time day strand lead presenter name lead presenter affiliation tecbd schedule... · time day strand...
TRANSCRIPT
Time Day Strand Lead Presenter Name Lead Presenter Affiliation
1:00 Friday Allison Bruhn University of Iowa
3:00 Thursday Evidence Based Practices
Allison Bruhn University of Iowa
1:00 Friday Tier 2 Amanda S. Hilsmier Samford University
9:00 Friday Amy Ruhaak University of Hawaii
9:00 Friday Academic & Behavioral Interventions
Andrea Flower The University of Texas at Austin
3:00 Thursday Academic & Behavioral Interventions
Andrew Wiley Kent State University
9:00 Thursday PRECONFERENCE Ashley Hare Arts Education Program Director, City of Phoenix Office of Arts and Culture
5:00 Thursday Ashley Lower Brigham Young University
2:00 Friday Tier 2 Ashley S. MacSuga-Gage
University of Florida
10:00 Friday Ashley S. MacSuga-Gage
University of Florida
TECBD 2015 Conference Presenter Schedule
3:00 Thursday Academic &
Behavioral
Interventions
Ashley S. MacSuga-
Gage
University of Florida
3:00 Thursday Aydin Bal University of Wisconsin-
Madison
4:00 Friday Evidence Based
Practices
Barbara Mitchell University of Missouri
3:00 Thursday Research to Practice Bridget Walker Sound Supports
4:00 Thursday Research to Practice Bridget Walker Sound Supports
1:00 Friday Academic &
Behavioral
Interventions
Brittany L. Hott Texas A&M-Commerce
2:00 Friday Evidence Based
Practices
Candace Gann University of Texas San Antonio
5:00 Friday Carl Liaupsin University of Arizona
11:00 Saturday Carl Liaupsin University of Arizona
10:00 Friday Evidence Based
Practices
Catherine P. Bradshaw University of Virginia
1:00 Friday Academic &
Behavioral
Interventions
Chris Schwilk Shippensburg University
10:00 Friday Juvenile Justice Christina Bosch University of Massachusetts
5:00 Friday Research to Practice Christina Crowe University of Massachusetts
Dartmouth
10:00 Friday Academic &
Behavioral
Interventions
Corey Peltier Texas A&M
9:00 Saturday Academic &
Behavioral
Interventions
Crystal Summers Arizona State University
9:00 Thursday PRECONFERENCE Daniel Gulchak KOI Education
9:00 Friday Evidence Based
Practices
Daniel M. Maggin University of Illinois at Chicago
2:00 Friday Shores Daniel M. Maggin University of Illinois at Chicago
3:00 Thursday Academic &
Behavioral
Interventions
David J. Royer University of Kansas
2:00 Friday Research to Practice Debbie Brooks Penn State
3:00 Friday Research to Practice Denise A. Soares University of Mississippi
4:00 Thursday Denise A. Soares University of Mississippi
4:00 Thursday Academic &
Behavioral
Interventions
Donna L. Spencer Pitts University of Florida
3:00 Thursday Erin Rotheram-Fuller Arizona State University
4:00 Thursday Juvenile Justice Eugene W. Wang Texas Tech University
4:00 Friday Juvenile Justice Gita Upreti Texas Juvenile Justice
Department
10:00 Saturday Academic &
Behavioral
Interventions
Glenna M. Billingsley Texas State University
3:00 Thursday Tier 2 Gregory J. Benner Center for Strong Schools
University of Washington
Tacoma
9:00 Friday Gregory J. Benner Center for Strong Schools
University of Washington
5:00 Thursday Gregory J. Benner Center for Strong Schools
University of Washington
3:00 Friday Academic &
Behavioral
Interventions
Hayleigh Garlow Texas A&M University-
Commerce
5:00 Thursday Juvenile Justice Heather Griller Clark Arizona State University
4:00 Friday Shores James Fox East Tennessee State
University
5:00 Friday Shores James Fox East Tennessee State
University
9:00 Friday Juvenile Justice Jason Travers Kansas University
3:00 Thursday Juvenile Justice Jeffrey R. Sprague University of Oregon
4:00 Thursday Jennifer D. Walker University of Mary Washington
4:00 Friday Autism Research &
Intervention
Jennifer McIntire University of Massachusetts
9:00 Friday Autism Research &
Intervention
Joanne Kim UCLA Neuropsychiatric Institute
3:00 Friday Evidence Based
Practices
John Wills Lloyd University of Virginia
3:00 Friday Autism Research &
Intervention
Juliet Hart Barnett Arizona State University
2:00 Friday Academic &
Behavioral
Interventions
Kaitlin A Bundock University of Utah
9:00 Saturday Kaitlin A Bundock University of Utah
4:00 Thursday Tier 2 Karen R. Harris Arizona State University
11:00 Saturday Karen Sealander Northern Arizona University
1:00 Friday Juvenile Justice Kathleen Kimball Georgia State University
9:00 Friday Juvenile Justice Kathleen Kimball Georgia State University
2:00 Friday Identification,
Assessment, &
Intervention
Kathleen Lynne Lane University of Kansas
3:00 Friday Identification,
Assessment, &
Intervention
Kathleen Lynne Lane University of Kansas
