2010 Convention - Workshop List

NASP Convention Workshop List

Creating School Environments to Support LGBT Students and Families [WS01]
Tuesday, March 2, 2010

10:00 a.m.–1:00 p.m.
CPD Credit Hours: 3
PPD: 5; Skill Level: I
Members $75; Nonmembers $110

This workshop explores the creation of supportive school environments to include lesbian, gay, bisexual, and transgender (LGBT) families and students in schools. Participants will learn about LGBT families and the experiences of children with LGBT parents, including strategies for making schools more responsive to their needs. Participants will also learn about the experiences of students who identify as LGBT and methods of supporting LGBT students, including strategies for policy development, diversity training, and individual counseling. Participants will engage with the material through lecture, video clips, scenarios, and small-group activities.

Emily S. Fisher, PhD, is a professor in the school psychology program at Loyola Marymount University. Her research interests focus on supporting students at risk for academic and social/emotional problems, training teachers in classroom management and behavior support, and working with teachers to promote inclusion.

Karen Komosa-Hawkins, PhD, is a professor in the school counseling and school psychology programs at Loyola Marymount University. She worked as a school psychologist for 4 years, serving students in preschool through 12th grade and mentoring interns. Her research interests focus on social–emotional learning, culturally competent practice, prevention, and resiliency.

Kelly S. Graydon, PhD, is a professor in the school psychology program at Chapman University. Her research interests include fostering resilience, delinquency, recidivism, intervention efficacy, culturally competent practices, and the international practice of school psychology.

Advanced Workshop on Interpretation of the WISC-IV [WS02]
Tuesday, March 2, 2010

Sponsored by Pearson, Clinical Assessment group

10:00 a.m.–1:00 p.m.
CPD Credit Hours: 3
PPD:1; Skill Level: III
Members $75; Nonmembers $110

In the world of RTI, a comprehensive assessment is required. To develop the most effective assessment plan, it is important to understand how cognitive functions impact classroom performance. During this advanced session on WISC-IV (Integrated), participants will learn and practice (a) how to define and interpret process-oriented assessment such as the WISC-IV Integrated, (b) how to use WISC-IV Integrated data to understand complex learning processes to establish a framework for interventions and teaching strategies, and (c) how to integrate WISC-IV and WIAT-III data in a student-focused report. This session is appropriate for practitioners interested in advanced WISC-IV (Integrated) interpretation.

Amy Dilworth Gabel, PhD, NCSP,is the director of training and client consultation with Pearson Clinical Assessment. She earned her doctorate and master of science in school psychology from Penn State University. Dr. Gabel is a licensed school psychologist specializing in the assessment of preschool and school-aged youngsters.

Anger Management Training: What They DIDN’T Teach in Graduate School [WS03]
Tuesday, March 2, 2010

10:00 a.m.–1:00 p.m.
CPD Credit Hours: 3
PPD: 4; Skill Level: II
Members $75; Nonmembers $110

This workshop is designed to focus on teaching techniques to improve positive outcomes of school-based anger management training with both elementary and secondary students. Topics covered will include (a) how to generate appropriate referrals for the counseling, (b) how to decide between individual or group anger management counseling sessions, (c) a review of different cognitive-behavioral and evidence-based techniques and curriculums for anger management training, (d) a review of assessment tools and strategies to help identify treatment goals, and (e) how to monitor progress within both an elementary school and a secondary school setting (RTI).

Rance L. Harbor, PhD, is a full-time school psychologist for Hillsborough County Schools in Tampa, Florida, and on faculty, part,time, with the University of South Florida. He has extensive experience in working with children and adolescents with anger-management difficulties in both the public school setting and within the psychiatric hospital setting.

Advanced Workshop on Counseling Troubled Boys [WS04]
Tuesday, March 2, 2010

10:00 a.m.–1:00 p.m.
CPD Credit Hours: 3
PPD: 4, 5; Skill Level: III
Members $75; Nonmembers $110

The purposes of this workshop are to provide psychologists with accurate information about the emotional lives of boys and to demonstrate that there is a mismatch between conventional counseling practices and the relational styles of traditional boys. In order to correct for this mismatch, the instructor will teach strategies that appeal to troubled boys and facilitate the establishment and maintenance of rapport with this population. The objective of the session is to enable participants to (a) describe three myths about the emotional lives of boys, (b) describe how conventional counseling approaches are inappropriate with many boys, and (c) name three male-friendly interventions with boys.

Mark Kiselica, PhD, is a licensed psychologist and the author of over 120 publications, including Counseling Troubled Boys (Routledge, 2008) and When Boys Become Parents: Adolescent Fatherhood in America (Rutgers University Press, 2008). He is also featured in the DVD, Positive Psychology with Male Clients (American Psychological Association, 2008).

The Classroom Check-Up: Class-Wide Consultation to Promote Effective Classroom Management [WS05]
Tuesday, March 2, 2010

10:00 a.m.–1:00 p.m.
CPD Credit Hours: 3
PPD: 2; Skill Level: I
Members $75; Nonmembers $110

Ineffective classroom management places students at risk for negative academic and behavioral outcomes. Providing teachers with support in classroom behavior management can improve student outcomes. School-based consultation is an effective and efficient way to support teachers. The Classroom Check-up (CCU) was developed as a consultation model to address the need for classroom level support. Participants will be trained in the CCU, and will learn to use Motivational Interviewing, an empirically driven theory of behavior change utilized by the CCU, and effective intervention planning. The workshop will include case examples, modeling, role-play, and action planning to achieve learning outcomes.

Wendy M. Reinke, PhD, is an assistant professor in school psychology at the University of Missouri and codirector of the Missouri Prevention Center. She developed the Classroom Check-up, an assessment-based teacher consultation model. Dr. Reinke presents nationally, has published numerous peer-reviewed articles, and has coauthored a book on coaching classroom teachers.

Keith Herman, PhD, is an associate professor in counseling psychology at the University of Missouri and codirects the Missouri Prevention Center. He is a member of the Motivational Interviewing (MI) Network of Trainers, an international group of MI experts. He presents nationally and has published more than 50 peer-reviewed articles and chapters.

Best Practices in Implementing RTI With English Language Learners [WS06]
Tuesday, March 2, 2010

10:00 a.m.–1:00 p.m.
CPD Credit Hours: 3
PPD: 1, 6; Skill Level: II
Members $75; Nonmembers $110

Through reviewing current research and the implementation experiences of several school districts, participants will acquire an advanced understanding of current research and practice related to screening, progress monitoring, and intervention with English language learners. The primary focus will be in the areas of literacy and math. The specific goals are (a) to present screening and progress monitoring tools that have treatment validity for ELL, (b) to present empirically validated literacy and math interventions approaches for ELLs, and (c) to present a model of learning disabilities that can be used with all students, including ELLs.

Michael L. Vanderwood, PhD, NCSP, is an associate professor and school psychology program coordinator at the University of California-Riverside (UCR). In addition to helping districts implement RTI, Dr. Vanderwood leads a research team at UCR that focuses on evaluating the effectiveness of screening, progress monitoring, and intervention tools with English language learners.

