Second Annual Ted Carr Outstanding Poster Presentation Award

Last year, APBS established two types of awards that will be presented annually in honor of Dr. Edward (Ted) Carr: 1) Outstanding Poster Presentation (that emphasizes both Science and Quality of Life issues) and 2) Promising Researcher (targeting scholarly endeavors of junior faculty at institutions of higher education).

At the 2011 Denver Conference five posters were recognized:

Outstanding Poster Presentation

Poster 125 - Evaluation of Transition Criteria in Emotional Disability Private Schools (EDPs)
Matthew Hoge, Jolenea Ferro, Carl Liauspin, and John Umbreit University of Arizona, Tucson, AZ
This session examines the criteria used for students placed in an Emotional Disability Private (EDP) schools to transition to a less restrictive environment. Findings on effective practices and roadblocks to transition will be shared.
Click here for the Poster

Honorable Mentions – Outstanding Poster Presentation
The panel of judges wanted to recognize the following five posters with honorable mentions. These are posted in numerical order for easy organization. Attempts were made to photograph each poster/presenter, but not all were captured. We are posting what was collected during the poster session.

Poster 116 - Comparison of Functional Assessment and Analysis Procedures for Students with Challenging Behaviors
Candace Lane, University of Arizona, Tucson, AZ; Linda Garrison-Kane, Wayne Mitchell, David Goodwin, Erin Wilson and Alexandra Beckman, Missouri State University, Springfield, MO
This study assessed functional behavior assessment and analysis procedures for five students exhibiting challenging behaviors within public school classrooms. Results from two experiments confirmed each procedure was effective in identifying function and reducing challenging behaviors.
Poster 116
Poster 116 References

Poster 120 - Facility-wide PBS is Possible for Adults in Traditional Long- Term Residential Programs
James Adkins, Bluegrass Oakwood, Somerset, KY
This poster presentation overviews the evolution of a traditional long-term ICF/MR residential program into a program that is much more congruent with the values, principles, and practices of positive behavior support.
Poster 120

Poster 130 - A Comprehensive Three-Tiered Model of Prevention in Action
Meredith Cox, Wendy Oakes and Kathleen Lane, Vanderbilt University, Nashville, TN
This poster will provide practitioners and researchers with an illustration of how to design and implement an integrated, comprehensive three-tiered model of prevention that will work for every student in their building.
Poster 130

Poster 141 - School-wide Classroom Management Fidelity and Outcomes with Students in Elementary School
Rob Oats, Jay Ringle and Alex Mason, Boys Town, Boys Town, NE; Ray Burke, University of Nebraska at Omaha, Omaha, NE
This study examines the implementation of a school-wide classroom management program with elementary school students. Results indicated that high program fidelity was significantly related to greater academic engagement and fewer suspensions, but not higher grades.
Poster 141

Poster 145 - Building PBIS in Afterschool Programs: A Collaborative Partnership
Anne Farrell, University of Connecticut, Stamford, CT; Melissa Collier Meek, Kellie Randall and Mamta Saxena, University of Connecticut, Storrs, CT ; Shelby Pons, Connecticut State Department of Education, Middletown, CT
This poster presents activities and interim outcomes of collaborative efforts to build PBIS in afterschool programs (ASPs). It includes: an overview; staff training summary; program and fidelity measures; preliminary data; and “lessons learned” and implications.
Poster 145

First Annual Ted Carr Initial Researcher Award

This year, APBS has established its Initial Researcher Award in honor of one of our founding members, Dr. Ted Carr. Two recipients have been chosen for 2011. The recipients are Scott Ross of Utah State University and Brenna K. Wood of Lehigh University. To learn more about the recipients, please view their biographical sketches below. The award will be presented at the Annual Conference during the opening session.

Scott Ross Scott Ross, PhD, is a Professor of Special Education at Utah State University, where he teaches courses and conducts research in classroom management, positive behavioral support, curriculum design, and direct instruction. Prior to his work at Utah State, Dr. Ross served as coordinator for the Effective Behavioral and Instructional Support Systems (EBISS) project out of the

University of Oregon, where he trained district personnel around the state in their implementation of Positive Behavior Support and Response to Intervention. In addition, Dr. Ross has spent several years developing and conducting research on a novel approach to bully prevention entitled “Bully Prevention in Positive Behavior Support”, which gives students the tools to reduce bullying through the blending of School-wide Positive Behavior Support, explicit instruction, and a redefinition of the bullying construct. Video of Scott Ross' Presentation in Denver.

	Brenna K. Wood Brenna K. Wood is an assistant professor of special education at Lehigh University and a Board Certified Behavior Analyst. She received her PhD from the University of Arizona (Emotional/Behavioral Disorders) and her MEd from Peabody College, Vanderbilt University (Early Childhood Special Education). Dr. Wood’s current research interests include
functional behavioral assessment and the use of PBIS in early childhood environments (e.g., childcare, preschool, home). In particular, she is interested in function-based interventions that include elements to decrease challenging behavior and increase prosocial behavior. Video of Brenna Wood's Presentation in Denver