3:00 Friday Kathleen M. McCoy Arizona State University
5:00 Thursday Academic &
Behavioral
Interventions
Kathleen M. McCoy Arizona State University
11:00 Saturday Kelcey Schmitz Center for Strong Schools
University of Washington
3:00 Friday Shores Kimberley Vannest Texas A & M University
5:00 Friday Kimberly Maddox-Reihl State of Illinois-Regional Office
of Education
9:00 Saturday Kristine Camacho University of Massachusetts
5:00 Friday Academic &
Behavioral
Interventions
Lauren L. Evanovich University of Louisville
5:00 Thursday Research to Practice Lauren L. Evanovich University of Louisville
4:00 Thursday Evidence Based
Practices
Leanne S. Hawken University of Utah
10:00 Friday Academic &
Behavioral
Interventions
Lori Lynass Sound Supports LLC
2:00 Friday Louise Yoho Claremont Graduate University
10:00 Saturday Louise Yoho Claremont Graduate University
10:00 Friday Juvenile Justice Lucille Eber Midwest PBIS Network
9:00 Friday Academic &
Behavioral
Interventions
Mark W White Georgia State University
4:00 Friday Academic &
Behavioral
Interventions
Mark Zablocki Illinois State University
10:00 Friday Mary Bailey Estes University of North Texas
9:00 Saturday Mary Margaret Kerr Univ. of Pittsburgh
5:00 Friday Autism Research &
Intervention
Maureen Bradshaw University of Atkansas
Bentonville School District
2:00 Friday Juvenile Justice Michael Krezmien University of Massachusetts
11:00 Saturday Academic &
Behavioral
Interventions
Michael Krezmien University of Massachusetts
3:00 Thursday Juvenile Justice Michael Krezmien University of Massachusetts
9:00 Saturday Academic &
Behavioral
Interventions
Micheline Malow Manhattanville College
9:00 Saturday Academic &
Behavioral
Interventions
Nelly Shora Texas A&M-Commerce
5:00 Thursday Academic &
Behavioral
Interventions
Nelly Shora Texas A&M-Commerce
4:00 Friday Research to Practice Neslihan Unluol Unal Kent State University
10:00 Saturday Nicholas A. Gage University of Florida
10:00 Friday Autism Research &
Intervention
Nichole Wangsgard Utah Valley University
3:00 Friday Tier 2 Nicole Cain Swoszowski University of Alabama
3:00 Friday Juvenile Justice Nikki L. Josephs Manhattanville College
4:00 Thursday Academic &
Behavioral
Interventions
Nikki L. Josephs Manhattanville College
5:00 Friday Juvenile Justice Pamela Cichon Wruble Loyola University Maryland
3:00 Friday Pamela Harris Arizona State University
5:00 Thursday Academic &
Behavioral
Interventions
Penny Paige Craven Mississippi State University
10:00 Friday Academic &
Behavioral
Interventions
Rayann Silva Center for Strong Schools
University of Washington
10:00 Saturday Rebecca Hartzell University of Arizona
5:00 Friday Evidence Based
Practices
Reesha Adamson Missouri State University
1:00 Friday Autism Research &
Intervention
Renee Wozniak Grand Canyon University
9:00 Friday Robert Gable Old Dominion
5:00 Friday Tier 2 Robin Parks Ennis University of Alabama at
Birmingham
9:00 Saturday Ryan Reid Washington Elementary School
District
2:00 Friday Autism Research &
Intervention
Sandy Devlin Mississippi State University
11:00 Saturday Juvenile Justice Sarup Mathur Arizona State University
4:00 Friday Tier 2 Shanna Eisner Hirsch University of Virginia
1:00 Friday Evidence Based
Practices
Shanna Eisner Hirsch University of Virginia
4:00 Friday Sharon L. Bohjanen University of Arizona
4:00 Friday Susan Bigelow Nashoba Regional High School
2:00 Friday Susan Etscheidt University of Northern Iowa
10:00 Saturday Juvenile Justice Taryn VanderPyl Claremont Graduate University
4:00 Thursday Juvenile Justice Taryn VanderPyl Claremont Graduate University
10:00 Saturday Academic &
Behavioral
Interventions
Tia Barnes Yale University
1:00 Friday Research to Practice Tia Navelene Barnes Yale University
5:00 Thursday Juvenile Justice Tichelle Bruntmyer University of Missouri
1:00 Friday Shores Tim Lewis University of Missouri,
Department of Special
Education
1:00 Friday Identification,
Assessment, &
Intervention
Wendy P. Oakes Arizona State University
4:00 Friday Identification,
Assessment, &
Intervention
Wendy P. Oakes Arizona State University
5:00 Friday Identification,
Assessment, &
Intervention
Wendy P. Oakes Arizona State University
9:00 Saturday Wendy P. Oakes Arizona State University
5:00 Thursday Tier 2 Wendy P. Oakes Arizona State University
9:00 Friday Academic &
Behavioral
Interventions
William C. Hunter The University of Memphis
4:00 Thursday Academic &
Behavioral
Interventions
William C. Hunter The University of Memphis
5:00 Thursday Evidence Based
Practices
William Therrien University of Virginia
Session Title
Show me the data!
