E.G. "Ted" Carr Memorial and APBS Leadership Awards

The Association for Positive Behavior Support presents several awards each year in concurrence with the International Conference on Positive Behavior Support–the E.​G.​ “Ted” Carr Memorial Awards and the APBS Leadership Award(s). These awards are presented in memory of E.​G.​ “Ted” Carr who was a pioneer in the development of Positive Behavior Support. Sadly, Ted and his wife were killed in an automobile accident in June of 2009. Please read the tribute to Ted by former board member Glen Dunlap and Rob Horner.
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 Practitioner Award

The Association for Positive Behavior Support (APBS) is seeking nominations for the 2024 E.G. “Ted” Carr Practitioner Award. This award is given to a practitioner whose work in positive behavior support demonstrates outstanding achievements in mentorship, service, and commitment to the application of positive behavior support principles and technology in the field. We are seeking nominations for individuals who have used positive behavior support to make meaningful impact whether in traditional educational programs (e.g., early childhood, K-12 schools) or other settings (e.g., home, adult services, community programs). To qualify for the award, the nominee should hold a current position that promotes the application of PBS principles and technology and be actively involved with APBS.

The winner will be recognized at the 21st International Conference on Positive Behavior Support, March 6-9, 2024, in Chicago, IL and will be invited to present at the conference.

Nomination requirements

  • Holds a current position that promotes the application of positive behavior support principles and technology
  • Actively involved with APBS

Evaluation Criteria

  • Positive impact on the field through singular or multiple achievements (e.g., innovative implementation, significant improvements in high need areas as evidenced by data outcomes, recognition by local organizations, etc.).
  • Positive behavior support service-related activities as indicated by participation and leadership in professional associations at the local, state, and/or national levels (e.g., leadership, committees, speaker at regional, national, and international PBS conferences, contributor/reviewer, publications in practitioner-oriented journals, magazines, and/or newsletters).
  • Contributions to the field in the form of mentorship to individuals to build skill capacity in the application of positive behavior support principles and technology.
  • Leadership ability to inspire, problem-solve, and move a system forward while working collaboratively and productively with colleagues.
  • Actively involved with the Association for Positive Behavior Support (APBS).

Nominations may be submitted by any APBS member. To be considered, the following materials must be submitted by the nominating APBS member by October 13, 2023:

  • A letter of nomination that states why the applicant is deserving of the award in terms of contributions to PBS (e.g., important contributions and impact) and includes:
    • Nominee’s formal educational background
    • Nominee’s experiential background including number of years in career
    • Nominee’s accomplishments in career, for example, but not limited to:
      • Actions, products, systems change efforts, time range, outcomes and relation to positive behavior support
      • Impact of actions, products, systems change efforts on the school/district/state/agency/community/family
      • A template of a sample letter of nomination is available here: sample letter of nomination.
  • Current resume or curriculum vitae of the practitioner being nominated
  • If applicable, any products or materials that support the nomination

Questions can be sent to Stephanie Martinez, Training and Education Committee Co-chair at sam2@usf.edu

Materials should be submitted via this Google Form by October 13, 2023: Submit nomination

Questions can be sent to Stephanie Martinez, Training and Education Committee Co-chair, at sam2@usf.edu

E.G. "Ted" Carr Initial Researcher Award

The Association for Positive Behavior Support (APBS) is seeking nominations for the 2024 E.G. “Ted” Carr Initial Researcher Award. The 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. Their work may influence the use of positive behavior support in one or more of the following settings: home, early childhood, K-12, community, and/or adult services.

The winner will be recognized at the 21st International Conference on Positive Behavior Support, March 6-9, 2024 in Chicago, IL and will be invited to present at the 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. The nominee must be a member of APBS and actively involved with the association. Self-nominations will be accepted.

To be considered, submit the following materials by October 13, 2023:

  • One-page, single-spaced statement of why the applicant is deserving of the award in terms of research and contributions to PBS
  • Curriculum vita
  • Up to two publications or other examples of scholarly work

If you have any questions, please contact Stephanie Martinez, Training and Education Committee Co-chair, at sam2@usf.edu

Materials should be sent via this Google Form by October 13, 2023: Submit Nomination

If you have any questions, please contact Stephanie Martinez, Training and Education Committee Co-chair, at sam2@usf.edu

APBS Leadership Award

The Association for Positive Behavior Support (APBS) is seeking nominations for the 2024 APBS Leadership Award. This award recognizes APBS Members who have made substantive and long-term contributions to Positive Behavior Support at a research, policy or practice level.  The Award may be delivered to someone at a national, regional, or local level, though national exposure may be more impactful. Their work may influence the use of Positive Behavior Support in one or more of the following settings: home, early childhood, K-12, community, and/or adult services. The nominee’s contributions to the Positive Behavior Support should exemplify the APBS Mission and Commitment to Equity.

The winner will be recognized at the 21st International Conference on Positive Behavior Support, March 6-9, 2024 in Chicago, IL.

