Session List

Symbol Key+-
DS — Documented Session
WS — NASP Convention Workshops
FBS — Field-Based Skills
FS — Featured Session
IG — Interest Group Networking Session
MS — Mini-Skills Session
PC — Practitioner Conversation Sessions
MT — Meeting
SE — Special Event
SS — Special Session
SY — Symposium Session
PA — Paper Session
PO — Poster Session
 — Documented, approved CPD sessions.
Require registration and an additional fee.
EC — Sessions for Early Career Professionals
GS — Sessions for Graduate Students
D — Sessions on Diversity
PS — President's Strands
— Sessions with downloadable handouts

Get additional information on choosing sessions. As sessions are still being scheduled, dates and times will continue to be added.

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Session #TitleDateStartEnd
MT031 Sunday, February 24 Education and Research Trust (ERT) Board Meeting D
Education and Research Trust Annual Board Meeting
02/24/2019 12:00 PM 12:50 PM
MT058 Sunday, February 24 NASP Western Region Meeting 02/24/2019 6:00 PM 9:00 PM
MT059 Sunday, February 24 NASP Northeast Region Meeting 02/24/2019 6:00 PM 9:00 PM
MT060 Sunday, February 24 NASP Southeast Region Meeting 02/24/2019 6:00 PM 9:00 PM
MT061 Sunday, February 24 NASP Central Region Meeting 02/24/2019 6:00 PM 9:00 PM
MT062 Monday, February 25 NASP All-Regions National Issues Leadership Forum 02/25/2019 8:00 AM 6:00 PM
MT063 Monday, February 25 NASP Western Region Meeting 02/25/2019 8:00 AM 6:00 PM
MT064 Monday, February 25 NASP Northeast Region Meeting 02/25/2019 8:00 AM 6:00 PM
MT065 Monday, February 25 NASP Southeast Region Meeting 02/25/2019 8:00 AM 6:00 PM
MT066 Monday, February 25 NASP Centeral Region Meeting 02/25/2019 8:00 AM 6:00 PM
WS033 Tuesday, February 26 PREPaRE Workshop 1 (3rd Ed): Comprehensive School Safety Planning: Prevention, Mitigation, Protection, and Response PILOT WORKSHOP
IMPORTANT NOTE: This workshop is part of the PREPaRE curriculum third edition pilot testing. Participants will receive full credit for being trained in the third edition of this workshop. They will receive draft materials as part of the workshop itself and then access to the official materials once they are finalized. Third Edition Training of Trainer workshops will be available starting fall 2019. Districts will begin to be able to request and schedule third edition core workshops starting late fall 2019. Please also note that districts and trainers currently using the second edition curriculum will be able to continue doing so until June 2020, giving them time to upgrade to the third edition. There will be an online process for second edition trainers to upgrade to the third edition starting fall 2019.
Participants will learn how to establish and sustain comprehensive school safety efforts that attend to both physical and psychological safety. The workshop addresses critical components needed to develop, exercise, and evaluate safety and crisis teams and plans and conduct building vulnerability assessments. The model also integrates school personnel and community provider roles in providing school-based crisis preparedness and response activities. Additional topics addressed also include media/social media, communication, reunification, students with special needs, culture, and memorials. After this workshop, participants will be better prepared to improve their school’s climate, student resilience, and crisis response capabilities of school personnel. With updated research and strategies, this workshop makes a clear connection between ongoing crisis prevention, mitigation, protection, and response.
02/26/2019 8:00 AM 4:30 PM
SE002 Tuesday, February 26 Welcome Orientation
Designed especially for new NASP members and first-time attendees, the Welcome Orientation is open to all convention attendees and guests. Receive an overview of the convention and learn how to benefit most from your attendance. This is the time to hear from NASP leaders and convention organizers, ask questions, interact with colleagues, and make new friends.
02/26/2019 8:00 AM 9:00 AM
SS042 Tuesday, February 26 "Fill it Up"...Ending the Shortages Crisis D
This roundtable discussion will address strategies being used at the state and national level to remedy the shortages in school psychology.
02/26/2019 8:00 AM 9:20 AM
SS043 Tuesday, February 26 School Psychologists as School Safety Consultants: Promoting the Comprehensive Role D
This roundtable discussion will address strategies being used at the state and national level to advance the NASP Practice Model.