On-Task and On-Tech
Function-Based Thinking as a Tier 2 Intervention: Training
Teachers to Intervene Early
Neuroscience and Attribution Theory: Creating Positive
Classroom Environments for Students with EBD
Considering Many Variables: A Look at Three Studies
Advancing Teacher Education for Children with Behavioral
Disorders: Four Radical Reforms
Using the Arts: Power + Healing
Self-Management with Parent Involvement as a Tier-3
Intervention for Classroom Disruptions
Multi-Tiered Support Professional Development: Using
Performance Feedback at Tier Two
A Multi-Tiered Professional Development Model to Increase
the Use of Effective Classroom Management Strategies
Improving Classroom Management with Problem Solving
and Direct Assessment
Conducting Culturally Responsive Experimental
Interventions for Ecologically Valid Systemic Transformation
Promoting Effective Classroom Management: Teachers
Coaching Teachers
Towards Meaningful Program Improvement: An Overview of
the Participatory and Expert Review for Programs Serving
Students with EBD
Building Sustainable and Effective Programs to Better
Support Students with EBD: Results from Districts &
Programs Implementing the PEER-EBD
Preparing Middle School Students with EBD for High Stakes
Assessments
Using the Function-Based Intervention Decision Model to
Improve Behavior in the Classroom
A Functional Approach to Teacher Behavior
Turning the Tables: Using the ABC Format to Observe and
Support Teachers
Double Check: A Cultural Proficiency and Student
Engagement Model
Effect of an Adventure Based Education Program on
Academic Outcomes
Pushing the Boundaries of Instruction in Juvenile Corrections
Settings - Project RAISE
The impact on inter- and intra-classroom transitions on
classroom stability and student performance in the EBD
classroom
The Effects of Schema-Based Instruction on the
Mathematical Problem-Solving Abilities of Four Second-
Grade Students with an Emotional or Behavioral Disorder
Positive Reinforcement for Adolescents with Disabilities
PBIS Isn't Just Posters and Prizes: The 4-Part Accountability
System Essential for Success
Developing Intensive Academic Interventions for Students
with EBD
Making Evidence Count: Using Single-Case Research to
Improve Practice
Instructional Choice Interventions Promoting On-Task and
Other Appropriate Behaviors: A Field Test of CEC 2014
Quality Indicators
Increasing the Impact of Professional Development and Use
of Evidence Based Practices through Directed Consultation
Emotional/Behavioral Disorders, Access to the General
Education Curriculum and Inclusive Practices
Correspondence among Parent and Teacher Behavior
Ratings in a Dual Language Learner Preschoolers
Identification of Executive Function Deficits in Students with
Emotional Behavioral Disorders
Using Peer Social Ratings to Predict Problem Behavior
Where Do I Begin (To Tell the Story of How Great My Group
Analysis Would Be)? Your Love-Hate Relationship with
Grouped Longitudinal Data
Managing Cultural Infrastructure in Juvenile Justice Amidst
System Change
Students with EBD: Preference for Instructional Methods
Eliminating Disparities and Increasing School Completion in
a Large Ethnically-diverse Urban School District through
Whole Child Screening and Evidence-based Programs and
Practices
The Tacoma Whole Child Initiative: Scaling-Up a Multi-Tier
System of Support in a Large Urban District
Social Emotional Learning Prevention and Intervention for
Students With Behavioral Disorders: An MTSS Behavior
Model
Practical Tips for Supporting Students with EBD in
Secondary Science
Merging Two Worlds Transition Curriculum
Historical, Contemporary, and Future Issues in Research in
Behavior Disorders: The Role of Single Subject Research in
Building a Science and Practice
Discussant Session: Richard E. Shores Strand on Research
in Behavior Disorders
Kids with Intellectual Disabilities in Jail: What do we Know
The Feasibility of the PBIS Framework in Juvenile
Corrections: Initial Findings
Practical Strategies for PBIS Implementation for Students
with EBD
Successful Inclusion Interventions for Students with Autism
Five-year Follow Up of Preschoolers with Autism after Brief
Interdisciplinary Intervention
Applying Three Decades of Research on Self-Monitoring:
Recommendations for Practice
An Investigation of Visual Supports to Teach Algebraic
Problem Solving to a Student with Autism Spectrum Disorder
Teaching Rate of Change to Students with Disabilities: A
Concrete-Representational-Abstract + Writing Approach
Preventing Math Failure Through Formative Assessment:
The Relationship Between Math CBM, College Readiness
and State Accountability Exams
SRSD for Writing Persuasively from Source Text: “Super
Duper Fun”!
Increasing Teacher Trainee Self-Efficacy to Promote
Retention of Educators That Work With Children With EBD
Supporting Youth in Secure Care with High-Probability
Requests: Practical Guidelines for Implementation
Family Engagement Using the PBIS Framework in Secure
Care: Getting Started
Systematic Screening in Secondary Schools: What have we
learned about the Student Risk Screening Scale for
Internalizing and Externalizing Behaviors?
Supporting Behavior for School Success: A Step-by-Step
Guide to Key Strategies
Reduction of Aggressive Behavior using Technology
Behavior Issues of Students with Multiple Sclerosis
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
The Application of Effect Sizes in Single Case Experimental
Design
What Information Do Administrators and Teachers Need to
Effectively Program for Youth in Alternative Settings?
The Same Old Problem – Disproportionate Suspensions in
Maryland
Effects of Implementing a Direct-Instruction Reading
Intervention on Student Engagement for Elementary
Students with or At-Risk for E/BD
The Use of Performance Feedback to Increase Teacher
Praise: An Evidence-Based Practice?
Check-in/Check-out: Helping Teachers Support Students
who are At Risk for Behavioral Disorders
Check This Out!
