Logo for the Association for Positive Behavior Support

APBS 2016 Awards

Dr. Sara McDaniel, 2016 Ted Carr Initial Researcher Award Winner

Dr. Sara McDaniel, 2016 Ted Carr Initial Researcher Award Winner

Dr. Sara McDaniel is an Assistant Professor in the Department of Special Education and Multiple Abilities at the University of Alabama. She spent six years as a classroom teacher in Georgia and her expertise is in teaching students with challenging behaviors and training practitioners to implement best practices to support these students. Sara is the Executive Director of the Alabama Positive Behavior Support Office and provides PBIS training and coaching to schools and districts across the state. Her research interests include Tier 2 identification and intervention, classroom management, and effective and efficient interventions for students placed in alternative settings..

APBS 2016 Ted Carr Outstanding Poster Award Winners

Christopher Barclay, APBS 2016 Ted Carr Outstanding Poster Winner

Poster 117 - Investigating SW-PBIS and Equitable Discipline: Relationships Between Implementation and Referral Categories
Christopher Barclay (pictured), Jose Castillo, Don Kincaid, Robert Dedrick, and Linda Raffaele-Mendez, University of South Florida, Tampa, FL
Equitable school disciplinary practices remain elusive as current practices result in disproportionate referral of racial minority students to the office. Only this study has examined relationships between SW-PBS implementation fidelity, student race/ethnicity, and infraction type.](/conference/presentations/investigating-sw-pbis-and-equitable-discipline-relationships-between)


Tosha Owens, APBS 2016 Ted Carr Outstanding Poster Winner

Poster 113 - Training and Coaching Effects on Teacher Implementation Fidelity of a Self-management Intervention
Tosha Owens (pictured) and Ya-yu Lo, University of North Carolina at Charlotte, Charlotte, NC
This session addresses the effects of a teacher training and coaching package on the implementation fidelity of a self-monitoring strategy used as a Tier 2 intervention with students identified as at risk or with EBD.