02/26/2019 8:00 AM 9:20 AM
SS044 Tuesday, February 26 Unleash the Leader Within D
This roundtable discussion will address strategies being used at the state and national level focused on developing school psychologists as leaders.
02/26/2019 8:00 AM 9:20 AM
SS045 Tuesday, February 26 Keep the Schools in School Mental Health D
This roundtable discussion will address state and national public policy and practice efforts to advance school psychologists as mental and behavioral health providers.
02/26/2019 8:00 AM 9:20 AM
SS046 Tuesday, February 26 Equity in a Changing World D
This roundtable discussion will address NASP efforts to build the capacity of school psychologists for social justice and non-discriminatory practice.
02/26/2019 8:00 AM 9:20 AM
WS001A Tuesday, February 26 School Psychologists and Classroom Management: Consulting With Teachers About Evidence-Based Strategies—Introductory Workshop
Classroom management is a top concern in education. Fortunately, a variety of classroom management strategies can reduce many of these problems. Because many teachers have little training in classroom management, they look to school psychologists for support. We aim to equip school psychologists with concrete and tangible strategies that have been proven effective through rigorous research. Participants will learn how to manage large groups of students. This introductory workshop will be followed by advanced workshop WS001B, 1:30–4:45 p.m., Tuesday, February 26. Participation in this workshop is not a requirement for attending WS001B.
02/26/2019 9:00 AM 12:15 PM
WS002A Tuesday, February 26 Lessons in Threat Assessment I: What You Need to Know—Introductory Workshop
Tragic school shootings continue to raise concerns for school personnel, students, and communities. It is critical that your comprehensive safe schools planning include the key elements in an effective and sound team-based threat assessment protocol. This introductory workshop will use case examples from schools to help you understand the basics and implement a best practice process: raising awareness to get timely reporting, gathering and evaluating information, and creating effective and safe action and supervision plans. This introductory workshop will be followed by advanced workshop WS002B, 1:30–4:45 p.m., Tuesday, February 26. Participation in this workshop is not a requirement for attending WS002B.
02/26/2019 9:00 AM 12:15 PM
WS003 Tuesday, February 26 Behavioral Interventions for Disobedient, Disruptive, Defiant, and Disturbed Students
IDEA and ESSA require districts to develop multitiered systems of services and supports for students demonstrating social, emotional, or behavioral challenges. Connecting the seven high hit reasons for these behavioral challenges, this presentation discusses the practical, step-by-step implementation of selected Tier 2 and Tier 3 interventions for these students at the secondary school level. The selected interventions focus on increasing and motivating appropriate behavior, decreasing and eliminating inappropriate behavior, increasing emotional control and coping, and changing unhealthy attributional thinking.
02/26/2019 9:00 AM 12:15 PM
WS004A Tuesday, February 26 Consumer-Oriented and Legally Defensible Psychoeducational Reports—Introductory Workshop
Writing great reports—reports that inspire hope and motivate change—does not require extraordinary talent or superhuman effort. Transformative reports are possible when we apply to our readers the same empathic consideration we give to children we assess. In this workshop, we will learn a set of principles and a classic writing style designed to help the reader see the child with new eyes and thus inspire effective efforts to intervene on the child’s behalf. This introductory workshop will be followed by advanced workshop WS004B, 1:30–4:45, Tuesday, February 26. Participation in this workshop is not a requirement for attending WS004B.
02/26/2019 9:00 AM 12:15 PM
WS005 Tuesday, February 26 Functional Behavioral Assessment: Function-Focused Interventions and Treatment Analyses
FBA reports typically include a description of the assessment procedures, assessment results, and recommendations guiding future interventions. This presentation will describe and illustrate a behavior analysis problem-solving process and show how to incorporate brief experimental treatment analyses (i.e., testing function-based interventions) as the final phase of an FBA. School-based case examples and sample FBA reports will be presented. This presentation is relevant to both school psychologists and board certified behavior analysts (BCBAs).
02/26/2019 9:00 AM 12:15 PM
SS047 Tuesday, February 26 Strategic Planning for Association Operational Excellence D
This session will help state leaders begin to explore the fundamental components and steps for effective strategic planning.
02/26/2019 9:30 AM 10:50 AM
SS048 Tuesday, February 26 Building Capacity for Grassroots Advocacy D
Co-Sponsored by the Government Relations Committee. This session will discuss the importance of professional advocacy for school psychology and the best practices for building grassroots advocacy systems and supports.
