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Partners in APBS

APBS can help your brand connect with the most influential thought leaders in positive behavior support. Choose from the suite of partnership options below.

Exhibiting at the APBS Annual Conference

APBS offers the opportunity for industry and other supporting companies or organizations to be present at the APBS Annual Conference.

APBS Annual Conference

APBS allows you to meet face-to-face with your target audiences to build brand awareness, generate new leads, and cultivate relationships. At the APBS Annual Conference, leaders in positive behavior support share their latest breakthroughs that advance positive behavior support and shape the future. Take your chance to connect with the elite group of influential positive behavior support professionals. Contact Cheretta.Clerkley@apbs.org or check out the 2025 Exhibit and Sponsorship Prospectus to learn more.

Ancillary Symposia

Partnering with us through an ancillary symposium is a highly effective way to ensure your educational product is presented to the thought leaders at the largest gathering of positive behavior support professionals. APBS has a reputation for excellent evidence-based educational content. APBS has delivered outstanding quality through:

  • Instant Credibility
  • Unparalleled Expertise
  • Customized, Turn-Key Program Management

Presentations may focus on the latest research and development, new strategies, and management guidelines for PBIS interventions, or new technologies. Programs can coincide with the APBS annual meeting. APBS is experience and knowledgeable in working with education/communication companies on developing proposals, applications, and detailed budgets, and welcomes the opportunity to accredit programs developed by third parties. Education companies interested in partnering with us are required to submit proposals according to our guidelines. Contact Cheretta.Clerkley@apbs.org for more information.

Webinar Sponsorship Opportunities

APBS webinars draw over 350 registrants from multidisciplinary professionals, including teachers, researchers, administrators, university professors, social workers, behavior analysts, and school psychologists.

By sponsoring an APBS webinar, you can place your company name in front of an engaged audience, learning from a trusted educational provider in the industry. This not only increases your brand recognition but also leaves a lasting impression. Moreover, your sponsorship is not limited to the live event, as the archived On-Demand webinars are permanently located on the APBS website, ensuring continuous exposure for your brand.

NEW! We will offer CEUs for all our webinars, launching in October 2024 on a wide range of positive behavior topics in demand for various professions.

To learn more contact, Cheretta Clerkley, MBA, Executive Director at Cheretta.Clerkley@apbs.org.

Continuing Education Units

Partnering with APBS to collaborate on funded accredited continuing education units expands our reach to multiple disciplines and diversifies the educational portfolios available to our respective audiences.

Custom Opportunities

Do you have a specific opportunity in mind that you would like to discuss with APBS? We are open to new partnership and collaboration opportunities if they align with our mission and goals and would be happy to discuss and design a unique or custom proposal? Please contact us at Cheretta.Clerkley@apbs.org.

Funding Guidelines

APBS adheres to the highest standards regarding the separation of the development of educational content from seeking funding for commercial support. APBS’ Statement of Corporate Relationships states, “Seeking support from outside commercial entities is completely separate from the development of the content of the supported activities.”

Ideas and proposals for APBS educational activities are developed by the member-led committees, including, but not limited to the Committee on Continuing Education and Training, Committee on Lifespan, Annual Conference Content Planning Workgroup with the support of the APBS staff.

Positive Behavior Support Resources

APBS is committed to providing access to resources supporting “evidence-based” research and deploying different research methodologies. Our team of experts has compiled a list of resources to help you as you continue to develop and build upon your skills in positive behavior support.

Check out these articles related to evidence-based practice:

  • Biglan, A., & Ogden, T. (2008). The evolution of evidence-based practices. NIH Public Access, 9(1), 81-95.
  • Biglan, A., Mrazek, P. J., Carnine, D., & Flay, B. R. (2003). The integration of research and practice in the prevention of youth problem behaviors. American Psychologist, 58(6/7), 433-440.
  • Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion, 5(3), 177-193. Retrieved from http://dx.doi.org/10.1080/1754730X.2012.707429
  • Brantlinger, E., Jiminez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195-207.
  • Cook, L., Cook, B. G., Landrum, T. J., & Tankersley, M. (2008). Examining the role of group experimental research in establishing evidence-based practices. Intervention in School and Clinic, 44(2), 76-82. Retrieved from http://isc.sagepub.com/content/44/2/76.full.pdf+html
  • Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Council for Exceptional Children, 75(3), 365-383.
  • Edwards, D. J. A., Bromley, D. B., & Dattilio, F. M. (2004). Developing evidence-based practice: The role of case-based research. Professional Psychology: Research and Practice, 35(6), 589-597.
  • Forness, S. R. (2005). The pursuit of evidence-based practice in special education for children with emotional or behavioral disorders. Behavioral Disorders, 30(4), 311-330.
  • Gerstein, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164.
  • Horner, R. H., Sugai, G. H., & Anderson, C. M. (2010). Examining the evidence base for schoolwide positive behavior support. Exceptional Children, 42(8), 1-14.
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Council for Exceptional Children, 71(2), 165-179.
  • Kitson, A., Harvey, G., & McCormack, B. (1998). Enabling the implementation of evidence-based practice: a conceptual framework. Quality in Health Care, 7, 149-158. Retrieved from http://qualitysafety.bmj.com/content/7/3/149.full.pdf+html
  • McDuffie, K. A., & Scruggs, T. E. (2008). The contributions of qualitative research to discussions of evidence-based practice in special education. Intervention in School and Clinic, 44(2), 91-97. Retrieved from http://isc.sagepub.com/content/44/2/91
  • Mullen, E. J. (2004).). Facilitating practitioner use of evidence-based practice. In A. R. Roberts & K. Yeager (Eds.), Desk reference for evidence-based practice in healthcare and human services. New York, NY: Oxford University Press.
  • Odom, S. L. (2008). The tie that binds: Evidence-based practice, implementation science, and outcomes for children. Topics in Early Childhood Special Education, 29 (1), 53-61. Retrieved from http://tec.sagepub.com/content/29/1/53
  • Odom, S. L., Brantlinger, E., Gersten, R., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148.
  • Weisz, J. R., Sandler, I. N., Durlak, J. A., & Anton, B. S. (2005). Promoting and protecting youth mental health through evidence-based prevention and treatment. American Psychologist, 60(6), 628-648.

The references or source material associated with this website do not necessarily reflect the views or policies of the Association for Positive Behavior Support (APBS) nor does mention of trade names, commercial products, or organizations imply endorsement by APBS.