Teaching and Reinforcing Students’ Self-Management Skills: A Three-Tiered PBS Approach [WS12]
Tuesday, March 2, 2010

10:00 a.m.–1:00 p.m.; and 2:00–5:00 p.m.
CPD Credit Hours: 6
PPD: 4; Skill Level: II
Members $99; Nonmembers $169

This workshop will address the most successful ways to teach and reinforce students’ self-management skills in school settings, using an evidence-based positive behavioral self-management system and three tiers of implementation. Starting with 10 scientific principles, participants will learn how to integrate social skills, student motivation and accountability, staff consistency, peer support, and more intensive behavioral interventions into a school-wide and student-specific approach. Practitioner-friendly learning will be reinforced through discussion, hands-on activities, video samples, and implementation examples from over 1,000 schools nationwide. Participants will leave with a step-by-step implementation and RTI process that can be implemented in any school.

Howie M. Knoff, NCSP, is a national consultant and presenter, and director of Project ACHIEVE and the Arkansas State Improvement Grant. A past president of NASP, he is known for his expertise in organizational change, school reform, and consultation processes; social skills, positive behavior support systems, and behavioral interventions; and RTI implementation.

Matthew J. Kamins, NCSP, a certified school psychologist, is supervisor of psychological services for Maryland’s Montgomery County Public Schools (MCPS). He is an accomplished instructional, behavioral, and systems consultant and authored the successful $6 million MCPS Safe Schools/Health Students grant initiative—Kids First Alliance—and served as its principal investigator.

Best Practices in Data-Based Decision Making Within an RTI Model [WS13]
Tuesday, March 2, 2010

2:00 -9:00 p.m.
CPD Credit Hours: 6
PPD: 1; Skill Level: II
Members $99; Nonmembers $169

This intermediate workshop will focus on data-based decision making within an RTI framework. Specifically, participants will be expected to learn (a) the 10 most critical decisions to be made in all RTI schools, (b) the best practice for making each of these 10 decisions, and (c) methods for continuous evaluation of the decision-making progress. The instructional strategies that will be used will include power point presentation, discussion, and small-group activities. Each of these instructional strategies will be facilitated by both fictitious scenarios and real-world experiences of the presenters.

Gary Cates, PhD, earned his doctorate from Mississippi State University. He currently is a faculty member at Illinois State University, where he teaches courses in school psychology and conducts research related to academic assessment and intervention. He has written numerous research articles and consults with school districts on the implementation of response to intervention models.

Ben Ditkowsky, PhD,received his doctorate in special education from the University of Oregon. He has worked as a district administrator, an educational consultant, a behavior specialist, and as both a special and general education teacher. Currently, he is the director of assessment, intervention, and research in Lincolnwood School District 74 in Illinois.

Implementing Social-Emotional Learning as a School-Wide Universal Intervention [WS14]
Tuesday, March 2, 2010

Sponsored by Collaborative for Academic, Social, and Emotional Learning (CASEL)

2:00 -9:00 p.m.
CPD Credit Hours: 6
PPD: 4; Skill Level: II
Members $99; Nonmembers $169

Using interactive activities and video clips, participants in this workshop will:

Learn about new research findings that connect social and emotional learning (SEL) with academic success.
Understand how SEL configures within an RTI model.
Understand how SEL is a coordinating framework for school services and programs.
Learn how to identify evidenced-based SEL programs appropriate to student and school needs.
Know the key ingredients for getting the best results from SEL programs and efforts.
Be able to take initial steps to implement SEL in their schools.

Christina Foster is a training specialist at CASEL and currently chairs the School Policy and Standards Communications Subcommittee of the Illinois Children’s Mental Health Partnership. Christina has a Masters degree in Holistic Education from Norwich University and a Bachelor’s degree in Communications from Northern Illinois University.

Kristy Ogren is program specialist at the Collaborative for Academic, Social, and Emotional Learning in Chicago. She manages the delivery of services to school districts that are implementing social and emotional learning as a component of universal or Tier 2 interventions.

Autism Conversations: Evaluating Children on the Autism Spectrum Through Authentic Conversations [WS15]
Tuesday, March 2, 2010

Sponsored by Western Psychological Services

2:00 -9:00 p.m.
CPD Credit Hours: 6
PPD: 1; Skill Level: III
Members $99; Nonmembers $169

This workshop will introduce participants to a qualitative framework for evaluating children on the autism spectrum. The following skills will be taught through a combination of lecture and case presentations: developing a nontechnical vocabulary to discuss autistic disorder, Asperger’s syndrome and PDD-NOS; interviewing parents and teachers in a conversational style; evaluating children using a “neuroatypical” conversation; discussing the diagnosis with parents; and writing narrative reports. Differential diagnosis issues will be discussed and illustrated through case presentations. Handouts include a sample MIGDAS evaluation booklet. Participants will leave the workshop with an understanding of how to apply qualitative tools in their school evaluations.

Marilyn J. Monteiro, PhD, a licensed psychologist specializing in autism spectrum disorders, is the author of Monteiro Interview Guidelines for Diagnosing Asperger’s Syndrome (MIGDAS), an evaluation protocol for verbal children with suspected autism spectrum disorders. Her book, Autism Conversations, links qualitative assessment methods to best practice in autism diagnosis and intervention.

Measurement Matters Introductory: Guiding Principles and Assessing Score Reliability [WS07]
Tuesday, March 2, 2010

2:00 -5:00 p.m.
CPD Credit Hours: 3
PPD: 1; Skill Level: II
Members $75; Nonmembers $110

Interpretation of test scores involves making inferences about individuals and results in diagnostic decisions and/or intervention recommendations with substantial consequences for the student. Workshop participants will review and extend their knowledge and application of basic measurement principles that should guide their everyday practices in selection and use of tests including tests of intelligence, achievement, psychopathology, and RTI procedures. This workshop will present the guiding scientific principles applied to measurement in school psychology as well as the fundamental approaches to evaluating test score reliability. These are necessary for school psychologists to be more critical consumers of psychological tests and assessment procedures.

Gary L. Canivez, PhD, is a professor of psychology specializing in applied psychological measurement. His research has been supported by the National Institutes of Health/National Institute of Mental Health (NIH/NIMH). The author of more than 50 publications and 100 professional presentations and workshops, Dr. Canivez serves on three editorial boards and consults for several others.

Autism: New Data, New Ideas, and the Autism Spectrum Rating Scale [WS08]
uesday, March 2, 2010

Sponsored by Multi-Health Systems

2:00 -5:00 p.m.
CPD Credit Hours: 3
PPD: 4; Skill Level: II
Members $75; Nonmembers $110

In this 3-hour presentation, Drs. Goldstein and Naglieri will provide a brief but comprehensive overview of our current understanding and knowledge of autism spectrum disorders. They will then introduce data from the largest epidemiologic/standardization sample of normal and autistic children ever completed. A discussion of assessment and an overview of the Autism Spectrum Rating Scale as a critical component in the evaluation of autism spectrum disorders will follow.

Sam Goldstein, PhD, is an assistant clinical professor at the University of Utah School of Medicine. Dr. Goldstein has authored 28 books, and dozens of chapters and peer-reviewed research articles. Dr. Goldstein serves as editor-in-chief of the Journal of Attention Disorders and coeditor-in-chief of The Encyclopedia of Development.

Jack A. Naglieri, PhD, is a professor of psychology and director of the school psychology program at George Mason University. He is a fellow of APA Division 16 and received the APA Division 16 2001 Senior Scientist Award. He also holds an appointment as a senior research scientist at the Devereux Foundation.