02/26/2019 9:30 AM 10:50 AM
SS049 Tuesday, February 26 Building Effective State Association Leadership Practices--Leadership 101 D
This session will discuss effective leadership habits and strategies including introducing the Self-assessment for Associations to Foster Excellence-Revised (SAFE-R Tool).
02/26/2019 9:30 AM 10:50 AM
SS050 Tuesday, February 26 Pathways to Leadership--NASP 101 D
This session will review NASP governance and structure, and will explore leadership opportunities for school psychologists in NASP.
02/26/2019 9:30 AM 10:50 AM
SS051 Tuesday, February 26 Recruiting and Retaining a Diversity of Members and Leaders D
Co-Sponsored by MAC and Membership Committees. This session will discuss the importance of building and sustaining a diversity of members and leaders, including strategies for membership recruitment, retention, and renewal.
02/26/2019 9:30 AM 10:50 AM
PC145 Tuesday, February 26 Collaborative Conversation About Exposure-Based Interventions D
There is strong evidence that exposure-based interventions are effective for children and youth with anxiety, but studies indicate limited use in school and clinical settings. This conversation is designed to explore school psychologists’ beliefs and attitudes toward delivering exposure-based interventions in the school context. Participants will learn the core components of exposures, identify the barriers and facilitators to using exposures in schools, and explore ways to overcome barriers.
02/26/2019 10:00 AM 10:50 AM
FBS01 Tuesday, February 26 Universal Screening for Behavior and Social–Emotional Concerns: Using Data to Guide Interventions
Screening data can be used to better inform schools about where to focus resources for children who demonstrate behavioral and emotional concerns. This session will provide an overview of universal behavior screening measures, procedures, and a decision-making framework to guide service delivery considerations.
02/26/2019 10:00 AM 11:50 AM
MS002 Tuesday, February 26 The ESQ-R: Assessing Executive Skills Within an MTSS model D
Learn how to use the Executive Skills Questionnaire–Revised (ESQ-R), a new brief rating scale that helps school psychologists and educators assess executive function-related strengths and weaknesses of students in middle school through college. See real examples of how we have used the ESQ-R to evaluate executive skills improvements after evidence-based group mindfulness-, mentoring-, and coaching-based interventions suitable for MTSS Tiers 1 and 2.
02/26/2019 10:00 AM 11:50 AM
MS023 Tuesday, February 26 Designing Early Childhood Autism Assessments and Social Communication Interventions
School psychologists often identify autism in young students, facilitating access to early intervention. Yet many practitioners would benefit from training on evidence-based assessment tools and interventions specific to autism. We will tailor the literature on efficacious practices to the practice needs of early childhood school psychologists, emphasizing intervention strategies that can be implemented in classrooms. Practitioners will learn to sort empirically validated practices from those with weak support and to design feasible, effective social communication interventions.
02/26/2019 10:00 AM 11:50 AM
MS030 Tuesday, February 26 Constructing Packages of Evidence-Based SEL Interventions for School Districts D
Learn how best to combine evidence-based SEL programs into a coherent sequence across all three grade levels and across all three tiers, into a comprehensive SEL programming effort for K–12. Using tools provided to include the strongest SEL curricula, outcomes expected when using these curricula, risk and protective factors, participants will learn to create a wide and deep approach to SEL programming to share with their school or district.
02/26/2019 10:00 AM 11:50 AM
PA052 Tuesday, February 26 Need Efficient and Effective Behavioral Data? See Direct Behavior Rating
Behavioral assessment tools that accurately and reliably reflect student behavior and that can be feasibly implemented by school psychologists are essential to aid in data-based decision making. Direct Behavior Rating (DBR) offers one option that is defensible and usable for screening and progress monitoring. In this session, attendees will be introduced to DBR, will learn about the free online DBR training module, and will have the opportunity to practice using DBR to rate student behaviors.
02/26/2019 10:00 AM 10:50 AM
SY004 Tuesday, February 26 Exploring the National Landscape of Behavioral Screening in U.S. Schools D
The symposium will present findings from a series of studies that explored the current landscape of social, emotional, and behavioral screening in U.S. public schools. The first paper will present findings regarding the state-level guidance provided around behavioral screening; the second and third papers will provide highlights from a multistakeholder survey soliciting information about current and desired approaches. Attendees will gain knowledge about differences in school behavioral screening approaches, identifying opportunities to enhance their work.
