General Session Presenter
Nikole Y. Hollins-Sims, Ed.D., is an educational consultant & strategist. She currently serves as a technical assistance coordinator for the Midwest PBIS network. Dr. Hollins-Sims is a former Special Assistant to the Secretary of Education at the Pennsylvania Department of Education (PDE). She has previously served as an educational consultant for the Pennsylvania Training and Technical Assistance Network (PaTTAN)-Harrisburg Office, where she was the co-statewide lead for the Learning Environment & Engagement initiative. Dr. Hollins-Sims is a Pennsylvania certified school psychologist and has conducted research around caregivers of children of incarcerated parents and their motivation to engage in family-school partnerships. Dr. Hollins-Sims has been awarded as a Moral and Courageous Leader for Education by Cabrini University in 2021, the 2021 American Psychology Association (APA) Anti-Racism School Psychology Emerging Professional Award and was named the 2021 Pennsylvania School Psychologist of the Year. Dr. Hollins-Sims has also recently launched her own business, Hollins-Sims Consultation.
2023 APBS Award Winners
Don Kincaid, 2023 APBS Leadership Award Winner
Dr. Donald Kincaid directs the Florida Positive Behavior Interventions and Supports Project at the University of South Florida and the Florida Center for Inclusive Communities, a University Center for Excellence in Developmental Disabilities. Dr. Kincaid helped form the Association for Positive Behavior Support, and served on the APBS Board for many years, with three terms as APBS President.
Shiralee Poed, 2023 APBS Leadership Award Winner
Dr Shiralee Poed is an Associate Professor within the School of Education at the University of Queensland. She is also the Chair of the Association for Positive Behaviour Support Australia. Her career spans more than 30 years, and includes working in both Australian universities and primary, secondary and special schools.
Nicolette Grasley-Boy, 2023 E.G. "Ted" Carr Initial Researcher Award Winner
Dr. Nicolette (Nikki) Grasley-Boy is currently an Assistant Research Professor at the Juniper Gardens Children’s Project at the University of Kansas. Her research interests include schoolwide positive behavior interventions and supports, multi-tiered support for professional development, and supporting students with emotional/behavioral disorders by identifying malleable factors and evidence-based interventions using advanced statistical methodologies and applied single-case research.
Angus Kittelman, 2023 E.G. "Ted" Carr Initial Researcher Award Winner
Angus Kittelman, PhD, is a Research Associate within Educational and Community Supports, a research unit at the University of Oregon. His current research focuses on (a) positive behavior interventions and supports (PBIS), (b) implementation science, and (c) applied behavior analysis. He has served as a project coordinator and data analyst on multiple federally-funded research grants and is a co-principal investigator of a federally-funded grant designed to scale-up a Tier 1 intervention to improve academic and social-emotional outcomes for students in high schools. Angus teaches graduate courses in behavior and classroom management and single-case research design.
Ashley Greenwald, 2023 E.G. "Ted" Carr Practitioner Award Winner
Dr. Ashley Greenwald is a Licensed Behavior Analyst and an Associate Research Professor at the University of Nevada, Reno. Dr. Greenwald is the Project Director/Principal Investigator of the Nevada PBIS Technical Assistance Center. Dr. Greenwald has over a decade of experience in positive behavior support implementation and project management and has received more than $19 million in grant funds to support these efforts.
Kristy Ritvalsky, 2023 E.G. "Ted" Carr Practitioner Award Winner
Kristy Ritvalsky, MPH, is a Sr. Training and Consultation Specialist with the Northeast and Caribbean Mental Health Technology Transfer Center (MHTTC), at Rutgers University. Having led large-scale grant projects for over 18 years and working with various stakeholders to implement school-wide positive behavioral interventions and supports and school mental health, she has identified and leveraged the strengths of inner-city schools and communities. She uses her extensive knowledge and collaborative consultation style to bridge the gap between theory and practice to help meet students' behavioral and mental health needs.