Measurement Matters Advanced: Approaches to Assessing Test Score Validity [WS09]
Tuesday, March 2, 2010

6:00 -9:00 p.m.
CPD Credit Hours: 3
PPD: 1; Skill Level: III
Members $75; Nonmembers $110

Interpretation of test scores involves making inferences about individuals and results in diagnostic decisions and/or intervention recommendations with substantial consequences for students. Workshop participants will review and extend their knowledge and application of measurement principles that should guide everyday practices in selecting and using intelligence, achievement, and psychopathology tests and RTI procedures. Scientific principles that should guide practitioners in how tests should be used will be addressed with specific examination of the many different approaches to assess test score validity. Participants will learn to apply these concepts of validity in making judgments about the psychometric soundness of tests and procedures.

Intelligent Testing With the KABC-2: Past, Present, and Future [WS10]
Tuesday, March 2, 2010

Sponsored by Pearson, Clinical Assessment group

6:00 -9:00 p.m.
CPD Credit Hours: 3
PPD: 1; Skill Level: III
Members $75; Nonmembers $110

This workshop will be an examination of the Kaufman Assessment Battery for Children in light of neuropsychological and technological developments that have occurred since its publication in 1983. Through lecture and discussion, an overview of changes in design, theory-base, administration mode, and application options will be presented that pertain to current and future revisions. In addition, international revisions of the battery that have innovations regarding technological administration and scoring will be introduced. A discussion session about the influence of recent neuropsychological research and technology applications on the future of intelligent testing with Drs. Alan and Nadeen Kaufman will conclude the workshop.

Elaine Fletcher-Janzen, EdD, NCSP, ABPdN, obtained her doctorate from the College of William and Mary and has practiced as a school psychologist for the past 26 years. She is currently a professor of school psychology at the Chicago School of Professional Psychology. Dr. Fletcher-Janzen has authored and edited 16 reference books.

Alan S. Kaufman, PhD, has been a clinical professor of psychology at the Yale Child Study Center at the Yale University School of Medicine since 1997. He worked with David Wechsler in the development of the WISC-R, and has published, with Nadeen Kaufman, 11 cognitive, achievement, and neuropsychological tests, including two editions of the K-ABC, K-BIT, and K-TEA.

Nadeen L. Kaufman, EdD, has been a lecturer on the clinical faculty at the Yale Child Study Center at the Yale University School of Medicine since 1997 and is coauthor, with Alan Kaufman, of the various Kaufman tests. These tests are influential worldwide, with the K-ABC and KABC-II currently being used in more than 20 countries.

Best Practices in Interpreting the Roberts Apperception Test [WS11]
Tuesday, March 2, 2010

Sponsored by Western Psychological Services

6:00 -9:00 p.m.
CPD Credit Hours: 3
PPD: 1; Skill Level: II
Members $75; Nonmembers $110

The workshop will open with a brief history of projective test use in the United States, leading to a discussion of the Roberts-2. Features of the Roberts-2 and the distinction between it and traditional projective or apperception tests will be highlighted. The primary objective of the workshop, however, will be to prepare test users for their first application of the Roberts-2. Discussion will cover the psychological focus of the test cards, proper test administration procedures, and coding to scale definitions. Attendees will practice coding stories from a real administration. The workshop will conclude with a case example showing how Roberts-2 test results are interpreted.

Chris Gruber, PhD, received his doctorate in educational psychology from the University of Chicago. He is vice-president of research and development at WPS. Gruber has a 20-year career in commercial test development, with the development and revision of over 20 instruments. He has coauthored books on developmental psychology and statistics, and his presentations have been featured at national meetings of NASP, the American Psychological Association (APA), and the Association of Test Publishers.

Sheri Stegall, PhD, received her doctorate in clinical/developmental psychology from the University of Maine. She is the Project Director at WPS. Stegall is also a licensed psychologist, commercial test developer, clinical user of the Roberts-2; has extensive assessment experience in varied settings and populations, including schools for typically developing and severely emotionally disturbed children and adolescents, residential treatment centers, community-based clinics, hospitals, and private practice.

Positive Behavior Support and the Urban School: Prevention and Intervention for Behavioral Challenges [WS47]
Tuesday and Wednesday, March 2–3, 2010

2:00–9:00 p.m. Tuesday and 2:30–5:30 p.m. Wednesday; APT
CPD Credit Hours: 9
PPD: 6; Skill Level: II
Members $149; Nonmembers $199

This session will present an organizational model for urban schools implementing positive behavior support (PBS) that matches student need (universal, target, and intensive) to levels of support ranging from improving school climate to practices for gang prevention or intervention. Through prereading assignments, lecture, and collaborative discussion, participants will be able to describe a full continuum of behavior supports that include community and family involvement, school-wide PBS, effective classroom management, and school-based support for individuals with challenging behaviors. Further, participants will evaluate their current district’s practices in comparison to the proposed model, and will set up a plan of action for closing gaps in current service delivery.

Randy S. Sprick, PhD, has been a trainer and staff developer for more than 30 years, providing practical workshops and longitudinal school improvement projects for schools, districts, service centers, and state departments of education throughout the country. Dr. Sprick is currently director of Safe & Civil Schools in Eugene, OR.

José Luis Torres, PhD, earned his doctorate in school psychology from Texas A&M University. He is a licensed psychologist and a licensed specialist in school psychology who has served in various leadership capacities throughout his career, including overseeing the delivery of psychological services in large urban school districts.

Eleazar Ramirez, PhD, is former program manager for the Safe & Civil Schools department at the Dallas Independent School District. Duties and responsibilities included planning, implementing, and evaluating positive behaviorial support programs for more than 220 schools. Dr. Ramirez is currently CEO of Program Evaluation and Educational Research Solutions (PEERS) in Dallas, TX.

Ethical Decision Making for School Psychologists [WS16]
Wednesday, March 3, 2010

7:30–10:30 a.m.
CPD Credit Hours: 3
PPD: 10; Skill Level: II
Members $75; Nonmembers $110

School psychologists in this intermediate-level workshop will preview the proposed 2010 NASP Principles for Professional Ethics, then learn to use a problem-solving model to interpret and apply ethical principles and practice standards when they encounter difficult ethical and legal situations in their work. Instructional strategies will include lecture, guided discussion, and large-group interactive practice in applying the problem-solving model, with actual cases submitted by school psychologists. Participants will learn about necessary resources, and make specific plans, for implementing the problem-solving model in daily practice.

Leigh D. Armistead, EdD, NCSP, is an associate professor in the school psychology program at Winthrop University, Rock Hill, SC, and earned his doctorate at Indiana University of Pennsylvania. He has held leadership positions in NASP and NCSPA and participated in revising NASP’s Ethical and Professional Practices Committee Procedures. He serves as the Southeast representative on NASP’s Ethics Committee.

Barbara Bole Williams, PhD, NCSP, is professor/coordinator of the school psychology program at Rowan University, Glassboro, NJ. She earned her PhD from Temple University, Philadelphia. She is presently chairing the revision to the NASP Principles for Professional Ethics and other NASP standards, has served on NASP’s Ethics Committee as the Northeast representative, and is a member of NASP’s Ethics Independent Appeals Committee.

Susan Jacob, PhD, is a professor in the school psychology program at Central Michigan University, Mount Pleasant. She earned her PhD from Michigan State University, East Lansing. She is lead author of Ethics and Law for School Psychologists, Fifth Edition (2006), and is author of more than 32 chapters and journal articles.