02/26/2019 10:00 AM 11:20 AM
MS039 Tuesday, February 26 Learning From Real School Crises: Narratives and Reflections of Responders D
Personal narratives about real school crises provide powerful training for responders. "Compassionate stories" combine an understanding of both the skills needed to intervene and the emotions evoked during response. A distinguished panel of experienced responders will reflect on incidents such as sudden deaths, suicide and contagion, shootings, and maltreatment. Crisis events illustrate how the PREPaRE model and other evidence-based practices can be applied to complicated issues. There will be in-depth discussion with participants and panelists.
02/26/2019 10:00 AM 11:50 AM
PA071 Tuesday, February 26 Bright and Burning Out: Supporting SEL Needs of Gifted Students
Gifted students are often viewed as holistically more advanced than their peers; however, it has been recognized that the needs of gifted students are not solely related to academic enrichment, but may also include unique social–emotional development. This presentation will review current research, curriculum implementation, and progress monitoring of social–emotional skills within a gifted resource classroom.
02/26/2019 10:00 AM 10:50 AM
PA080 Tuesday, February 26 Feasibility of Implementing Superheroes Social Skills Using Telepresence Robotics
Students with social communication deficits experience reduced academic performance and greater risk of psychopathology (White et al., 2007). When they receive social skills interventions in schools, their outcomes improve (Vaughn et al., 2003). It’s difficult for students to receive social skills interventions because of limited qualified personnel. Contemporary technologies allow practitioners greater opportunities for intervention implementation. This pilot study evaluated the feasibility of implementing social skills groups via telepresence robotics for students in special education.
02/26/2019 10:00 AM 10:50 AM
PA102 Tuesday, February 26 Comparing Two Emotion Identification Interventions for Children With ASD
Children with ASD often have difficulties identifying and understanding emotions in social contexts. Applications for tablet devices are a popular way to implement emotion identification interventions for children with ASD. However, studies have insufficiently investigated important aspects of these interventions. This study used an alternating treatments single-case design to determine whether children with ASD make more progress in learning emotions when shown human or cartoon faces using either an expressive or receptive language response.
02/26/2019 10:00 AM 10:50 AM
MS071 Tuesday, February 26 Mindfulness-Based Supports: A Tool for Suicide Prevention and Intervention
Suicide attempts are between 10 and 40 times more prevalent than completed suicide in the United States. This session will review the literature on how mindfulness skills and therapeutic approaches can be used to address suicide prevention and intervention, with specific consideration for the school context.
02/26/2019 10:00 AM 11:50 AM
PA157 Tuesday, February 26 Multitiered Systems of Support: Examining Processes, Fidelity, and Student Outcomes
This presentation aims to inform both practice and science regarding the implementation of MTSS processes and associated benefits. Based on analyses of data from 4 years of longitudinal data from over 150 school-based leaders and more than 3,500 students, this presentation will provide a detailed understanding of an efficient method to systematically examine MTSS implementation fidelity. Professionals considering or currently implementing such processes will benefit from the information presented in this session.
02/26/2019 10:00 AM 10:50 AM
PA226 Tuesday, February 26 Evaluating the Trauma-Informed Program for Promoting Success: Implications for Practice
This presentation discusses the implementation of the Trauma-Informed Program for Promoting Success (TIPPS) in a school setting. We address school climate, emotion regulation, learning behaviors, and friendship. Pilot study data showed a significant increase in social and civic learning from pretest to posttest. Recommendations for conducting trauma-informed groups in the school setting, as well as limitations and implications for future research, will be provided.
02/26/2019 10:00 AM 10:50 AM
MS118 Tuesday, February 26 Supporting Successful Intervention Implementation in Schools
Interventions must be implemented for students to benefit from them. Data consistently show that interventions are often implemented insufficiently to result in improved student outcomes. The objectives of this presentation are to (a) describe how to integrate implementation assessment and support within a problem-solving model; (b) provide an overview of research-based implementation assessment and support strategies; and (c) provide an opportunity to practice using student outcome and implementation data to efficiently and effectively identify implementation strategies.