After-School Inclusion: Empowering Students to Make Social
Connections Beyond the Classroom
Community Based Adult Transition: Strengths and
Challenges in An Adult Program
SWPBS as a Framework for Installing Restorative Practices
in Schools
Visual Mapping: Effects On Persuasive Writing Skills Of
Students With Emotional And Behavior Disorders
Reading to Learn: Can Reciprocal Teaching Make a
Difference for Youth in Alternative Settings?
Meeting the Mental Health Needs of Children and Youth
Worldwide
After Graduate School, Then What? Successful Career
Strategies
Language Deficits and Intervetions in EBD and ASD
Students
Disciplinary Practices in Juvenile Corrections Settings
A Look at the Reading and Math Skills of Students with EBD
in Residential Schools
Challenges and Successes of Implementing a Community
Based Gang and Youth Violence Prevention Program
Mindfulness with Students Classified with EBDs: A Pilot
Investigation
On the Write Track: A Persuasive Writing Intervention to
Support Students with Emotional and Behavioral Disorders
Stop Write There: Practical Strategies and Interventions to
Teach Writing in Content Areas
Research on Treatment Acceptability: Implications for
Improving Educational Practices and Outcomes for Students
with EBD
Measuring Teacher’s Use of Evidence-based Classroom
Management Practices
The Perceptions of Teachers Who Work with Students with
Autism Spectrum Disorder
Assessing the Utility of Check-in/Check-out in Alternative
Educational Settings
The Implications Of A System-Wide Positive Behavioral
Intervention Initiative: From Inception, To Design, To
Successful Implementation
Can Peer-Mediation Help Students Meet the Science
Curriculum Standards?
School-Based Referrals to the Juvenile Court: Prevalence
and Characteristics in Several States
Supporting Students with Bipolar Disorder in the Transition
to Post-Secondary Education
An Evaluation of the DORE Program
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
Social Engagement with Generalization for Students with
Emotional Behavior Disorders
From Low Tech to High Tech: Active Engagement within the
Classroom
Sibling relationships: Implications for social programming
when one child is identified with ASD
Journal Editors
Precorrection: An Effective Tier 2 Intervention for Your
Classroom or School
Creating an Environment Where Students With Behavioral
Disorders Can be Successful in the General Education
Classroom
Camp Jigsaw
Project RISE
Integrating a Tier-II, Classwide, Group Contingency into
Physical Education
A Step-by-Step Process to Help Teachers Implement
Evidence-Based Classroom Management Strategies
Re-examination of the Psychometric Properties of the Pre-
School Wide Evaluation Tool (Coefficient Alpha and
Confidence Intervals)
Beyond PBIS: Successfully Serving ED/BD Students in a
Public High School
Seclusion and Restraint Practices in Schools: A Legal
Analysis
Improving reentry outcomes for incarcerated youth through
employability and social skills training
The complex intersectionality of race, disability, and juvenile
justice as told by incarcerated youth
The Influence of Student Characterisitcs on Cogntiive-
Behavioral Intervention Effectiveness
Teacher-Paraeducator Interactions and Classroom Quality
Trial-based Functional Analysis in Juvenile Justice
Classrooms
Methodological Issues in EBD Research: The Importance of
Continuing Our Applied Behavior Analytic Roots and Single
Subject Design
Comprehensive, Integrated, Three-tiered (CI3T) Models of
Prevention: What is new in measurement?
Functional Assessment-based Interventions: Developing
School-site Capacity
Supporting Students with EBD in CI3T Models: Success and
Challenges
Engaging in Conversations with Parents about Young
Children’s Behavior: Experiences of New Teachers
Increasing Opportunities to Respond for Elementary
Students with Internalizing Behaviors during Math Instruction
to Support Engagement
Examining Numbered Heads Together as an Instructional
Strategy for Students with Emotional and Behavioral
Disorders within Multi-Tiered Systems of Support.
Examining Self-Monitoring Interventions for Academic
Support of Students with Emotional and Behavioral
Disorders
Evidence Based Academic and Behavioral Supports for
Students with EBD in Inquiry Science Classrooms
Session Abstract (50 words)
Collecting data and using it to inform instructional programming 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.
Recent literature indicates classroom teachers and researchers have used handheld mobile devices, Twitter,
repurposed response 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
considerations for incorporating technology (e.g., resource availability, managing data, and implementation
recommendations).
All teachers need to be equipped to handle challenging behaviors in the classroom. Function-based thinking (FBT)
builds on the evidence-based practice of functional behavior assessment (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 intervention that could impact the outcomes of at-risk students. This presentation will outline
FBT, provide examples of teacher-implemented data, and discuss implications for training teachers to use an FBT
approach.
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 neuroscience 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.
Presenters will discuss three studies, which considered overall intervention effect as well as variables such as
immediacy of effect and dose. Presenters will discuss the Check, Connect, and Expect intervention, a meta-
analysis study of the Good Behavior Game, and a reliability and validity study concerning two data extraction
programs.
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 consistent or inconsistent with recommended reforms will be discussed.
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 activities they have used in their own artistic work with juvenile corrections, foster care
homes, schools, and shelters
This study investigated the effects of a Tier-3 peer-matching self-management intervention with daily electronic
communication 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 disruptive behaviors and increased academic engagement.
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 performance 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 classroom management
skills.
