APBS

E.G. Carr Memorial Awards

Dr. Ted Carr

Dr. Edward Carr in the psychology building at Stony Brook University.
(Newsdsay File Photo / Kathy Kmonicek / January 5, 2006)


E.G. Carr Association For Positive Behavior Support Award Winners

2018 APBS Conference Awards

Initial Researcher Award

Virginia L. Walker, PhD, BCBA-D

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.

Early Career Practitioner Award

Therese Sandomierski, Ph.D.

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.

Early Career Practitioner Award

Kimberly Yanek, PhD.

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.

Outstanding Poster Awards

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

E.G. Carr Association For Positive Behavior Support Award Winners

2017 APBS Conference Awards

Initial Researcher Award

Dr. Allison Bruhn, Ted Carr Initial Researcher Award, 2017

Dr. Allison Bruhn graduated from Drake University with a B.A. in biology. After a stint as a college softball coach and receiving her master’s in education, she taught middle school science for several years. She earned her Ph.D. in special education from Vanderbilt University and is now an assistant professor of special education at The University of Iowa. She teaches courses on social/behavioral interventions and classroom management. Her research interests include multi-tiered systems of support, data-based decision making, and technology-based self-management to help students improve behavior. She is particularly passionate about helping teachers implement practical, feasible practices to improve student outcomes. Her research is supported by over $1.5 million in federal, state, and local funding, including $1.2 million from the federal Institute of Educational Sciences. In addition to creating a self-monitoring iPad app and training schools in PBIS, she has authored over 40 publications and currently serves on the editorial boards of Teaching Exceptional Children, Journal of Special Education Technology, and Behavioral Disorders.

Initial Researcher Award

Dr. Jennifer Freeman, Ted Carr Initial Researcher Award Winner, 2017

Dr. Jennifer Freeman is an assistant professor in the Department of Educational Psychology and is a research scientist for the Center for Behavioral Education Research (CBER) at the University of Connecticut. Dr. Freeman studies the effects of multi-tiered systems of support such as Positive Behavior Interventions and Supports (PBIS) on outcomes at the high school level for high-risk student groups including students with disabilities. She is particularly interested in improving graduation rates across and within student groups. She also studies professional development methods for improving teacher’s use of evidence based classroom management strategies. She currently teaches undergraduate and graduate courses in the special education program. Prior to joining the faculty at the University of Connecticut, she had 10 years of special education teaching experience across grades K-8 in both urban and rural school settings and had served as a K-12 district level consultant working to implement PBIS and Response to Intervention (RtI) strategies.

First Annual Early Career Practitioner Award

Lisa Thomas, First Annual Ted Carr Early Practitioner Award Winner - 2017

Lisa Thomas, Ph.D., NCSP, recipient of the First Annual Ted Carr Early Career Practitioner Award, is a Consulting and Research Psychologist at the Devereux Center for Effective Schools. She received a Ph.D. in School Psychology from Lehigh University. Dr. Thomas has provided consultation services aimed at developing multi-tiered systems of support within alternative education, behavioral health, and public school settings. She serves on Pennsylvania’s State Leadership Team for School-Based Behavioral Health and State Coordination Team for Positive Behavioral Interventions and Supports. She also provides mentorship to several practitioners. Dr. Thomas has published her research in refereed journals and presented at national conferences. Her research interests include interventions for children with and at-risk for behavioral disorders.

Outstanding Poster Awards

Using SRSD Persuasive Writing to Improve Writing and Self-Monitoring Skills
Robai Werunga and Ya-Yu Lo, University of North Carolina-Charlotte

Effective Attendance Interventions for High School Students
Sarah Wilkinson, Jennifer Kowitt, and Jennifer Freeman, University of Connecticut; Angus Kittelman and Brigid Flannery, University of Oregon

2016 APBS Conference Awards

Initial Researcher Award

Dr. Sara McDaniel, 2016 Association for Positive Behavior Support Ted Carr Initial Research Award Recipient

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.

Outstanding Poster Awards

Investigating SW-PBIS and Equitable Discipline: Relationships Between Implementation and Referral Categories
Christopher Barclay, Jose Castillo, Don Kincaid, Robert Dedrick, and Linda Raffaele-Mendez, University of South Florida, Tampa, FL

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

2015 APBS Conference Awards

Initial Researcher Award

Dr. Robin Ennis, Association for Positive Behavior Support Ted Carr Initial Research Award Recipient

Robin Parks Ennis, PhD, BCBA-D, is an Assistant Professor at the Eugene T. Moore School of Education at Clemson University. She earned her BA in secondary education language arts at Birmingham-Southern College in Birmingham, AL, MEd in special education – emotional and behavioral disorders and applied behavior analysis at the Peabody College of Vanderbilt University in Nashville, TN, and PhD in special education – emotional and behavioral disorders and positive behavioral interventions and supports at Georgia State University in Atlanta, GA. Read more about Dr. Robin Ennis