02/26/2019 10:00 AM 11:50 AM
PA247 Tuesday, February 26 Making It Happen: Developing the Infrastructure for Social–Emotional Learning
This presentation will review the process one district has taken along the path toward implementing social–emotional learning as a universal support. It will describe the initial steps of building a school mental health system and integrating social–emotional learning for all students. The discussion will include the process for critically assessing the preexisting supports and services, completing a needs assessment, and using implementation science to create systemic change.
02/26/2019 10:00 AM 10:50 AM
PA260 Tuesday, February 26 Investigating College Success of Twice-Exceptional Students
This study compares college success among three populations: gifted students, general college students, and twice-exceptional (2e) students. The study selected 33,741 college students identified according to certain criteria. Gifted students reported higher high school and college GPAs than general and 2e students.
02/26/2019 10:00 AM 10:50 AM
MS146 Tuesday, February 26 Social Justice Development: An Interdisciplinary and Practitioner-Oriented Approach D
The need for social justice training is paramount when dealing with the effects of inequitable policies that affect the education of communities of color. The following presentation focuses on building capacity within practitioners using an interdisciplinary and practitioner-oriented approach to professional development. In addition, attendees will learn how to modify the curriculum to fit the needs of their learning community. This is an organic, interdisciplinary, school-wide, and voluntary process, which is practitioner led with administrative support.
02/26/2019 10:00 AM 11:50 AM
PA352 Tuesday, February 26 Preservice School Psychologists as Interventionists in Preschool Settings
This session will discuss the findings of a research study involving preservice school psychologists as they provided early literacy interventions to preschool-age children. We also will discuss the importance of early childhood education exposure in school psychology programs. The session will help participants identify opportunities to expand beyond the traditional role of assessment when working in early childhood settings to provide services that are consistent with the comprehensive role outlined by the NASP Practice Model.
02/26/2019 10:00 AM 10:50 AM
PA373 Tuesday, February 26 Using the Conners EC With Latino Populations D
Instruments such as the Conners Early Childhood (Conners EC) are often used to assess symptoms of ADHD. However, such instruments have not been psychometrically examined for diverse populations, including young Latino children. This population is more likely to develop externalizing mental health disorders, such as ADHD. We will report the results of a study that suggest practitioners may need to use caution when using the Conners EC in assessment and intervention for young Latino children.
02/26/2019 10:00 AM 10:50 AM
SY055 Tuesday, February 26 Getting Evidence-Based Practices to Work: Overcoming Obstacles to Implementation D
Methods from implementation science are increasingly being employed in school-based research to support the use of evidence-based practices (EBPs). This symposium includes a discussion of three hybrid effectiveness–implementation studies conducted in schools, with a focus on barriers and facilitators of implementation. Practitioners will learn strategies to support implementation of EBPs, and researchers will learn how to integrate implementation science methodology into effectiveness studies.
02/26/2019 10:00 AM 11:20 AM
PA492 Tuesday, February 26 They See Me Rollin', They Playin': Game-Based Social Skills Training
Impairments in social communication and restricted and repetitive behaviors are often associated with debilitating outcomes for individuals with autism spectrum disorder (ASD). Therefore, it is critical to identify successful treatments to promote social skills. This study investigated the effects of a role-playing game on social skill acquisition for four children with ASD. The primary dependent variable was skill acquisition within the context of the game, with a secondary measure of generalized skill acquisition.
02/26/2019 10:00 AM 10:50 AM
MS229 Tuesday, February 26 Best Practices in Dyslexia Assessment
With the growing demands for dyslexia testing, school psychologists have a new area of assessment to master. This workshop begins by discussing dyslexia definitions, characteristics, and legislation, followed by identification of the neurological correlates. The focus then shifts to assessment strategies and examples of relatively new dyslexia-specific measures. Case studies will be used to illustrate how to analyze and interpret results. The workshop concludes with intervention recommendations specifically for dyslexia.
02/26/2019 10:00 AM 11:50 AM
MS239 Tuesday, February 26 Preventing Disproportionality: Instruction, Assessment, and Policy Implications for English Learners D
This mini-skills session offers a model to comprehensively evaluate E learners. Participants will understand the necessity of gathering qualitative information about students and families; conducting oral language assessment to determine language proficiency; interpreting WIDA ACCESS for ELL data to inform instructional and assessment decisions; and selecting the most appropriate cognitive and achievement batteries. From a prevention perspective, presenters will provide implications for practice, including suggestions for influencing systems-level instructional and assessment policies.
