E.G. Carr Memorial and APBS Leadership Awards
E.G. Ted Carr Practitioner Award
The Association for Positive Behavior Support (APBS) is seeking nominations for the 2023 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 behavioral supports to make a positive impact on the world, whether in traditional educational programs (e.g., early childhood, K-12 schools) or other settings (e.g., home, adult services, community programs).
The winner will be recognized at the annual APBS Conference and will be invited to present at that conference.
Nomination requirements
- Holds a current position that promotes the application of positive behavior support principles and technology
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.
- 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
Nominations for the 2023 conference are now closed.
If you have any questions about the nominations, feel free to contact Stephanie Martinez at sam2@usf.edu
E.G. Ted Carr Initial Researcher Award
The Association for Positive Behavior Support (APBS) is seeking nominations for the 2023 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
The winner will be recognized at the APBS annual conference 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.
Self-nominations will be accepted. To be considered, nominees must submit the following materials by October 21, 2022:
- 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
Nominations for this award are closed.
If you have any questions about the nominations, feel free to contact Stephanie Martinez at sam2@usf.edu
Current 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.
Ashley Greenwald, 2023 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.
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 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 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.
Kristy Ritvalsky, 2023 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.
2023 Ted Carr Outstanding Poster Winners
Mya Kelley, Clemson University, Clemson, SC
Sage Pickren, Vanderbilt University, Nashville, TN
Previous Winners
Stefanie LaPolla
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
Ted Carr Initial Researcher Award Winner
Not awarded this year
Tedd Car Outstanding Poster Winners
Not awarded this year
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