APBS 2018 Awards
Dr. Virginia Walker, 2018 Ted Carr Initial Researcher Award Winner
Virginia L. Walker, PhD, BCBA-D, is an Assistant Professor in the Department of Special Education at Illinois State University. Dr. Walker began her career as a special education teacher of students with low incidence disabilities in Atlanta, Georgia before attending the University of Virginia where she worked on several federally-funded grants involving research in the areas of multi-tiered models of positive behavioral interventions and support and teacher preparation in the area of low incidence disabilities. Building upon this work, Dr. Walker’s line of research as an Assistant Professor has focused on three general themes: positive behavioral interventions for students with low incidence disabilities, supports planning to enhance the inclusion of students with low incidence disabilities, and effective training practices for school staff supporting students with low incidence disabilities. Dr. Walker serves as an editorial review board member of Intellectual and Developmental Disabilities, one of the primary publications of the American Association on Intellectual and Developmental Disabilities, and Research and Practice for Persons with Severe Disabilities, the primary publication of TASH.
Dr. Therese Sandomierski, 2018 Ted Carr Early Career Practitioner Award Winner
Therese Sandomierski, Ph.D., joined the FLPBIS Project in 2002, starting as a graduate assistant and joining the staff as a full-time technical assistance specialist in 2006. She currently serves as the FLPBIS Project’s co-lead on the disproportionate discipline workgroup, focusing on developing supports and providing assistance to district and school teams as they use a structured problem-solving process to achieve equity in discipline outcomes. Therese also contributes to the ongoing development of the Project’s RtIB database (www.flrtib.org), providing input on reports and new features. Prior to completing her Ph.D. in school psychology on disproportionate discipline outcomes in schools that implement school-wide PBIS, Therese worked as a classroom and research assistant while completing her undergraduate degrees in psychology and behavior analysis. Therese is a member of the Association for Positive Behavior Support and the Florida Restorative Justice Association. Her current interests include positive behavior support, equity, restorative practices, and systems change.
Dr. Kimberly Yanek, 2018 Ted Carr Early Career Practitioner Award Winner
Kimberly Yanek, PhD., is the Assistant Director for PBIS Training and Technical Assistance with the Mid-Atlantic PBIS Network at Sheppard Pratt Health System in Baltimore, Maryland. Through her work with the Mid-Atlantic PBIS Network, she develops curriculum and instructional materials to provide a continuum of support around multi-tiered frameworks, systems change, capacity building and sustainability, coaching, and classroom behavior support systems to state departments, school divisions, and schools. Before joining the Mid-Atlantic PBIS Network, she worked in a similar capacity for the Virginia Department of Education Training and Technical Assistance Centers and served on the VDOE VTSS/PBIS Leadership Team. Her research interests include positive behavioral interventions and supports, positive classroom behavioral supports, function-based thinking, and equity. Her teaching career currently focuses on adult learning and it began in the classroom as a special education teacher.
2017 Ted Carr Outstanding Poster Winners
At each year's International Conference for Positive Behavior Support in March, 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.
Using SRSD Persuasive Writing to Improve Writing and Self-Monitoring Skills
Robai Werunga (pictured) and Ya-Yu Lo, University of North Carolina-Charlotte, Charlotte, NC
Self-Regulated Strategy Development (SRSD) has shown effectiveness in supporting writing performance of students with emotional and behavioral disorders, and has the potential to bring collateral effects to their social skill and self-determination development.
Effective Attendance Interventions for High School Students
Sarah Wilkinson, Jennifer Kowitt, and Jennifer Freeman, University of Connecticut, Storrs, CT; Angus Kittelman and Brigid Flannery, University of Oregon, Eugene, OR
High rates of absenteeism are linked to high school dropouts. This poster describes a systematic literature review on effective attendance interventions in high schools, as well as presents suggestions for implementation based on the findings.