02/26/2019 10:00 AM 11:50 AM
PC131 Tuesday, February 26 MTSS in Urban Appalachia [CANCELLED] D
PC131: MTSS in Urban Appalachia [CANCELLED]
Tuesday, February 26, 2019
10:00 AM—10:50 AM
Many disadvantages can affect reading at the early stages of development. The primary method of identifying reading disabilities has involved methods like the discrepancy model, which has not promoted the necessary changes to ensure all students can read. This practitioner conversation was designed to facilitate the discussion of using an MTSS framework for identification of reading disabilities. This will focus on the development, implementation, and best practices for rural socioeconomically disadvantaged populations.
02/26/2019 10:00 AM 10:50 AM
PA565 Tuesday, February 26 Improving Behavior Supports: A Meta-Analysis of FBA and BIP Training
School-based training on function-based behavior supports are one way to improve the quality of behavioral assessment and interventions in schools. Results of a meta-analysis of the effect of training on participants’ knowledge and practice of function-based interventions will be presented. Implications for implementing training in schools, and for research on improving the practice of function-based behavior supports in schools, will be discussed.
02/26/2019 11:00 AM 11:50 AM
PA589 Tuesday, February 26 Self-Regulation in an Online Classroom: Linking Student Profiles to Success
Self-regulated learning (SRL) is important for academic success, particularly for contexts requiring autonomous, self-directed behavior. Using cluster analysis with a large sample of online college students, we examined the nature of different profiles of SRL developed from three key dimensions of SRL (strategy use, metacognition, and motivation) and how these profiles relate to achievement. Four profiles emerged that may help practitioners identify at-risk students and provide intervention supports as students transition to an online college.
02/26/2019 11:00 AM 11:50 AM
PA476 Tuesday, February 26 School Shootings: Ethical and Legal Implications for School Psychologists
In response to the growing number of school shootings in recent years, there have been alterations to school security measures as well as laws and policies at the federal, state, and district levels in the U.S. This presentation will bring attention to recent incidents and their impact on gun laws, educational policies, and school psychology practice. Practitioners will be informed about legal and ethical considerations that may influence school safety and preventive measures.
02/26/2019 11:00 AM 11:50 AM
PA295 Tuesday, February 26 Application of DIBELS in a Chinese Middle School D
Many foreign students begin to learn English at an older age. The process is quite different from English native speakers, and some encounter great difficulties. DIBELS is a widely used assessment in the U.S. to screen for early reading disabilities. Attendees will learn the applicability of DIBELS for use with Chinese middle school students and how this tool has been employed to identify and assist older students to acquire English in a school-based setting.
02/26/2019 11:00 AM 11:50 AM
PA270 Tuesday, February 26 Beyond Self-Report: Assessing Cultural Competence From the Perspective of Parents D
The Culturally Competent Community School scale (Triple C-Parent) is a parent measure for the assessment of school-wide cultural competence. The initial validation phase will assess the technical adequacy of the initial scale and examine its concurrent validity with parent measures of parental school involvement. The Triple C Parent scale is intended to guide future research, professional development, and system-level interventions for culturally competent school practice.
02/26/2019 11:00 AM 11:50 AM
PC067 Tuesday, February 26 Promoting Social Bridging With Newcomer Refugee and Immigrant Families D
Greater efforts to foster family, school, and community partnerships with refugee and immigrant families are essential given the global migration crisis. The importance of social bridging will be explored to increase the efficacy of newcomer families to engage in their children’s education. Attendees will discuss how to facilitate the use of cultural sharing conversations and other forms of social bridging and generate ideas for how such experiences can be implemented successfully into school-based practice.
02/26/2019 11:00 AM 11:50 AM
PA277 Tuesday, February 26 Full-Day Versus Half-Day Prekindergarten for Children in Poverty: Equitable Achievement D
Does more preschool really mean more achievement? This paper will explore whether differences exist between the rate of academic growth in students in reading and math based on time spent in school, ethnicity, LEP status, and special education eligibility. Come discover if half- or full-day preschool programming affects reading and mathematics achievement in 4-year-old students enrolled in a large suburban district.
