders (EBD), we must devel-
op effective means to provide preservice teachers with the nec-
essary skills, and promote the self-beliefs, needed to be suc-
cessful, independent, motivated, and reinforced in their choice
to work with student with EBD. The purpose of this presenta-
tion is to briefly review the four plus decades of research in the
area of self-efficacy and suggest how we might build the basic
components and processes that undergird self-efficacy into a
preservice teacher training program.
Capistrano
Beyond the School Yard: Establishing a Community-
wide Network to Promote Healthy Neighborhoods and
Families to Complete the Circle of Support for the Whole
Child
Kelcey Schmitz & Greg Benner, Center for Strong Schools
University of Washington
Boosted by the success of district transformation, a large
urban city embraces a community-wide effort that links fam-
ilies, community agencies, and schools together to expand
the Tacoma Whole Child Initiative (TWCI). A community
leadership team uses implementation science, three-tiered
prevention logic and a participatory approach to create a
framework for transformation.
Ironstone
A Look at the Reading and Math Skills of Students with
EBD in Residential Schools
Michael Krezmien, University of Massachusetts; Candace
Mulcahy, Binghamton University; Jason Travers, Kansas
University
We present the findings from a study of the Reading and
Math achievement of students with EBD in residential treat-
ment centers. We present the findings on the WIAT-3. We
discuss the performance, instructional contexts, and instruc-
tional needs in RTCs.
Colonnade
41
42
A Journal Dedicated to the Improvement of Services for Children
SENIOR EDITORS
Daniel E. Hursh
West Virginia University
David J. Hansen University of Nebraska-Lincoln
Stephanie Peterson
Western Michigan University
MANAGING EDITOR
DATABASED CASE STUDY
EDITOR
Bernie Fabry Western Psychiatric Institute and Clinic
FORUM EDITOR
Larry Maheady
State University of New York at Fredonia
LITERATURE REVIEW EDITOR
Raymond Miltenberger
FMHI - University of South Florida
PROGRAM DESCRIPTION EDITOR
Douglas W. Nangle University of Maine
BOOK REVIEW EDITOR
Lloyd Peterson
COMPASS, LLC
TEACHER EDUCATORS FOR
CHILDREN WITH BEHAVIORAL
DISORDERS (TECBD)
CONFERENCE ISSUE EDITOR Wendy P. Oakes
Arizona State University
ASSOCIATE EDITORS
Michael Himle
University of Utah
Kathleen Lynne Lane
University of Kansas
Linda A. LeBlanc Auburn University
Benjamin Lignugaris/Kraft Utah State University
Dear TECBD Presenters:
I am pleased to extend a call for manuscripts for the special issue of Severe Behavior Dis-
orders of Children and Youth to consider for publication in Volume 39 of Education and
Treatment of Children (ETC). While authors are expected to submit papers based on ma-
terial presented at TECBD, the following guidelines from the Editorial Policy of ETC also
apply to this Special Issue of ETC.
Manuscript Guidelines
ETC is devoted to the dissemination of information concerning the development of ser-
vices for children and youth. A primary criterion for publication is that the material be of
direct value to educators, parents, child care providers, or mental health professionals in
improving the effectiveness of services. Therefore, authors are required to compose their
manuscripts in a clear, concise style that will be readily understood by the practitioners
who are likely to make use of the information.
Materials appropriate for publication include experimental research, research reviews,
data-based case studies, and procedure or program descriptions. Non-experimental papers
should emphasize the manner in which the described procedure, program, or issue relates
to the practical concerns of professionals in the field. Experimental studies should demon-
strate usefulness of the described procedure, adequacy of the data in showing a functional
relationship between the procedures and observed behavior changes, and evidence that
measurements taken were reliable. This special issue of ETC utilizes a broad base of re-
searchers, educators, clinical practitioners, and graduate students in the editorial review
process including the consulting editors of ETC and Behavioral Disorders. If you are not
submitting a manuscript and would like to be a guest reviewer, please e-mail me.
If you choose to submit, please send your manuscript via email to me by February 1,
2016. All manuscripts should be submitted as one Word file. Please do not send figures
and tables as separate files. Also please include your contact information on the title page,
but be sure to remove your name and institution from the “properties” of the Word docu-
ment. Again, thank you for your participation and attendance at the 2015 TECBD Confer-
ence. I look forward to receiving your manuscripts. If you have any questions, please con-
tact me at [email protected].
Sincerely,
Wendy Peia Oakes, Ph.D.
Assistant Professor
Honors Faculty
Arizona State University| Mary Lou Fulton Teachers College
Santa Catalina Hall #330-D| Mail Code 2680| 7271 E. Sonoran Arroyo Mall| Mesa, AZ
85212
A JOURNAL OF THE WEST VIRGINIA UNIVERSITY PRESS
West Virginia University | Morgantown, WV 26506 | P.O. Box 6295 | (304) 293-8400 | Fax: (304) 293-6585 | www.wvupress.com