To be considered, submit the following information by October 13, 2023:

  • Name and email address of APBS Member making nomination
  • Name and email address of one or more APBS Members joining in the nominations
  • Name and Email address of Nominee
  • Identification of the level of the Nominee’s work (Local, State, National)
  • A document briefly describing the leadership activities that qualify the nominee for consideration for recognition by APBS. Please include information that describes the nominee’s direct influence on the depth or breadth of PBS application or impact (500 words)

For questions, please contact Stephanie Martinez at sam2@usf.edu

Please complete this Google form by October 13, 2023: Submit Nomination

For questions, please contact Stephanie Martinez at sam2@usf.edu

2024 Award Winners

Tim Knoster, 2024 APBS Leadership Award Winner

Dr. Tim Knoster is a Professor in the College of Education and Human Studies within the McDowell Institute at Commonwealth University of Pennsylvania (Bloomsburg Campus). Dr. Knoster is also the Executive Director Emeritus of the Association for Positive Behavior Support (APBS) having served in that position since inception in 2003. 

 

Tabathia Baldy, 2024 Ted Carr Practitioner Award Winner

Tabathia Baldy, Ed.D., is the Program Manager for Mental Health & Well-being for the Georgia Department of Education within the Office of Whole Child Supports. Prior to this role, Dr. Baldy served as the Director for Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS) for a school district in rural Georgia, a special education director in urban North Carolina, and various district leadership roles related to MTSS/PBIS, special education, and mental health in Florida. She began her career as a special education teacher serving students with significant emotional/behavioral disorders in Georgia and Florida and has also served as an assistant principal. Her professional interests included comprehensive Tiered Systems of Support that meet the needs of the whole child, early childhood and adolescent literacy, and removing barriers that contribute to disproportionate outcomes for students.

Sara Estrapala, 2024 Ted Carr Initial Researcher

Dr. Sara Estrapala is an Assistant Research Professor in the Department of Special Education in the College of Education and Human Development at the University of Missouri in Columbia, Missouri. Her research focuses on Tier 1 and Tier 2 Positive Behavior Interventions and Supports (PBIS) in high schools, and she is particularly interested in studying student voice, self-regulation development, and usability and feasibility of intervention implementation in the high school context.

Previous Winners

Ted Carr Practitioner Award Winners
Ashley Greenwald and Kristy Ritvalsky

Ted Carr Initial Researcher Award Winners
Nicolette Grasley-Boy and Angus Kittelman

APBS Leadership Award Winners
Don Kincaid and Shiralee Poed

Ted Carr Outstanding Poster Winners

Get Into It: Immersive Experiences to Prepare Culturally Relevant Teachers
Mya Kelley, Clemson University, Clemson, SC

The Effect and Feasibility of a Virtual Token Economy During Reading Tutoring
Sage Pickren, Vanderbilt University, Nashville, TN

Ted Carr Practitioner Award Winner
Patti Hershfeldt

Ted Carr Outstanding Poster Winners

Is PBIS Implementation Across Time/Tiers Related to Student Substance Possession?
Sean Austin, University of Oregon, Eugene, OR

Contributions of School Climate in Implementing Positive Support Practices for LGBTQ+ Youth
John Gallo, Derek Bueffel, James Whisenhunt, Caitlin Wild, University of Oregon, Eugene, OR

Professional Development on FBA and Behavior Intervention Plans: A Systematic Review
Alex Carlson, Clemson University, Clemson, SC

Ted Carr Practitioner Award Winner
Stefanie LaPolla

Ted Carr Initial Researcher Award Winner
Shanna Hirsch

Ted Carr Outstanding Poster Winners

Barriers and Facilitators for PBIS Tier 2 Implementation
Carlson Coogler, Sara McDaniel & Kelly Guyotte, The University of Alabama, Tuscaloosa, AL

Student Choice Interventions: A Meta-Analysis of Current Literature
Eleanor Hancock, Alyssa Van Camp & Joseph Wehby, Vanderbilt University, Nashville, TN

APBS Leadership Award Winners
Barry L. McCurdy
George Sugai
Rob Horner

Ted Carr Practitioner Award Winner
Erika McDowell

 

APBS Leadership Award Winner
Dr. Renee Bradley

Ted Carr Practitioner Award Winner
Dr. Jim Finch

Ted Carr Initial Researcher Award Winner
Dr. Blair Lloyd

Ted Carr Outstanding Poster Winners

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

Ted Carr Practitioner Award Winners
Dr. Therese Sandomierski
Dr. Kimberly Yanek

Ted Carr Initial Researcher Award Winner
Dr. Virginia Walker

Ted Carr Outstanding Poster Winners

Is it Working? Using Data and Technology to Improve Behavior
Sara Estrapala, Ashley Rila, and Allison Bruhn, University of Iowa, Iowa City, IA