02/26/2019 11:00 AM 11:50 AM
PA248 Tuesday, February 26 Classroom Discipline Practices: Connecting With Teacher Perspectives
To effectively consult with teachers experiencing classroom discipline problems, school psychologists need to be aware of the resources and strategies teachers use to inform their discipline practices. A national survey provides a snapshot of whether teachers respond to problem behaviors based on form or function. Attendees will gain awareness of the content and quality of resources teachers use to inform their responsive discipline practices to consult more effectively with teachers regarding behavioral management strategies.
02/26/2019 11:00 AM 11:50 AM
PA207 Tuesday, February 26 Knowledge of ASD in the General and Parent Populations
Children with ASD have the most beneficial outcomes when they receive early intervention services. A lack of knowledge regarding ASD in the parent population may contribute to the delayed identification and intervention services for children diagnosed later. This presentation reports on the development and validation of an ASD knowledge measure for the general and parent populations and examines how knowledgeable these populations are regarding ASD.
02/26/2019 11:00 AM 11:50 AM
PA164 Tuesday, February 26 Intersectional Examination of Teachers' Gifted Referral Decision-Making for Diverse Students D
This session explores student-level and teacher-level factors significantly related to elementary teacher nominations for gifted programs and special education referrals. Student ethnicity, gender, and disability status are varied through a vignette describing a student with characteristics common to gifted students and students with emotional disabilities. Practitioners will gain insight into factors affecting the referral process, and challenges related to disproportionality within gifted and special education.
02/26/2019 11:00 AM 11:50 AM
PA138 Tuesday, February 26 Formative Assessment in Mathematics: A Continuum of Perspectives
Various perspectives on formative assessment use can be described by a continuum, encompassing three distinct assessment paradigms: assessment inquiry, measurement, and procedure. This review explored and integrated current formative assessment literature across paradigms. Though it was found that scholars generally emphasized either assessment as measurement or inquiry, various themes were found across paradigms, including use of feedback and data, and the mismatch between assessment and instruction. Implications for research and practice are addressed.
02/26/2019 11:00 AM 11:50 AM
PC029 Tuesday, February 26 Systems Change: Increasing Understanding to Inform Practice
Although systems change is advocated for in the field, little research exists to support this competency, leading to gaps in training and implementation. This presentation will highlight the systems change literature, along with research and practice needs, such as increased understanding of systems change competencies, barriers, facilitators, and measurement tools. Participants will share relevant examples of their own systems change training and practices and reflect on individual, organizational, and training-related factors that affect these services.
02/26/2019 11:00 AM 11:50 AM
PA001 Tuesday, February 26 Educational Versus Clinical Diagnoses of Autism Spectrum Disorder D
Research has indicated that educational diagnoses can vary from clinical diagnoses of autism spectrum disorder. This study provides an updated analysis using 2014–2015 IDEA data compared with the contemporary CDC prevalence rate. Results show a greater discrepancy in educational diagnoses for girls versus boys compared with the clinical diagnoses. For ethnicity/race, the rates of educational diagnosis appeared to mirror the population proportions of Asian American and Hispanic children.
02/26/2019 11:00 AM 11:50 AM
SS010 Tuesday, February 26 Promoting a Work-Life Balance and Self-Care EC
This session will consist of a panel discussion that will cover ways that school psychologists can achieve an adequate work/life balance to prevent burnout, compassion fatigue, and maladaptive functioning. Panel members will represent the diverse career paths of school psychologists.
02/26/2019 11:00 AM 12:20 PM
SS052 Tuesday, February 26 Effectively Communicating with Members D
Co-Sponsored by the Communications Committee. This session will explore the purpose, objectives, and methods (website, mailings, newsletters) for effective communication with members.
02/26/2019 11:00 AM 12:20 PM
SS053 Tuesday, February 26 School Psychologists as Leaders--Graduate Student and Early Career Edition EC GS D
Co-Sponsored by the Leadership Development Committee. This session will introduce fundamental leadership skills and opportunities for leadership for graduate students and early career professionals.
02/26/2019 11:00 AM 12:20 PM
SS054 Tuesday, February 26 Building and Managing Association Policies and Procedures D
This session will discuss the foundational policies, procedures, and associated documents needed for effective organizational management of state associations.