Observational Assessment of Attention Deficit Hyperactivity Disorder [WS17]
Wednesday, March 3, 2010

Sponsored by the Achenbach System of Empirically Based Assessment

7:30–10:30 a.m.
CPD Credit Hours: 3
PPD: 1; Skill Level: II
Members $75; Nonmembers $110

This workshop will be a hands-on demonstration of two coding systems for observational assessment of attention deficit hyperactivity disorder (ADHD): the newly revised Direct Observation Form (DOF) from the Achenbach System of Empirically Based Assessment and the Attention Deficit Hyperactivity Disorder School Observation Code (ADHD-SOC). Participants will practice using each coding system via videotaped cases, learning (a) how to use the DOF and ADHD-SOC for observing on-task behavior and behavioral problems, (b) how to integrate direct observations with data from parents and teachers for diagnostic decisions, and (c) how to use direct observations for progress monitoring in a response-to-intervention framework.

Stephanie H. McConaughy, PhD, is a research professor in the Department of Psychiatry, University of Vermont, Burlington. She is a Vermont-licensed practicing psychologist and a nationally certified school psychologist. Her research and publications have focused on assessment of children’s behavioral and emotional problems, clinical interviewing, and prevention of school-based behavioral problems.

Robert J. Volpe, PhD, is an assistant professor in the Department of Counseling and Applied Educational Psychology at Northeastern University, Boston. His current research seeks to understand why many children with ADHD have academic difficulties, and how best to assess and treat these problems.

Identifying, Assessing, and Treating Self-Injury at School [WS18]
Wednesday, March 3, 2010

7:30–10:30 a.m.
CPD Credit Hours: 3
PPD: 7; Skill Level: I
Members $75; Nonmembers $110

The purpose of this 3-hour workshop is to provide practical information on the school-based and evidence-based identification, assessment, and treatment of noncognitively impaired, self-injurious youth. Participants attending this session will be provided with specific information on how to effectively identify/screen, assess, and respond to youth engaging in self-injury, an increasingly significant problem.

David N. Miller, PhD, is an associate professor and director of the school psychology program at the University at Albany, State University of New York. His research interests include youth suicidal behavior and self-injury, and he is lead author of Identifying, Assessing, and Treating Self-Injury at School.

Helping English Language Learners Meet Adequate Yearly Progress in Reading [WS19]
Wednesday, March 3, 2010

7:30–10:30 a.m.
CPD Credit Hours: 3
PPD: 5; Skill Level: II
Members $75; Nonmembers $110

The English language learner (ELL) population nationwide has consistently failed to meet adequate yearly progress, a No Child Left Behind requirement. Through lecture and case studies, this interactive workshop will provide school psychologists with skills to identify the effects of oral language development and second language acquisition in learning to read in English. Tools for data analysis, and effective design and implementation of culturally competent RTI models, using researched-based interventions for ELLs, will be presented.

Monica Oganes Murray, EdS, is a bilingual school psychologist working in Orange County public schools and in private practice. She is the chair of the Cultural and Linguistic Diversity Committee of the Florida Association of School Psychologists and the Latino Cochair of the NASP Multicultural Affairs Committee.

Introduction to Pediatric Neuropsychology: Application to School-Based Assessment and Intervention [WS20] CANCELED
Wednesday, March 3, 2010

7:30–10:30 a.m.
CPD Credit Hours: 3
PPD: 1, 3, 4; Skill Level: I
Members $75; Nonmembers $110

This introductory, didactic workshop will introduce basic principles of pediatric neuropsychology primarily through the teaching of functional neuroanatomy and its assessment. Participants will learn the basics of Luria’s functional model of the brain as an interdependent systemic network and understand the concepts of dynamic localization of function and complex functional systems. An introduction to methods for assessing the integrity of the functional systems of the brain will be provided. Applications of these principles to development of individualized intervention plans for both academic and behavioral issues will be covered at an introductory level. Mechanisms of action of psychoactive medications also will be learned.

Cecil R. Reynolds, PhD, is the author of more than 300 scholarly publications and author or editor of 50 books, including Handbook of School Psychology. He is also the author of several widely used tests, including the BASC-2 and the Reynolds Intellectual Assessment Scales. Dr. Reynolds has received many national awards for excellence in research, including the Lightner Witmer and Senior Scientist Awards from APA Division 16.

PREPaRE Workshop #1: Prevention and Preparedness—The Comprehensive School Crisis Team [WS27]
Wednesday, March 3, 2010

7:30–10:30 a.m. & 2:30–6:30 p.m.
CPD Credit Hours: 7
PPD: 7; Skill Level: II
Members $99; Nonmembers $169

This 1-day workshop provides a review of the crisis prevention and preparedness element of the PREPaRE curriculum. It is designed to provide school-based mental health professionals and other educators with a basic understanding of the comprehensive school crisis team and their roles on these teams. The importance of preventing and responding to crises within the structure of a comprehensive, multidisciplinary school crisis team will be highlighted, using the incident command system (ICS). In addition, participants will learn how to prevent and prepare for crises’ by establishing a safe, effective, and responsive school environment and how to develop, exercise, and evaluate crisis plans.

PLEASE NOTE: After successful completion of one or both workshops, participants will be eligible to attend the Training of Trainers (ToT) for the PREPaRE workshops they have successfully completed. Successful completion of one or both of the PREPaRE ToT workshops will allow participants to independently offer the corresponding PREPaRE workshops to others. For additional information and FAQs about the PREPaRE workshops and curriculum, visit http://www.nasponline.org/prepare/index.aspx.

Amanda B. Nickerson, PhD, NCSP, is a professor at the University at Albany, SUNY, and serves on the Advisory Committee on Campus Security. She has published in the areas of school crisis prevention/intervention, emotional/behavioral disorders, and family and peer relationships. She is a coauthor of the PREPaRE Crisis Prevention and Preparedness workshop and coauthor of the book, Crisis Prevention and Intervention: The PREPaRE Model.

Theodore Feinberg, EdD, NCSP, is the former NASP Assistant Executive Director, and a founding member and chair of the National Emergency Assistance Team. He is a co-author of the book Crisis Prevention and Intervention: The PREPaRE Model and was the key person to persuade the American Red Cross to include school psychologists in their Disaster Mental Health Network.

Advanced Workshop on Ethical Decision Making for School Psychologists [WS21]
Wednesday, March 3, 2010

2:30–5:30 p.m.
CPD Credit Hours: 3
PPD: 10; Skill Level: III
Members $75; Nonmembers $110

This advanced workshop will preview the proposed 2010 NASP Principles for Professional Ethics with an emphasis on contemporary issues of confidentiality and privileged communication. After a brief review of an ethical decision-making model, participants will practice the model in small-group interactive sessions. Using actual cases submitted by school psychologists, the workshop will provide clear examples of behaviors that would comply with standards for professional conduct. These cases will address challenging ethical and legal situations often faced by those working in school psychology. Instructional strategies will include lecture and small-group discussion. Participants will learn about necessary resources, and make specific plans, for implementing the problem-solving model in daily practice.

Identification and Intervention With Young Children: The Conners Early Childhood [WS22]
Wednesday, March 3, 2010

Sponsored By Multi-Health Systems

2:30–5:30 p.m.
CPD Credit Hours: 3
PPD: 1; Skill Level: II
Members $75; Nonmembers $110

The new Conners Early Childhood (Conners EC) is a parent- and teacher-completed rating scale used to describe young children (2–6 years old). The behavior scales describe social, emotional, and behavioral functioning. The developmental milestone scales provide data regarding level of developmental functioning. The Conners EC provides valuable data for school psychologists, administrators, and others conducting early childhood identification/intervention. This session will (a) review key behavioral, emotional, social, and developmental issues that impact young children; (b) discuss early childhood assessment concepts; and (c) introduce and use the Conners EC for identification and intervention with IDEA 2004, including RTI.