Diffusion of Positive Behavioral Interventions and Supports within School Districts
Angus Kittelman and Kent McIntosh, University of Oregon, Eugene, OR

Ted Carr Practitioner Award Winner
Dr. Lisa Thomas

Ted Carr Initial Researcher Award Winners
Dr. Allison Bruhn
Dr. Jennifer Freeman

Ted Carr Outstanding Poster Winners

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

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

Ted Carr Practitioner Award Winner
Not awarded this year

Ted Carr Initial Researcher Award Winner
Dr. Sara McDaniel

Ted Carr Outstanding Poster Winners
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

Poster 113 – Training and Coaching Effects on Teacher Implementation Fidelity of a Self-management Intervention
Tosha Owens and Ya-yu Lo, University of North Carolina at Charlotte, Charlotte, NC

Ted Carr Practitioner Award Winner
Not awarded this year

Ted Carr Initial Researcher Award Winners
Robin Parks Ennis, PhD, BCBA-D
Dr. Nicholas A. Gage

Ted Carr Outstanding Poster Winners
Investigating the Effects of Tiered Interventions on Behaviors of African American Males
Kimberly Bunch-Crump & Ya-yu Lo, University of North Carolina

Implementing Functional Assessment Based Interventions at the Secondary Level: A Cross-Case Analysis
Shanna Hirsch, University of Virginia

Ted Carr Practitioner Award Winner
Not awarded this year

Ted Carr Initial Researcher Award Winner
Dr. Wendy Oakes

Ted Carr Outstanding Poster Winners
Effectiveness of Prompting Evidence-based Instructional Practice
Lauren Evanovich, Lindsay Hughes, & Chris Sweigart
University of Louisville

The Effects of Function-based Interventions With Deaf and Hard of Hearing Students
Candace Gann, Sarah Gaines, John Umbreit, Shirin Antia, & Carl Liaupsin
University of Arizona

Ted Carr Practitioner Award Winner
Not awarded this year

Ted Carr Initial Researcher Award Winner
Russell Lang, Ph.D., BCBA-D

Ted Carr Outstanding Poster Winners
Poster 101 – Implementing Self-Regulated Strategy Development Within a Three-Tiered Model of PBIS
Robin Parks Ennis and Kristine Jolivette,  Georgia State University

Poster 133 – PBIS in Guam Elementary Schools
Scott Ross of Utah State University, Nierves Flores, University of Guam, and Connie Santiago, Carmelita Babauta, Fina Leon Guerrero, Ramona Nelson, and Valorie Alig, Guam Department of Education

Ted Carr Practitioner Award Winner
Not awarded this year

Ted Carr Initial Researcher Award Winners
Dr. Todd Haydon
Dr. Elise T. Pas

Ted Carr Outstanding Poster Winners
Poster 115 – Increasing Praise in the Classroom: A Consultation Support Model for New Teachers
Donald Briere, University of Connecticut, Storrs, CT

Honorable mention (In no particular order):
Effects of Augmentative and Alternative Communication on Challenging Behavior: A Meta-Analysis
Virginia Walker and Martha Snell, University of Virginia, Charlottesville, VA

Increasing Teacher Use of Evidence Based Classroom Management Strategies: Recent Research Updates
Ashley MacSuga,
University of Connecticut, Storrs, CT

Effects of a Tier 2 Intervention With Young Children
Robin Drogan and Lee Kern, Lehigh University, Bethlehem, PA

Behavioral and Disciplinary Outcomes of PBIS in Texas Secure Juvenile Facilities
Eugene Wang, Texas Tech University, C. Michael Nelson, National Center for PBIS, Brenda Scheuermann and Tichelle Bruntmeyer, Texas State University

Ted Carr Practitioner Award Winner
Not awarded this year

Ted Carr Initial Researcher Award Winner
Scott Ross, Ph.D.
Brenna K. Wood, Ph.D.

Ted Carr Outstanding Poster Winners
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

Honorable Mentions
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

Poster 120 – Facility-wide Positive Behavior Support is Possible for Adults in Traditional Long- Term Residential Programs
James Adkins, Bluegrass Oakwood, Somerset, KY

Poster 130 – A Comprehensive Three-Tiered Model of Prevention in Action
Meredith Cox, Wendy Oakes and Kathleen Lane, Vanderbilt University, Nashville, TN

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

Poster 145 – Building PBIS in Afterschool Programs: A Collaborative Partnership
Melissa Collier Meek, Kellie Randall and Mamta Saxena, University of Connecticut, Storrs, CT ; Shelby Pons, Connecticut State

Ted Carr Outstanding Poster Winners
Getting Students to School on Time: Effects of a Praise Note Intervention
Lynnette Christiansen, Paul Caldarella, and K. Richard Young, Brigham Young University, Provo, UT

Temperament-Based Intervention for Surgency: A Case Study
Caitlin Walsh and Lauren Adamek, Stony Brook University, Stony Brook, NY

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