This presentation will report on a novel approach to increase teacher’s use of evidence-based classroom
management practices using a multi-tiered system of support (MTSS) professional development (PD) model. The
MTSS PD model includes universal, secondary, and tertiary professional development supports for teachers based
on data indicating need.
This presentation will describe a problem solving process for providing technical assistance to improve classroom
management. The model is currently being evaluated across the state of Florida as part of the state's schoolwide
positive behavior support initiative. Attendees will receive data collection instruments and learn how to implement
the model.
This presentation provides the guiding principles and specific steps for educators and researchers to conduct
locally meaningful 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.
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.
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.
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 describe how the process guides organizational
change, enhances professional practice, and improves program climate. We will share findings across a range of
districts and programs.
This session will describe the procedures and results of a study investigating the effects of a multi-component test
taking intervention on the mathematics performance of middle school students with emotional or behavioral
disorders. Implications for practice and future research directions will be shared.
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 behavioral 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. Suggestions for implementation and examples of interventions developed using the
Decision Model will be provided.
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.
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 explored the use of this format to observe and
support teacher behavior. Learn new and practical uses for this time-honored tool.
African American students are at the highest risk for emotional and behavior disorder identification. This
presentation will provide information on Double Check, a research-based professional development model that
seeks to improve student 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 Double Check.
Researchers will share the results of a study designed to investigate 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.
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.
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.
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 problem-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 increase 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.
Many important steps and considerations need to be thought about during the process of developing a Functional
Behavior Assessment (FBA) and interventions. Being mindful of the type of intervention that is chosen, along with
the type of reinforcement is a critical step in developing a Behavior Intervention Plan (BIP) This presentation will
help develop an understanding around positive reinforcements and other various reinforcement systems available
for adolescents with developmental disorders.
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.
Research has consistently indicated that students with emotional and behavioral disorders (EBD) experience some
of the most dismal 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 academic behavior to develop effective, intensive, and
individualized academic intervention for students with EBD.
This session will overview the conceptual and methodological underpinnings of using single-case research
methods to develop evidence-based programs for students with emotional and behavioral disorders. Session
participants 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.
Instructional choice intervention studies were used in a field test of the CEC 2014 quality indicators. Coding results
and implications 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; single-subject experimental design; and published 2002-2014.
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 Consultation as utilized in the Supporting Early Adolescent Learning and Social Success Project.
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 addressed by future research, implications for
serving and advocating for youth with EBD, and ethical issues related to inclusion.
Best practices in the assessment of EBD suggest behavior ratings 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.
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) often have impaired self-regulatory skills. This
study investigated differences in EF skills performance between students with EBD and typically developing
students.
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.
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 implementing new data
collection/storage/preparation efforts.
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 external and internal influences. This
session will share lessons learned by Texas JJ staff from systems change efforts related to statewide PBIS
implementation.
The results of a study on the relationship between student preference for instructional methods and actual learning
outcomes 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.
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. Participants 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.
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 academically and behaviorally) by the end of
third grade by linking data, systems, and practices to achieve performance outcomes.
In this presentation we demonstrate a model for social emotional 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 embedding SEL into a multi-tier system of
supports.
This session will share practical strategies for teaching students 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.
Behavior disorders has varied conceptual and methodological roots. Effective answers to working with students
with EBD require 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 issues.
This is the culiminating discussion sessions for sessions presented in the Richard E. Shores Strand on Research in
Behavior Disorders
We present a descriptive study of the students with ID incarcerated in one state. We present educational and
demographic information about this understudied group, and discuss the current issues associated with
incarceration of students with ID.
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.
This session will describe practical strategies for PBIS implementation 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.
We describe the first applied study of a manding intervention implemented with elementary school students with
autism in an inclusion public school setting. The strong findings from the multiple baseline across activities single
case design with replications across participants are presented and discussed. Implications for future research are
addressed.
More than a dozen studies in the past decade or so have followed preschoolers with autism spectrum disorder
(ASD) into their elementary school years. Findings have been fairly conclusive that progress is not uniform across,
or even within, children with ASD during this period. The present study follows 65 preschoolers with ASD for 5
years after they had received a two month interdisciplinary intensive intervention. Subsequent school interventions
received in the community during these five years were analyzed as to children's outcomes on both ASD and
comorbid psychiatric symptoms, adaptive behavior, and social responsiveness at follow-up. Implications for early
childhood interventions are discussed.
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.
Students with autism spectrum disorders are frequently included 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.
Research demonstrates the success of math interventions incorporating Concrete-Representational-Abstract
(CRA) approaches. Limited research exists regarding implementation 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.
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, including disability status, did not moderate the correlations.
This experimental study consisted of 30 randomly assigned fifth and sixth-grade students in five different Title I
elementary schools who scored below the 25th percentile on the Test of Written Language-III (TOWL-III) and who
were also receiving resource room instruction. Fourteen treatment participants received Tier 2 instruction
consisting of 27 to 39 sessions 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,
attitude 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 interview responses are examined.
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 develop effective means to provide
preservice teachers with the necessary skills, and promote the self-beliefs, needed to be successful, independent,
motivated, and reinforced in their choice to work with student with EBD. The purpose of this presentation 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.
This presentation will summarize existing research for high-probability request (High-p) strategies used in
alternative education 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 increase youth
engagement and participation and decrease challenging behaviors displayed by youth.
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.
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 behaviors 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.
