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APBS Awards

E.G. Carr Memorial and APBS Leadership Awards Description

Dr. Ted Carr

Dr. Edward Carr in the psychology building at Stony Brook University.
(Newsdsay File Photo / Kathy Kmonicek / January 5, 2006)


E.G. "Ted" Carr Initial Researcher Award

The Association for Positive Behavior Support is Seeking Nominations for the 2021 Ted Carr Initial Researcher Award

 

About the Award

This annual award is given to an early career researcher whose work in positive behavior support reflects conceptual sophistication, applied relevance, and promise of substantial contribution to the field. Preference will be given to candidates whose applications reflect commitment to positive behavior support as demonstrated through presentations or other scholarly involvement with the Association for Positive Behavior Support, including the annual conference.

To qualify for the award, the nominee must have earned a doctorate no more than five years before the submission deadline and have products that reflect evidence of research accomplishments, such as peer-reviewed journal articles.


E.G. "Ted" Carr PBS Practitioner Award

The Association for Positive Behavior Support is Seeking Nominations for the 2021 Ted Carr PBS Practitioner Award

 

About the Award

This award is given to a practitioner whose work in positive behavior support demonstrates outstanding achievements in mentorship, service, and/or commitment to the application of positive behavior support (PBS) principles and technology in the field.

To qualify for the award, the nominee should meet the following conditions:

  • Holds a current volunteer or employment position that promotes the application of PBS principles and technology.

2021 APBS Award Winners

Stefanie LaPolla, 2021 Ted Carr Practitioner Award Winner

Stefanie LaPolla, 2021 Ted Carr Practitioner Award Award

Stefanie LaPolla brings a range of experiences within the fields of psychology and education to her current position as the Supervisor of Multi-Tiered System of Supports for Loudoun County Public Schools (LCPS) in northern Virginia. In this role, she oversees the implementation of Response to Intervention, Positive Behavioral Interventions and Supports, and Social Emotional Learning across all schools within the division. She is also responsible for the leadership of collaborative teams, professional learning to school based leaders and staff, and ongoing data collection, analysis and reporting as it relates to strategic actions and programmatic goals related to implementation and integration of data, systems, and practices. Prior to this position, she served as a Nationally Certified School Psychologist and PBIS Coordinator for LCPS. Stefanie holds a Bachelor’s degree in Psychology with Studies in Education from Juniata College, Master’s degree in School Psychology from Towson University, an endorsement in Administration and Supervision PreK-12, and is finishing her Doctor of Education degree with Shenandoah University. She has presented at the local, state, and national levels and is a published researcher.

 

Shanna Hirsch, 2021 Ted Carr Initial Researcher Award Winner

Shanna Hirsch, 2021 Ted Carr Initial Researcher Award

Shanna Hirsch, PhD., BCBA-D, is an assistant professor of Special Education at Clemson University. Prior to arriving at Clemson, she was a special educator and behavior analyst. These experiences provided her opportunities to work with dynamic educators and see firsthand how positive behavior interventions and supports(PBIS) can improve the lives of students and teachers. Her scholarship focuses on three lines of research related to special education: (a) identifying effective instructional methods for preservice and in-service teachers in the areas of classroom management and functional-assessment based interventions, (b) developing university-district research-practice partnerships, and (c) integrating technology to support PBIS.

2020 APBS Award Winners

 

Barry L. McCurdy, 2020 APBS Leadership Award Winner

Barry McCurdy, 2020 APBS Leadership Award Winner

APBS is pleased to honor Rob Horner and George Sugai as co-recipients of the 2020 APBS Leadership Award

Dr. Barry McCurdy is the Founding Director of the Devereux Center for Effective Schools and the Director of Training for Devereux’s APA-Accredited Internship in Health Service Psychology. He earned a Ph.D. in school psychology from Lehigh University, and has held both clinic- and university-based training appointments during his career. Dr. McCurdy's primary research interest in the treatment of disruptive behavior disorders has led to several prevention initiatives in urban schools and alternative education programs, including the adaptation of multi-tiered systems of support for urban and alternative settings, school-based behavioral health for urban settings and the development of evidence-based training programs for teachers of students with emotional and behavioral disorders. Dr. McCurdy is an active member of a number of professional organizations concerned with behavior analysis and positive behavior support, and currently serves on the board for the Association for Positive Behavior Support.

George Sugai, 2020 APBS Leadership Co-Award Winner

George Sugai, 2020 APBS Leadership Co-Award Winner

APBS is pleased to honor Rob Horner and George Sugai as co-recipients of the 2020 APBS Leadership Award

George Sugai is Emeritus Professor in the Neag School of Education at the University of Connecticut. In May 2019 he retired as Carole J. Neag Endowed Chair and Professor with tenure in School of Education at University of Connecticut. His research and practice interests included school-wide positive behavior support, behavioral disorders, applied behavior analysis, organizational management, and classroom and behavior management, and school discipline. He has been a classroom teacher, program director, personnel preparer, and applied researcher. Currently, he is Senior Advisor for the OSEP Center on Positive Behavioral Interventions and Supports.

Rob Horner, 2020 APBS Leadership Co-Award Winner

Rob Horner, 2020 APBS Leadership Co-Award Winner

Rob Horner is an emeritus professor of special education at the University of Oregon. His research has focused on applied behavior analysis, positive behavior support, multi-tiered instructional systems, equity in education, and systems change. He has worked for the past 20 years with George Sugai in development and implementation of school-wide positive behavioral interventions and supports (PBIS). Over 27,000 schools are implementing PBIS nationally. Rob was one of the founding board members for APBS.

Erika McDowell, 2020 Ted Carr Early Career Practitioner Award Winner

Erika McDowell, 2020 Ted Carr Early Practitioner Award Winner

Erika L. McDowell is a former NJ governor’s award recipient and honors graduate of Howard University and New York University. Currently, she is pursuing an EdD from Drexel University in Educational Leadership and Management, slated for completion in June 2020. In her professional role at The School District of Philadelphia, she is an Executive Director in the Office of Student Support Services in which she designs, creates, and delivers educational materials for employees that enhance cultural awareness and increase skills in various areas of operational competence. Erika has also served as the Director of PBIS (positive behavior intervention and supports) and Youth Court for the school district. Other positions previously held include assistant principal and teacher. Her in-depth experience includes restorative practices, positive behavioral supports, conflict resolution, classroom management, bullying prevention, and behavioral data support. Ms. McDowell is committed to nurturing the minds and gifts of urban school leaders and youth nation-wide.

2019 Ted Carr Outstanding Poster Winners

At each year's International Conference for Positive Behavior Support, the Association for Positive Behavior Support awards two scholarships to students who present scholarly work at the Reception/Poster Session. These awards are given to students who present original research or original research-based practitioner or teacher education information.

Meeting Adolescents Where They Are: Tier 1 Efforts in Unique Settings
Ashley Thoma,University of Massachusetts Amherst


The Effect of Exercise on On-Task Behavior in High School
Colleen Commisso, Lehigh University