C. Keith Conners, PhD, is recognized worldwide as one of the leading contributors to the field of ADHD and has received the NARSAD Award for lifetime excellence in research in ADHD. He is a professor emeritus of Duke University Medical Center and has published extensively on the topic of attention disorders.

Elizabeth P. Sparrow, PhD, a pediatric neuropsychologist, works with ADHD in clinical, educational, and research settings. She leads workshops for school psychologists, psychiatrists, and other clinicians regarding ADHD assessment and treatment. Dr. Sparrow is the clinical consultant for the Conners rating scales, and recently authored the Essentials of Conners Rating Scales Assessment.

Jenni Pitkanen, MSc, received her Master of Science in child psychology from the University of London, England. Her experience includes psychoeducational assessment, research, and test development. Currently Ms. Pitkanen is the manager of product development at Multi-Health Systems Inc., publishers of the Conners Early Childhood.

Legal Issues Update: Implications for School Psychologists [WS23]
Wednesday, March 3, 2010

2:30–5:30 p.m.
CPD Credit Hours: 3
PPD: 10; Skill Level: II
Members $75; Nonmembers $110

With the many recent changes in both federal and state special education regulations, it is essential that professionals not only have an awareness of the changes taking place, but also have an understanding of how these changes impact their day-to-day activities and the students they serve. This seminar will provide psychologists with information on the latest developments in the recently reauthorized IDEA, and practical advice and specific examples on how to effectively implement IDEA requirements in order to ensure compliance with the regulations while meeting the needs of students with disabilities.

Jay Kraming, JD, is an attorney with varied experiences with children, schools, and other governmental agencies. He is a former teacher, prosecutor, hearing officer, and attorney with experience in both the public and private sector. He currently practices law in the areas of special education and student discipline.

Integrating Neuropsychological Principles Into an RTI Service Delivery Model [WS24] CANCELED
Wednesday, March 3, 2010

2:30–5:30 p.m.
CPD Credit Hours: 3
PPD: 1, 3, 4l Level: III
Members $75; Nonmembers $110

This advanced, didactic workshop will critique RTI as a means of diagnosis from neuropsychological and psychometric perspectives before turning to applications of neuropsychological principles of diagnosis and intervention primarily to Tier 3 of RTI models. The role of neuropsychological diagnostic approaches will be emphasized for dealing with problems in cognitive and behavioral domains. Participants will learn how to develop individualized Tier 3 interventions that conform to strength models of remediation using intact complex functional systems and to recognize the need for differentiated instruction. A working knowledge of functional brain systems will be presumed for successful participation in this workshop.

Cecil R. Reynolds, PhD, is the author of more than 300 scholarly publications and author or editor of 50 books, including The Handbook of School Psychology. He is also the author of several widely used tests, including the BASC-2 and the Reynolds Intellectual Assessment Scales. Dr. Reynolds has received multiple national awards recognizing him for excellence in research, including the Lightner Witmer and Senior Scientist Awards from APA Division 16.

Measuring Student Response to Intervention: Using Data to Evaluate Problems [WS25]
Wednesday, March 3, 2010

2:30–5:30 p.m.
CPD Credit Hours: 3
PPD: 1; Skill Level: III
Members $75; Nonmembers $110

A great deal has been written about response to intervention (RTI), but there has been little attention to the required level of rigor needed to make high-stakes decisions such as when to change an intervention or move to a more intense level, including special education. This workshop is designed to introduce the critical role of single case design (SCD) and analysis for evaluating educational interventions in an RTI model. Through case studies and lectures workshop participants will learn about specific SCDs that are appropriate at each tier, as well as graphing and analysis strategies.

Chris Riley-Tillman, PhD, is an associate professor and program director of the doctoral program in Pediatric School Psychology at East Carolina University.

Matthew K. Burns, PhD, is an associate professor and program director of the doctoral program in school psychology at the University of Minnesota.

How Cultural Identities Affect Academic Achievement? [WS26]
Wednesday, March 3, 2010

2:30–5:30 p.m.
CPD Credit Hours: 3
PPD: 1; Skill Level: III
Members $75; Nonmembers $110

The goal of this workshop is to introduce school psychologists to two prominent theories—cultural ecological theory (CET) and stereotype threat (ST)—related to underachievement in stigmatized groups. Participants will be introduced to CET and ST via lectures and activities, and will develop intervention plans at either the school/teacher or individual student level. The learning objectives are (a) being able to articulate CT and evaluate the evidence supporting it, (b) being able to articulate ST and evaluate the evidence supporting it, and (c) developing an intervention for use in the participant’s context.

Frank C. Worrell, PhD, is a professor and the director of the school psychology program in the Graduate School of Education at the University of California, Berkeley. A past president of Division 16, his research interests include academic talent development, at-risk youth, ethnic and racial identity, and psychosocial development.

Best Practices in Effective Coaching for RTI Implementation [WS28]
Thursday, March 4, 2010

8:30–11:30 a.m.
CPD Credit Hours: 3
PPD: 2; Skill Level: I
Members $75; Nonmembers $110

This session will introduce the various ways coaching can be utilized within an RTI system to support implementation. RTI is a complex systemic change and coaching is a powerful tool that can aid in the effective implementation of this change. Participants will gain an understanding of the relationship of coaching to the effective implementation of RTI. Additionally, participants will learn through both lecture and practice opportunities the different strategies coaches employ to support implementation of RTI. The role of the school psychologist in coaching throughout RTI implementation will also be highlighted.

Sarah E. Brown, PhD, serves Heartland AEA in both RTI and coaching capacities. She spent several years as a school psychologist and trainer working with educational professionals within an RTI system. Currently, she designs professional learning for Heartland staff and provides training for district personnel in the areas of RTI and coaching.

Implementing RTI at the High-School Level: How You Get Started [WS29]
Thursday, March 4, 2010

8:30–11:30 a.m.
CPD Credit Hours: 3
PPD: 2; Skill Level: I
Members $75; Nonmembers $110

Staff development and implementation of RTI has focused almost exclusively on the elementary level or by extending the elementary approach to secondary settings. Although well-intentioned, the result has been too few high school RTI implementations. This introductory workshop assumes the participant is at the beginning stages of secondary implementation and will provide illustrations of the skill sets that needed, resources to find them, and guidance in structuring a high school multitier model. The workshop will include training on a set of four structured self-studies to support implementation.

Mark R. Shinn, PhD, has been supporting schools nationwide to implement a multitier, coordinated early intervening services (RTI) model since 1980. He has edited four books on CBM and effective interventions. Dr. Shinn teaches at National-Louis University and is the project director for Illinois ASPIRE North, a state- and federally funded project supporting implementation of RTI in Illinois.

Practical Strategies for Improving and Monitoring Students’ Early Reading Skills [WS32]
Thursday, March 4, 2010

8:30 a.m.–3:30 p.m.
CPD Credit Hours: 6
PPD: 3; Skill Level: II
Members $99; Nonmembers $169

Through instruction, hands-on practice opportunities, and free access to all needed materials, workshop attendees will learn how to implement two forms of a scientifically-validated reading fluency program. Strengths of this newly developed program include (a) ease of implementation, (b) integration of instructional and assessment components, and (c) implementation options for elementary-aged readers of all ability levels. Attendees will also learn about the research related to this reading program and how to train (and consult with) other educators to facilitate the program’s implementation. Upon completing the workshop, attendees will have the materials and knowledge needed to begin implementing the program.