In this presentation, we discuss seven low-intensity, teacher-delivered supports, grounded in the principles of
positive behavior interventions and supports (PBIS). We provide an overview of these strategies including step-by-
step guidelines to support implementation effort, with an overall goal of enhancing student engagement and
achievement while decreasing disruptive behavior.
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 technology are described which reduced severe
aggressive behavior of two adolescents. Implications for intervention in the school environment are discussed.
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 consequences, e.g., depression, anxiety, mood
swings, and aggressiveness. The purpose of this presentation is to raise awareness of these symptoms and
identify appropriate interventions.
Boosted by the success of district transformation, a large urban city embraces a community-wide effort that links
families, 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.
Effect Sizes (ES) are useful for interpreting and defending results 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, immediacy, and consistency) and examine the relationship between a functional relationship and an
Effect Size.
Accurate records can provide important information in developing 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.
This study presents the findings from two related studies of disciplinary practices in Maryland. The first examines
the disproportionate suspension of minority students and students with disabilities using logistic regression and
HLM. The second examines the relationship between disciplinary policies and suspension practices.
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, classroom and research
recommendations, limitations and future implications.
One method of ameliorating the gap between research and practice is the use of performance feedback. This
study examined the current literature base related to the use of performance feedback to increase teachers’ use of
praise. A systematic review of the literature was conducted using the CEC Standards for Evidence-Based
Practices in Special Education.
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 CICO respond to the intervention by either
showing a reduction in office discipline referrals, decreases in observed problem behavior 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 recommendations 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.
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, Behavior Education Program and Check,
Connect and Expect Models will be showcased. Check, Connect and Expect was originally designed and
researched by Dr. Doug Cheney.
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 elective activities. The results of this study indicate that
students with disabilities are not afforded the same access to extracurricular activities as their peers without
disabilities.
This session presents the challenges and successes one district 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.
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 application 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.
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.
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.
In this presentation we review factors that impact the mental health of children and youth, highlight the magnitude
of the problem based on data from selected countries, emphasize the influence of culture, trauma, and poverty,
and review research on "what works," with emphases on school-based practices.
Five 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.
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 practical classroom and individualized interventions for students with EBD and language deficits.
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 security, and disproportionate use of
disciplinary removal for minority students and students with disabilities. Implications and potential remedies are
discussed.
We present the findings from a study of the Reading and Math achievement of students with EBD in residential
treatment centers. We present the findings on the WIAT-3. We discuss the performance, instructional contexts,
and instructional needs in RTCs.
This study discusses the challenges of implementing and measuring 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 management).
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 curriculum consisted of a daily brief mindfulness teaching moment followed by an activity for
reinforcement.
This session reports the results of a multiple baseline study evaluating the use of a persuasive writing intervention
in elementary 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.
Students with emotional and behaviors disorders often struggle with writing. This interactive presentation shares
practical strategies and interventions to teach writing in the content areas. Research support, effectiveness,
implementation, grade level, and effect sizes are discussed.
Treatment acceptability (TA) is the extent to which interventions are judged to be fair, reasonable, and appropriate.
We review factors impacting TA and the role of TA in implementing evidence-based practices for students with
EBD. Finally, we outline our agenda for extending TA research to academic interventions for students with EBD.
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
literature.
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.
Check-in/check-out has been implemented with high rates of success across traditional and alternative educational
settings. To date; however, researchers have not assessed practitioners’ perceptions regarding the utility of this
approach in alternative school environments. This presentation will describe the procedures and results of a
qualitative study in which educators voiced their perceptions regarding the feasibility and effectiveness of check-in/
check-out in an alternative school setting.
Residential schools for students with emotional and behavioral disorders have been steadily evolving since the
beginning of the 20th Century. Traditional behavioral approaches involving physical restraint and confinement have
been replaced with more humanistic interventions involving positive reinforcement. One residential school
embraced a sea change in behavior management philosophy, and moved from a more traditional behaviorist model
to a positive behavior intervention and support system PBIS. The authors share the success story of one such
residential school as it embraced a sea change in behavior management philosophy, moving from a more
traditional behaviorist model to a positive behavior intervention and support system (PBIS) dubbed: “WISE.”
This project investigated the effects of peer-mediated instruction using science-based informational text on the oral
reading fluency skills of sixth grade students with and without challenging behaviors. The researchers attempted to
answer the following 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 intervention?
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 likelihood of school-based juvenile court
referrals in five states during 1995 and 2011. Overrepresentation of students based on race and special education
status will be discussed.
A systematic literature review of supports for college students with or at-risk for bipolar disorder will be presented,
followed by personal narratives of college students with bipolar disorder and the supports they received and the
needs that were not addressed. This session will also include a participant discussion on the types of systematic
changes that would lead to better success for these students.
The effectiveness of the DORE Program will be evaluated in 70 school aged children included in Tier III or special
education. 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.
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 outcomes.
Students with Emotional Behavior Disorders (EBD) often exhibit 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 generalization of skills to a different setting.
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 potential changes in academic instruction which can be incorporated in any setting and any
classroom
This video-cued interview study examined the complex relationships between siblings when one child is identified
with ASD. Through stories and experiences of play narrated by siblings, a greater understanding of how children
negotiate social interactions was gained, having possible implications for programming social skills interventions in
home and school settings.
Precorrection is a seven-step strategy designed to prevent problem behaviors from occurring. This presentation will
discuss how precorrection can be used within the context of three-tiered models of positive behavioral interventions
and supports as a secondary-tier intervention.
