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APBS 2019 General Session

APBS 2019 General Session Panel

Positive Behavior Support and Social, Emotional, and Behavioral Wellness: Opportunities and Shared Responsibilities

This opening session features leaders in the field sharing perspectives on the alignment of Positive Behavior Support with Social, Emotional and Behavioral Wellness highlighting emerging opportunities, challenges and shared responsbilities to actively pursue this aligment.

Tim Knoster, APBS 2018 Keynote Panelist

Tim Knoster, APBS 2019 General Session Panel Facilitator, is currently a Professor in the College of Education in the Department of Exceptionality Programs at Bloomsburg University where he serves as Executive Director of the McDowell Institute for Teacher Excellence in Positive Behavior Support. Dr. Knoster also currently serves as the Executive Director of the Association for Positive Behavior Support (APBS). Dr. Knoster has served as a special education teacher, Director of Student Support Services and Special Education, as well as a Principal Investigator and Program Evaluator on various federally funded projects focused on school-based behavioral health and interagency collaboration emphasizing promotion, prevention and early intervention to address non-academic barriers to learning. The application of Positive Behavior Support in school, home and community settings has served as a foundation throughout Dr. Knoster's career. In addition, Dr. Knoster has directed statewide training and technical assistance to projects that have supported schools to provide inclusive services and programs for students with complex needs, as well as for children and youth who have experienced trauma associated with neglect and abuse. Dr. Knoster received his undergraduate and graduate degrees in special education from Bloomsburg University of Pennsylvania. He earned his Educational Specialist and Doctorate in Special Education from Lehigh University. Dr. Knoster was the recipient of Pennsylvania CASSP's Least Restrictive and Least Intrusive Award in 2000, the inaugural recipient of Lehigh University College of Education's Outstanding Contributions to Discipline Award in 2002 as well as the inaugural recipient of Bloomsburg University Provost's Award in Research/Scholarly Growth in 2007. He has extensively published books and manuscripts, training materials, and other practitioner oriented resources concerning the linkage among research, policy, and practice in Multi-tiered Systems of Support and Positive Behavior Support, school-based behavioral health, interagency collaboration that is child and family centered, and inclusive school reform. He has also served as an advisor on matters of policy and practice to agency directors, legal staff and court authorities, as well as elected officials. Dr. Knoster has acquired a national reputation for his ability to translate research into daily practice across school and community settings.

Renee Bradley, APBS 2018 Keynote Panelist

Renee Bradley, APBS 2019 General Session Panelist, has over thirty years of experience in special education. She began her career as a teacher of students with emotional and behavioral disabilities. During those eight years she worked in a variety of settings from self-contained to an inclusion program to providing homebound services working with children preschool through high school. Renee worked at the South Carolina Educational Policy Center for two years prior to joining the University of South Carolina Special Education Program as a Clinical Instructor in the Graduate School. During her time there she coordinated the master’s student teaching experience and taught a variety of courses. As an experienced consultant and trainer on a variety of education issues including: behavioral supports and interventions, juvenile justice, instructional strategies, teacher training and school leadership. Renee has a reputation as an effective deliverer of research based and practical information with a strong sense of the real world. In 1997, Renee joined the U.S. Department of Education, Office of Special Education Programs as a program specialist on the National Initiatives Team. In 1998, she became the Special Assistant to the Director of Research to Practice and now serves as the Deputy Director. Among her responsibilities she is the project officer for the National Center on Positive Behavioral Interventions. She coordinated the OSEP LD Initiative and served as the project officer for the National Research Center on Learning Disabilities and the IDEA Partnership Project. She has written and contributed to numerous publications, serves on several professional publication boards, and is a frequent presenter on special education issues. Renee has a bachelors and masters in special education from the College of Charleston and her Ph.D. in Leadership and Policy from the University of South Carolina.

APBS 2018 Keynote Panelist

George Sugai, APBS 2019 General Session Panelist, is Professor and Carole J. Neag Endowed Chair in the Neag School of Education, Department of Educational Psychology at the University of Connecticut. His research and practice interests include school-wide positive behavior support, behavioral disorders, applied behavior analysis, classroom and behavior management, and school discipline. He has been a classroom teacher, program director,personnel preparer, and applied researcher. Currently, he is co-director of the OSEP Center on Positive Behavioral Interventions and Supports, research scientist in the UConn Center on Behavioral Education and Research, and co-director of the OSEP Early Childhood Personnel Center.

Mark D. Weist, APBS 2018 Keynote Panelist

Mark D. Weist, APBS 2019 General Session Panelist, received a Ph.D. in clinical psychology from Virginia Tech in 1991 after completing his internship at Duke University, and is a Professor in Clinical-Community and School Psychology in the Department of Psychology at the University of South Carolina. He was on the faculty of the University of Maryland for 19 years where he helped to found and direct the Center for School Mental Health (http://csmh.umaryland.edu), providing leadership to the advancement of school mental health (SMH) policies and programs in the United States. He has edited ten books and has published and presented widely in SMH and in the areas of trauma, violence and youth, evidence-based practice, cognitive behavioral therapy, Positive Behavioral Interventions & Supports (PBIS), and on an Interconnected Systems Framework (ISF) for SMH and PBIS. He is currently co-leading a regional conference on school behavioral health (reflecting integrated SMH and PBIS, see (https://schoolbehavioralhealth.org/) and leading a randomized controlled trial on the ISF.