John C. Begeny, PhD, is a licensed psychologist and an assistant professor at North Carolina State University. He has worked in numerous school-based settings and currently conducts research evaluating evidence-based instruction/interventions, particularly in the area of reading. He is writing a book to assist educational practitioners with academic consultation.

Implementing Response to Intervention in Early Childhood Settings [WS33]
Thursday, March 4, 2010

8:30 a.m.–3:30 p.m.
CPD Credit Hours: 6
PPD: 1; Skill Level: II
Members $99; Nonmembers $169

We will describe leadership strategies for developing, implementing, and evaluating RTI in early childhood settings. Participants will learn about young children’s unique needs, tiered instructional models aligned with early childhood recommended practices, and curricular and assessment strategies targeting early literacy and social-emotional outcomes. They will gain knowledge of a problem-solving, data-based decision model, ensuring that children receive appropriate embedded, intentional and explicit instruction within each tier. This workshop will include large and small group discussion, small group activities, and videotaped examples. Participants will examine assessment and curricular resources and develop an action plan for creating an early childhood RTI program.

Lynette Chandler, PhD, is a professor of early childhood special education at Northern Illinois University. Her scholarship focuses on functional assessment, inclusion, social skills, and early literacy. She has collaborated on several projects to develop and evaluate RTI models to promote early literacy for children with and without disabilities in early childhood settings.

Robin Miller Young, PhD, NCSP, is a school psychologist and program coordinator at Prairie Children Preschool (blended EC/ECSE school), IPSD #204, Aurora, IL. Throughout her career, she has collaborated with district-, state-, and national-level colleagues and parents so that young children engage in classroom and schooling experiences designed to achieve essential outcomes.

A Research-Based Consensus Definition of SLD: Integrating Multiple Data Sources [WS34]
Thursday, March 4, 2010

8:30 a.m.–3:30 p.m.
CPD Credit Hours: 6
PPD: 1; Skill Level: II
Members $99; Nonmembers $169

This workshop will introduce a definition of SLD that is based on RTI methods, valid cognitive constructs, research on the relations between abilities and achievement, effective instruction/intervention, and sound assessment procedures. This definition includes (a) screening for academic weaknesses, (b) intervention, (c) progress monitoring, (d) evaluation of exclusionary factors, (e) evaluation of cognitive functioning for nonresponders, (f) differential diagnosis, and (g) distinguishing SLD from low ability. Participants will learn how to identify SLD using case studies that integrate RTI methods with theory- and research-based evaluation of cognitive abilities and processes for children who do not demonstrate an adequate response to intervention.

Dawn P. Flanagan, PhD, is professor of psychology and director of the school psychology training programs at St. John's University in Queens, NY. She serves as an expert witness, learning disability consultant, and psychoeducational test and measurement consultant and trainer for organizations both nationally and internationally. She recently published the second edition of Essentials of WISC-IV Assessment.

Vincent C. Alfonso, PhD, is professor and associate dean for academic affairs in the Graduate School of Education at Fordham University. He is a certified school psychologist and licensed psychologist in NY. He is a coauthor of the second edition of Essentials of Cross-Battery Assessment and The Achievement Test Desk Reference (ATDR).

Differential Diagnosis of ADHD, NLD, and Asperger's: Strategies for School [WS35]
Thursday, March 4, 2010

8:30 a.m.–3:30 p.m.
CPD Credit Hours: 6
PPD: 5; Skill Level: III
Members $99; Nonmembers $169

This presentation is designed to help school psychologists differentiate between several of the most popular diagnoses today. The presenter will use case studies to illustrate typical symptom presentation and clarify factors that help differentiate between attention deficit hyperactivity disorder, nonverbal learning disorder and Asperger's syndrome. Executive functioning will be defined as a general concept and how it presents within each of these disorders will be discussed. Additionally, practical strategies to address a child's specific symptoms, as opposed to a general diagnosis for use in a classroom setting, will also be presented.

Ilyse O’Desky, PsyD, received her doctorate in clinical psychology from Yeshiva University in 1992. Completing postdoctoral training in pediatric neuropsychology, Dr. O’Desky is currently a psychology professor at Kean University, chief of psychology at Saint Barnabas Medical Center, and director of the Neuropsychological Testing Center.

School-Based Assessment and Treatment of Children and Adolescents with Bipolar Disorder [WS36]
Thursday, March 4, 2010

8:30 a.m.–3:30 p.m.
CPD Credit Hours: 6
PPD: 1, 4; Skill Level: II
Members $99; Nonmembers $169

Bipolar disorder is a controversial and high-stakes diagnosis in children and adolescents. This intermediate workshop will discuss key issues, including (a) how it appears differently in children versus adults, (b) how often bipolar disorder occurs in youths in different settings, (c) what issues make accurate diagnosis especially challenging, (d) how to use specialized self-report and parent-report measures to diagnose it more accurately, and (e) how to use cognitive behavioral therapy (CBT) techniques to treat pediatric bipolar disorder. New and updated content will include new measures and treatment implications of mania versus depression.

Eric Youngstrom, PhD, has received the APA Division 53 Early Career Award and multiple teaching awards, and has published more than 120 peer reviewed publications on the topics of clinical assessment and emotion. He is a licensed psychologist specializing in child assessment, and has spoken about pediatric bipolar disorder internationally.

Advanced Workshop on Implementing RTI at the High-School Level [WS30]
Thursday, March 4, 2010

12:30–3:30 p.m.
CPD Credit Hours: 3
PPD: 6; Skill Level: III
Members $75; Nonmembers $110

Staff development and implementation of RTI has focused almost exclusively on the elementary level. Although well-intentioned, the consequences of this focus have been too few high school RTI implementations. Successful secondary implementation has a number of different skill sets and service delivery design challenges from elementary. Among the key elements are improving content area instruction and behavior support at Tier 1, and building powerful Tier 2 and 3 interventions. This workshop assumes that the participants are actively involved in school-based secondary implementation and will be expected to present results of a set of 4 self-studies for feedback and coaching.

Mark R. Shinn, PhD, has been supporting schools nationwide to implement a problem-solving model since 1980. He has edited four books on CBM and effective interventions. He teaches at National-Louis University and is the project director for Illinois ASPIRE North, a state- and federally funded project supporting implementation of problem-solving models, including response to intervention, in Illinois.

Youth Risk Online [WS31]
Thursday, March 4, 2010

12:30–3:30 p.m.
CPD Credit Hours: 3
PPD: 7; Skill Level: I
Members $75; Nonmembers $110

Emerging research has demonstrated that young people who are at greatest risk online are at greater risk in the real world. These risks include risky sexual and relationship activities, electronic aggression, cyberthreats, unsafe online communities and dangerous groups, unsafe posting of material, unsafe interactions with others, and addictive access. This workshop will provide a research-based overview of youth risk online and practical guidance on how schools and communities can mobilize to address these new concerns.

Nancy Willard, MS, JD, taught children with emotional and behavior issues, practiced computer law, and was an educational technology consultant before focusing her professional attention on issues of youth risk online. Ms. Willard is author of Cyberbullying and Cyberthreats and Cyber-Safe Kids, Cyber-Savvy Teens.