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.
Camp Jigsaw provides a nontraditional, unique environment where both the needs of high school students
diagnosed with High Functioning Autism and graduate students together to meet the goals of campers. Camp
Jigsaw provides a “hands on” learning environment for both campers and graduate students.
Special classes such as physical education (PE) present challenges due to large class sizes and the integration of
all students, including students with EBD. This presentation will describe the results from a study evaluating a
group contingency and procedures (explicit instruction, goal setting, and reinforcement) drawn from Class-wide
Function-related Intervention 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.
This session will provide a step-by-step overview of professional development along with the results of a targeted
teacher study. Teachers learned to self-manage their use of an evidence-based classroom management
strategies. Participants will learn the strategies along with the process for supporting teachers to apply the
strategies within their classrooms.
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 Vincent, et al. (2010), this study re-examined the Pre-school Wide Evaluation Tool (Pre-SET:
Steede & Pomerleau, 2012).
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.
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 research examined the case law pertaining to the use
of seclusion and restraint in educational settings. Results and recommendations for professional practice are
presented.
Incarcerated youth face many obstacles when released. Employment is critical in reducing reoffending, but many
youth do not have the skills they need to obtain and maintain employment. This presentation shares the evaluation
of one curriculum that teaches employability and social skills to incarcerated youth to improve reentry outcomes.
Many incarcerated youth experience intersectionality of disproportionality 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 disabilities.
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.
We contend that classroom quality and student outcomes in self-contained EBD special education classrooms can
be improved by targeting the relationship between the special educator 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.
This presentation will describe a current research study examining the utility of a teacher conducted trial-based
functional analysis (TBFA) procedure in juvenile justice classrooms. The TBFA procedure, correlations between
FBA and TBFA outcomes, and preliminary data on the effectiveness of function-based interventions derived from
TBFA findings will be discussed.
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 overview and rationale why traditional single subject design and analyses are key to
improving student behavior and should remain a central strategy in the field.
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 support. We describe core features of Ci3T
models, followed by an update on what is new in terms of measures used in training and implementation.
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 learning model with coaching supports, and tools used for supporting the use
of this model with fidelity.
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.
While Division of Early Childhood (DEC) Recommended Practices stress the importance of reciprocal and culturally
responsive 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 culturally responsive ways specifically related to the behavior of young
children with special needs. Challenges and recommendations will be shared.
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 teacher-delivered increased OTR with integrity. Second, we examined 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 between the two types of OTR delivery. Third, we explored teachers’
and students’ views on the goals, procedures, and outcomes of the OTR interventions.
Numbered Heads Together (NHT) is an alternative questioning instructional strategy, which can be used within
multi-tiered systems of support (MTSS) and is designed to improve student performance in inclusive and self-
contained classrooms. This presentation provides detail associated with the NHT procedure, previous NHT
research, and future directions for research.
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 technological based and traditional paper-
pencil self-monitoring intervention. This presentation will include a discussion of the results, limitations, and future
implications of the investigation.
This presentation provides an overview of research based approaches 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 supports ensure students with
EBD are highly engaged and successful in science.
Co-Presenter #1
Name
Co-Presenter #1
Affiliation
Co-Presenter #2
Name
Co-Presenter #2
Affiliation
Co-Presenter #3
Name
Ted Hasselbring Vanderbilt University
Cindy Farley University of Hawaii
Andrea Simms SUNY Plattsburgh
K. Richard Young,
PhD
Brigham Young
University
Lynnette
Christensen, MS
Brigham Young
University
Leslie Williams, EdS
Nicholas A. Gage
Nicholas A. Gage University of Florida
Tim Lewis University of
Missouri
Doug Cheney University of
Washington
Thomas Grant University of
Washington
Doug Cheney University of
Washington
Thomas Grant University of
Washington
Lisa Hoyt
Jennifer D. Walker University of Mary
Washington
Lesli Raymond Texas A&M
University-Commere
Hayleigh Garlow
Courtney Crane University of Texas
San Antonio
Armando Botti University of Texas
San Antonio
Alison Zagona University of Arizona
Alison Zagona University of Arizona Kathleen McNaboe Vail School District Katelyn Ewing
Kristine E. Larson, Johns Hopkins
Center for the
Prevention of Youth
Violence
Elise Pas, Ph.D. Johns Hopkins
Center for the
Prevention of Youth
Violence
Katrina Debnam
Mark Staszko Yellow Breeches
Educational Center
Paul Sokolofsky Yellow Breeches
Educational Center
Gary Sanderson
Michael P. Krezmien University of
Masscahusetts
Tia Barnes Yale University Lisa Flynn Yale University Susan Rivers
Kimberly Vannest Texas A&M
Yadira Flores KOI Education
Joseph H. Wehby Vanderbilt University
Kathleen L. Lane University of Kansas Emily D. Cantwell University of Kansas
David Lee Penn State Tom Farmer VCU Kate Norwalk
Judith R. Harrison Rutgers University
Shanna Hagan-
Burke
Texas A & M
University
Stephen W. Smith University of Florida
Michael Turner Texas Juvenile
Justice Department
Kelcey Schmitz Center for Strong
Schools University
of Washington
Tacoma
Kelcey Schmitz Center for Strong
Schools University
of Washington
Rayann Silva Center for Strong
Schools University
of Washington
Rayann Silva Center for Strong
Schools University
of Washington
Kelcey Schmitz Center for Strong
Schools University
of Washington
Nelly Shora Texas A&M
University-
Commerce
Brittany L. Hott Texas A&M
University-
Commerce
Maureen Conroy University of Florida
Peter Alter Saint Mary’s College
of California
Steve Forness Psychiatry and
Biobehavioral
Sciences, UCLA
Gregory J. Benner
Michael P. Krezmien University of
Masscahusetts
candace mulcahy binghamton
university
Kristine Jolivette Georgia State
University
Lauren J. Boden Georgia State
University
Brittany L. Hott Texas A&M-
Commerce
Michael P. Krezmien University of
Massachusetts
Steve Forness UCLA
Neuropsychiatric
Hospital
Sarah Dillon University of Virginia
Shannon Cleary ASU
Leanne S. Hawken University of Utah Sharlene A. Kiuhara [email protected]
Leanne S. Hawken University of Utah Courtenay A. Barrett Utah State
University
Robert D.