Dr. Nick Gage, Association for Positive Behavior Support Ted Carr Initial Research Award Recipient

Dr. Nicholas A. Gage is an Assistant Professor of Special Education at the University of Florida. He received his Ph.D. in Special Education from the University of Missouri where he studied special education policy, statistical analysis, single-subject research, Positive Behavior Support (PBS), and Applied Behavior Analysis (ABA). In addition to his doctoral studies, Dr. Gage was an Institute of Education Sciences (IES) Post-doctoral Fellow in the Center for Behavioral Education and Research (CBER) at the University of Connecticut working on statistical and methodological advances in the emotional and behavioral disorders (EBD) research field. Read more about Dr. Nick Gage

Outstanding Poster Awards

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

2014 APBS Conference Awards

Initial Researcher Award

Dr. Wendy Oakes, Association for Positive Behavior Support Ted Carr Initial Research Award Recipient

Dr. Wendy Oakes, recipient of the Fourth Annual Ted Carr Initial Researcher Award, is an Assistant Professor in Mary Lou Fulton Teachers College, Arizona State University. She earned her BS in special education at the University of Maryland, MEd in Educational Leadership from Northern Arizona University, and PhD in Curriculum and Instruction with an emphasis on emotional and behavior disorders from Arizona State University. Read more about Dr. Wendy Oakes

Outstanding Poster Awards

Effectiveness of Prompting Evidence-based Instructional Practice
Lauren Evanovich, Lindsay Hughes, and 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, and Carl Liaupsin, University of Arizona

2013 APBS Conference Awards

Initial Researcher Award

Russell Lang, 2013 Association for Positive Behavior Support Initial Researcher Award Recipient

Russell Lang, Ph.D., BCBA-D, recipient of the Third Annual Ted Carr Initial Researcher Award is an assistant professor of Special Education and the executive director of Texas State University's Clinic for Autism Research evaluation and Support (CARES). He earned a doctoral degree in Special Education with an emphasis in autism spectrum disorders and early childhood developmental disabilities from the University of Texas at Austin. Read more about Russell Lang

Outstanding Poster Awards

Outstanding Research Winner

Implementing Self-Regulated Strategy Development Within a Three-Tiered Model of PBIS
Robin Parks Ennis and Kristine Jolivette, Georgia State University

Outstanding Practice Winner

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

2012 APBS Conference Awards

Initial Researcher Award

Todd Hayden, 2012 Association for Positive Behavior Support Initial Researcher Award Recipient

Dr. Todd Haydon, co-recipient of the Second Annual Ted Carr Initial Researcher Award, is an Assistant Professor in the School of Education at the University of Cincinnati. He received his Ph.D. in special education from the University of Florida. Read more about Dr. Todd Haydon

Elise Pas, 2012 Association for Positive Behavior Support Initial Researcher Award Recipient

Dr. Elise T. Pas, co-recipient of the Second Annual Ted Carr Initial Researcher Award, is a faculty member at the Johns Hopkins Bloomberg School of Public Health and is affiliated with the Center for the Prevention of Youth Violence, where she is currently involved with two federally-funded randomized controlled trials of PBIS and the PBIS Maryland Initiative. Read more about Dr. Elise T. Pas

Outstanding Poster Awards

Winner

Increasing Praise in the Classroom: A Consultation Support Model for New Teachers
Donald Briere, University of Connecticut, Storrs, CT

Honorable Mention

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

2011 APBS Conference Awards

Initial Researcher Award

Scott Ross, 2011 Association for Positive Behavior Support Initial Researcher Award Recipient

Scott Ross, PhD, co-recipient of the First Annual Ted Carr Initial Researcher Award, is a Professor of Special Education at Utah State University, where he teaches courses and conducts research in classroom management, positive behavioral support, curriculum design, and direct instruction. Read more about Scott Ross

Brenda Wood, 2011Association for Positive Behavior Support Initial Researcher Award Recipient

Brenna K. Wood, PhD, co-recipient of the First Annual Ted Carr Initial Researcher Award, is an assistant professor of special education at Lehigh University and a Board Certified Behavior Analyst. She received her PhD from the University of Arizona (Emotional/Behavioral Disorders) and her MEd from Peabody College, Vanderbilt University (Early Childhood Special Education). Read more about Brenna K. Wood

Outstanding Poster Awards

Winner

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 Mention

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

Facility-wide PBS is Possible for Adults in Traditional Long-Term Residential Programs
James Adkins, Bluegrass Oakwood, Somerset, KY

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

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

Building PBIS in Afterschool Programs: A Collaborative Partnership
Anne Farrell, University of Connecticut, Stamford, CT; Melissa Collier Meek, Kellie Randall and Mamta Saxena, University of Connecticut, Storrs, CT ; Shelby Pons, Connecticut State Department of Education, Middletown, CT

2010 APBS Conference Awards

Outstanding Poster Awards

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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