PREPaRE Workshop #2: Crisis Intervention and Recovery—The Roles of School-Based Mental Health Professionals [WS48]
Thursday and Friday, March 4–5, 2010

8:30 a.m.–4:30 p.m. Thursday and 9:00 a.m.–5:00 p.m. Friday
CPD Credit Hours: 14
PPD: 4; Skill Level: II
Members $149; Nonmembers $199

This 2-day workshop reviews the crisis intervention and recovery element of the PREPaRE curriculum. School-based mental health professionals will learn the skills needed to meet immediate needs following a school-associated crisis. The workshop focuses on how school-based mental health professionals can be involved in a hierarchical and sequential set of activities that help to prevent and prepare for psychological trauma, reaffirm the physical health of members of the school community and student perceptions that they are safe and secure, evaluate the degree of psychological trauma, respond to the psychological needs of the school community, and examine the effectiveness of school crisis intervention and recovery efforts.

PLEASE NOTE: After successful completion of one or both workshops, participants are eligible to attend the Training-the-Trainers (ToT) for the PREPaRE workshops they have successfully completed. Successful completion of one or both of the PREPaRE ToT workshops allows participants to independently offer the corresponding PREPaRE workshops to others. For additional information and FAQs about the PREPaRE workshops and curriculum, visit http://www.nasponline.org/prepare/index.aspx.

Stephen E. Brock, PhD, NCSP, is a professor at CSU, Sacramento; a member of NEAT; author of the PREPaRE Crisis Intervention and Recovery workshop; and cochair of the PREPaRE workgroup. He was also lead editor of the NASP book, Best Practices in School Crisis Prevention and Intervention and first author of Crisis Prevention and Intervention: The PREPaRE Model.

Melissa A. Reeves, PhD, NCSP, is a school psychologist and adjunct faculty member at Winthrop University, Rock Hill, SC. She has conducted over 80 national and international presentations. She is lead author of the PREPaRE Crisis Prevention and Preparedness workshop, chair of the PREPaRE curriculum workgroup, and coauthor of thebook, Crisis Prevention and Intervention: The PREPaRE Model.

Implementing an Effective RTI Model in Your Schools: How You Get Started [WS37]
Friday, March 5, 2010

9:00 a.m.–12:00 p.m.
CPD Credit Hours: 3
PPD: 6; Skill Level: I
Members $75; Nonmembers $110

This workshop will focus on the essential elements required to initiate a program of early intervening services (RTI), including creating an administrative rationale, locating opportunities for initiation, and framing the initial program to increase participation of colleagues. Participants will engage in sample routines for assessing the context, determining specific needs, and planning for initiation. Included during the workshop will be numerous examples of how schools have begun implementation of RTI and resources that participants can access at no cost.

W. Alan Coulter, PhD, is the director of the TIERS Group (Teams Intervening Early to Reach all Students) and the codirector of the national Data Accountability Center (DAC). Dr. Coulter has been involved in the development and implementation of early intervening services for more than 30 years, including the development of public policy.

Determining Eligibility for Special Education in an RTI System [WS38]
Friday, March 5, 2010

9:00 a.m.–12:00 p.m.
CPD Credit Hours: 3
PPD: 1; Skill Level: III
Members $75; Nonmembers $110

This workshop presents procedures for using an assessment of a student’s response to intervention (RTI) as part of a multidisciplinary evaluation to determine special education eligibility. Components will include the assessment of a student’s dual discrepancy of academic level and rate of improvement and procedures for ruling out lack of instruction and other disabilities/conditions. Participants will (a) identify assessment procedures for RTI as embedded in a three-tier model of service delivery, (b) articulate how RTI is used in the procedure to determine eligibility for special education, and (c) conceptualize new report writing language for composing evaluation reports in an RTI model.

Joseph F. Kovaleski, DEd, NCSP, is a professor of educational and school psychology and director of the program in school psychology at the Indiana University of Pennsylvania. He is also coprincipal investigator for the Pennsylvania RTI project through the Pennsylvania Training and Technical Assistance Network (PaTTAN).

Evidenced-Based Assessment and Intervention Strategies for Children Exhibiting Executive Function Deficits [WS39]
Friday, March 5, 2010

9:00 a.m.–12:00 p.m.
CPD Credit Hours: 3
PPD: 1, 3, 4; Skill Level: II
Members $75; Nonmembers $110

Through a lecture format that incorporates case study examples, participants will learn how to apply the following to their practice of school psychology: (a) a multidimensional definition and model of executive functions; (b) the various roles of executive functions in classroom academic production and behavior; (c) evidenced-based assessment of executive functions; (d) consultation with teachers on student executive function difficulties; and (e) information related to the planning, implementation, and outcome assessment of interventions targeted at dealing with executive function difficulties in the classroom.

George M. McCloskey, PhD, is a professor and director of school psychology research in the psychology department of the Philadelphia College of Osteopathic Medicine. Dr. McCloskey is the lead author of Assessment and Intervention for Executive Function Difficulties and Essentials of Executive Function Assessment (in press).

Maximizing the Benefits of Graduate Program Assessment [WS40]
Friday, March 5, 2010

9:00 a.m.–12:00 p.m.
CPD Credit Hours: 3
PPD: 9; Skill Level: II
Members $75; Nonmembers $110

Performance assessment is an increasingly important part of school psychology graduate preparation and program accountability, but also has its challenges. Through presentation and discussion, this workshop will provide participants with knowledge of guidelines for designing a program assessment system, including factors to consider when selecting specific measures and scoring rubrics, options for collecting and aggregating performance assessment data, and ways to use assessment data for program evaluation and improvement.

Joseph S. Prus, PhD, NCSP, is a past chair of the Program Approval Board for the National Association of School Psychologists, and directs a school psychology program.

Sawyer A. Hunley, PhD, NCSP, chairs the National Certification Evaluation System Board for the National Association of School Psychologists. She is a coauthor of the book, Tier 3 of the RTI Model. She also directs a school psychology program.

To Identify and Change Mindsets: The Challenge of Nurturing Resilience and Motivation in Students and Staff [WS45]
Friday, March 5, 2010
Listen to a short preview of this workshop

9:00 a.m.–4:30 p.m.
CPD Credit Hours: 6
PPD: 7; Skill Level: II
Members $99; Nonmembers $169

This workshop will examine a strength-based approach for creating school environments in which motivation, learning, and resilience are promoted. The mindset and activities of professionals who help to nurture a positive school climate will be highlighted. Instruction will rely on a lecture and stories format, with some videotape material. Learning objectives include (a) to describe the mindset of professionals who create a positive environment, (b) to learn exercises for promoting empathy, (c) to identify and change “negative scripts” in schools, and (d) to understand the components of the mindset of resilient students together with strategies for reinforcing this mindset in all students.

Robert Brooks, PhD, a psychologist on the faculty of Harvard Medical School, has lectured and written extensively about the themes of school climate, education, motivation, self-discipline, parenting, and resilience. His books include The Self-Esteem Teacher; he iscoauthor of Raising Resilient Children and The Power of Resilience.