Richardson
Amber B. Ray Julia Houston Colin P. Kavanagh
Adam Lockwood University of Kansas
Medical Center
Amanda Hackwell Northern Arizona
University
Kristen Lilly
Lauren J. Boden Georgia State
University
Kristine Jolivette Georgia State
University
Denise McClain Georgia Department
of Juvenile Justice
Wendy P. Oakes Arizona State
University
Emily Cantwell University of Kansas
Holly Menzies Robin Parks Ennis University of
Alabama at
Birmingham
Wendy P. Oakes
Renee Newman Retired from Arizona
Department of
Education
Dr. Gregory J.
Bennier
Center for Strong
Schools University
of Washington
Jennifer Ninci Texas A & M
University
Mark Zablocki Illinois State
University
Michael P Krezmien University of
Massachusetts,
Center for Applied
Special Technology
Lauren W. Collins University of Hawaii Chris Sweigart chris.sweigart@louis
ville.edu
Kaitlin Bundock University of Utah
Tricia Hagerty NWPBIS
Jessica Swain-
Bradway
Midwest PBIS
Network
Brian Horn Illinois State
University
Lyndal M. Bullock University of North
Texas
Kathleen Lane Univ. of Kansas Robert A. Gable Old Dominion
University
Sarup Mathur
Susanne Belk
Candace Mulcahy Binghamton
University
Jason Travers Kansas University
Candace Mulcahy Binghamton
University
Jason Travers Kansas University
Nikki L. Josephs Manhattanville
College
Vance Austin Manhattanville
College
Brian Barber Kent State
University
Andrew Wiley Kent State
University
Kristen VanGoeye University of Florida HyunSuk Han University of Florida
Lauren L. Evanovich University of
Louisville
Vance Austin Manhattanville
College
Micheline Malow Manhattanville
College
Andrew Ecker
Robin Alves Greenburgh Central
School District
Martha Cocchiarella ASU Alyssa Sherry ASU student
Sandy Devlin Mississippi State
University
Tim Zeng Center for Strong
Schools University
of Washington
Gregory J. Benner Center for Strong
Schools University
of Washington
Candace Gann, PhD University of Texas
at San Antonio
Carl Liaupsin, PhD University of Arizona
Amy Papacek Arizona State
University
Penny Paige Craven Mississippi State
University
John Wills Lloyd University of Virginia
Ashley MacSuga-
Gage, PhD
University of Florida Lauren Evanovich University of
Louisville
Jennifer A. Catalano University of Arizona
Bridget Kelley Western
Washington
University
Christina Crowe University of
Massachusetts-
Dartmouth
Kathleen Lynne
Lane
University of Kansas David Royer University of Kansas
Kathleen Lynne
Lane
University of Kansas Eric Common University of Kansas Liane Johl
Kathleen Lynne
Lane
University of Kansas
Margarita Jimenez
Silva
Arizona State
University
Veronica Nunez
Eric Common University of Kansas Kathleen Lynne
Lane
University of Kansas Holly Menzies
Lawrence Maheady SUNY Buffalo State Andrea D. Jasper Central Michigan
University
Robert L.
Williamson
Robert L.
Williamson
Simon Fraser
University
Andrea D. Jasper Central Michigan
University
Laura Baylot Casey
David Lee Penn State
University
Charles Hughes Penn State
University
John Hosp
Co-Presenter #3
Affiliation
Co-Presenter #4
Name
Co-Presenter #4
Affiliation
Please list any
additional
presenters
Brigham Young
University
Paul Caldarella, PhD Brigham Young
University
Renton Academy
Texas A&M
University-
Commerce
Vail School District
Johns Hopkins
Bloomberg School
of Public Health
Lancaster Scuba
Center
Yale University
Canyons School
District
Angelique Aitken Ashley Barkel, Steve
Graham
Mesa Public
Schools
Valerie Schwiebert Western Carolina
University
Arizona State
University
University of Kansas
Grand Canyon
University
Jennifer Casas Arizona State
University
Ashleigh Leonard,
Laveen School
District
Mallory Messenger Robin Parks Ennis
Simon Fraser
University
Renee C. Murley The University of
Memphis
Elizabeth Stratton
The University of
Memphis
strtton1@memphis.
edu
The University of
Memphis
Clinton Smith The University of
Tennessee at Martin
University of Iowa