EDB: Neuropsychological Interventions at Tier 3 [WS46]
Friday, March 5, 2010

9:00 a.m.–4:30 p.m.
CPD Credit Hours: 6
PPD: 4; Skill Level: II
Members $99; Nonmembers $169

Neuroanatomic and neurochemical differences contribute to different types and expressions of aggressive, oppositional, and antisocial behavior in students with EBD. To assist teachers, school psychologists will need (a) accurate (versus superficial and trendy) information about brain function, and (b) to learn how neuroscience applies to the RTI model. Session objectives are (a) to explain the role of cortical and subcortical brain structures in emotional regulation, (b) to explain relationships between student misbehavior and childhood psychiatric disorders, (c) to identify interventions for managing emotional dysregulation, and (d) to supplement existing interventions with recent neurobiological research.

Richard M. Marshall, EdD, PhD, is associate professor, University of South Florida Polytechnic, and adjunct associate professor of child psychiatry, USF College of Medicine. Developer of the Pediatric Behavior Rating Scale, he is currently principal investigator on a study of genetic differences in early onset bipolar disorder.

You’re Only as Good as They Do!: Advanced Workshop on Implementing an Effective RTI Model in Your Schools [WS41]
Friday, March 5, 2010

1:30 p.m.–4:30 p.m.
CPD Credit Hours: 3
PPD: 6; Skill Level: III
Members $75; Nonmembers $110

So, you’ve started implementing RTI in your school and you are finding out just how good you are. This workshop is for school psychologists who have at least 1 year of experience in setting up and implementing an RTI program and want to gain information and skill in refining implementation. Topics to be covered will include assessment of advanced stages of concern, incorporating families and communities, refining the assessment of fidelity, and marketing your results.

W. Alan Coulter, PhD, is director of the TIERS Group (Teams Intervening Early to Reach all Students) and codirector of the National Data Accountability Center (DAC). Dr. Coulter has been involved in the development and implementation of early intervening services for more than 30 years, including the development of public policy.

Building a Data-Driven Culture: Practical Strategies for School Psychologists [WS42]
Friday, March 5, 2010

1:30 –4:30 p.m.
CPD Credit Hours: 3
PPD: 1; Skill Level: II
Members $75; Nonmembers $110

This convention workshop will provide participants with hands-on training and practical tools and resources for creating and maintaining a data-driven culture within their school or district. School psychologists are being expected to play increasingly more significant roles in supporting data-driven decision making within emerging RTI systems, as well as in collaboration with school or district improvement teams. During the course of the workshop, attendees will (a) develop a school/district data management plan, (b) examine and practice using scripts and forms for implementing effective data-driven teams, and (c) review sample reports from technology tools designed to support effective data-driven decision making.

Daniel Hyson, PhD, is data management coordinator for the Hiawatha Valley Education District, a cooperative of 15 southeast Minnesota school districts, where he organizes, analyzes, and consults with staff to help interpret, student performance data. Dr. Hyson earned his PhD in child and educational psychology from the University of Minnesota, Twin Cities.

Benjamin Silberglit, PhD, is the director of software applications for TIES, a technology cooperative of 39 Minnesota school districts, where he manages the design, development, and implementation of E-12 software, with a focus on enhancing data-based decision making. Dr. Silberglit completed his PhD in educational psychology at the University of Minnesota, Twin Cities.

James J. Appleton, PhD, currently serves as coordinator of research and evaluation for Gwinnett County Public Schools, a large district near Atlanta, GA. Dr. Appleton received his PhD in educational psychology from the University of Minnesota, Twin Cities, and conducts research on student engagement with school and accountability metrics.

Best Practices in the Administration and Interpretation of the NEPSY II [WS43]
Friday, March 5, 2010

Sponsored by Pearson, Clinical Assessment group

1:30 –4:30 p.m.
CPD Credit Hours: 3
PPD: 1; Skill Level: III
Members $75; Nonmembers $110

This workshop presents the theoretical basis and subtests of the NEPSY-II assessment (ages 3–16), with demonstration of selected subtests. Scoring and effect sizes in special populations will be reviewed. Interpretation will be emphasized. Sample cases will be reviewed, and recommendations will be discussed. Research with NEPSY-II will be reviewed. Recommended audience: diagnosticians, school psychologists, and trainers with advanced experience in assessment. Participants should demonstrate knowledge of the theoretical basis of NEPSY-II, its subtests, and its application to children in special populations, and be aware of subtest administration and interpretation, as well as having some knowledge of recent research.

Sally L. Kemp, PhD, earned her doctorate in developmental psychology (with subspecialization in neuropsychology) from Columbia University. She coauthored NEPSY, A Developmental Neuropsychological Assessment and the revision, NEPSY-II (Korkman, Kirk, & Kemp, 1998 and 2007, respectively). Now semiretired, Dr. Kemp is an adjunct professor in the Department of Health Psychology, University of Missouri–Columbia.

Critical Issues and Advances in Suicide Prevention and Intervention [WS44]
Friday, March 5, 2010

1:30–4:30 p.m.
CPD Credit Hours: 3
PPD: 7; Skill Level: III
Members $75; Nonmembers $110

This presentation will prepare school psychologists to assume leadership roles in preventing and intervening with suicidal youth. Based on the most current evidence-based research, participants will learn through lecture and video how to (a) develop comprehensive universal youth suicide prevention programs which includes gatekeeper training and depression screenings, (b) implement effective school district policies and procedures to respond to suicidal youth, (c) intervene in the aftermath of a death by suicide, (d) respond to communities that experienced suicide clusters, (e) ensure standards of care based on landmark legal cases, and (f) provide courtroom testimony.

Scott Poland has authored or coauthored every NASP Best Practices chapter on suicide and currently is the coordinator of the Office of Suicide and Violence Prevention at Nova Southeastern University and the Prevention Division director for the American Association of Suicidology.

Richard A. Lieberman, NCSP, coordinates the Suicide Prevention Unit for Los Angeles Unified School District. He is coauthor of School Crisis Prevention and Intervention: The PREPaRE Model, and the last two Best Practice chapters on suicide intervention. He is a lecturer at Loyola Marymount University, Baltimore, MD, and chair of the NEAT team.

Philip J. Lazarus, PhD, is the director of the school psychology program at Florida International University. He has published numerous book chapters and journal articles aimed at preventing suicide. He is coeditor of Best Practices in School Crisis Prevention and Intervention. He recently received the NASP GPR Award for his advocacy efforts.

Angry, Aggressive, and Volatile Students: Counseling, Consultation, and Staff Training Skills [WS49]
Friday and Saturday, March 5-6, 2010

9:00 a.m.–4:30 p.m. Friday and 8:30–11:30 p.m. Saturday; 2-Day Intensive
CPD Credit Hours: 9
PPD: 4, 7; Skill Level: II
Members $149; Nonmembers $199

Day 1 of this workshop will provide participants with the knowledge and skills necessary to implement anger and aggression management training in a small group format with students in grades 3–12. Areas of focus will include application of CBT to aggression, screening, and identification; progress monitoring and program evaluation; enhancing generalization and maintenance; treatment considerations with girls; and the complete Anger Coping (grades 3–6) and Think First (grades 7–12) programs. On Day 2, participants will acquire skills for assessment, consultation, and staff training to address concerns about students who exhibit dangerous, volatile behavior. This workshop will use lectures and video modeling, and feature abundant opportunities for participant exchanges.

Jim Larson, PhD, NCSP, is director of the school psychology program, University of Wisconsin–Whitewater, and a member of the Scientific Board of the Melissa Institute for Violence Prevention and Treatment. He is the author of numerous publications, including Think First: Addressing Aggressive Behavior in Secondary Schools and Helping Schoolchildren Cope with Anger: A Cognitive-Behavioral Intervention (with John Lochman).