02/26/2019 11:00 AM 12:20 PM
SS055 Tuesday, February 26 Strategies for Effective Convention Planning and Professional Development D
Co-Sponsored by the Professional Development Committee. This session will help state leaders strategically plan their professional development offerings so that they improve member professional competence and engagement.
02/26/2019 11:00 AM 12:20 PM
SS056 Tuesday, February 26 Using the Framework for Action and Strategic Task Planning D
This session will provide state leaders a FAST tool overview and the opportunity to use the tool in a teamwork session exploring an area of interest to the state association. Special Topic Focus: School Safety.
02/26/2019 11:00 AM 12:20 PM
FS001 Tuesday, February 26 NASP Legends in School Psychology Address: Why School Psychology Has Been Such a Successful Profession
Jean Ramage is and has been involved in seminal events in school psychology—supporting NASP’s early development, developing standards, implementing effective mental health and educational services, and collaborating with other professional organizations. Her legacy reflects her commitment to diversifying the field and to serving all children. She remains an active professional. This session is sponsored by the Convention Committee.
02/26/2019 11:00 AM 11:50 AM
DS001 Tuesday, February 26 School Suicide Postvention
This session begins with a lecture that discusses the aspects of suicide postvention that identify it as a special form of crisis intervention. These include contagion, clusters, bereavement, and social stigma. The role of development and culture are also explored. This session also reviews a 14-item school suicide postvention protocol. Time will be allocated to discuss implementing postvention strategies at the local level. This session is sponsored by the Convention Committee.
02/26/2019 11:00 AM 12:20 PM
SY022 Tuesday, February 26 Facilitating Systems-Level Change in Diverse School Settings D
The purpose of this symposium is to increase school psychologists’ knowledge and skills in facilitating systems change across diverse school settings. The content of this symposium will focus school-based practitioners’ efforts to advance school-wide positive behavioral interventions and supports (PBIS) across three unique school settings, including an elementary school serving English learners, an urban high school, and two alternative schools.
02/26/2019 11:30 AM 12:50 PM
SY029 Tuesday, February 26 An Overview of Fraction Interventions for Struggling Learners
The symposium will include three papers that examine fraction interventions for students who experience math difficulties. The first paper discusses a review of Tier 2 fraction interventions. The remaining papers present the results of two studies that employed different strategies for improving student rational number knowledge, one using representational models and the other using a tablet app. An expert in mathematics intervention will discuss and synthesize implications for practitioners.
02/26/2019 11:30 AM 12:50 PM
MS102 Tuesday, February 26 Assessing Executive Function With Tests and Scales: A Practical Approach
With the expanding toolkit for evaluating students’ executive functions, practitioners may choose from a variety of rating scales and/or performance tests. Often these different assessment approaches offer disparate, and sometimes conflicting, views of students’ self-regulation. In this data-driven workshop, we review multiple lines of evidence for valid use of both tests and scales, present a best practices model for integrating results, and teach participants how to clearly and efficiently convey their findings in writing.
02/26/2019 12:00 PM 1:50 PM
PA214 Tuesday, February 26 Development of Early Literacy Measures for Screening and Intervention
Presenters will share initial reliability and validity evidence for developed K–3 early literacy screening measures: vocabulary, spelling, and rapid automatized naming (RAN). These measures were developed to meet the growing needs of educators to screen students for reading difficulties, including difficulty related to dyslexia. Data were collected for 584 students in grades K–3 at the beginning of year (BOY), middle of year (MOY), and end of year (EOY) periods in the 2017–2018 school year.
02/26/2019 12:00 PM 12:50 PM
MS111 Tuesday, February 26 Coaching Teachers to use Culturally Responsive and Effective Classroom Management D
One of the many roles of a school psychologist practitioner involves coaching teachers to properly implement effective and culturally responsive interventions, as well as strategies to manage classroom behavior, thereby creating an environment that is most conducive to teaching and learning. Participants in this mini-skills workshop will receive training and skill development that can be used to coach, encourage, and implement culturally responsive and effective classroom management strategies within the classroom.
02/26/2019 12:00 PM 1:50 PM
PA156 Tuesday, February 26 Psychosocial Implications of Life-Threatening Allergies: School Policy and Practice D
Life-threatening allergies in childhood continue to increase in prevalence on a national level. While state-specific guidelines typically outline structures critical in preventing and addressing anaphylaxis in schools, emotional considerations are seldom integrated into allergy policy. This presentation will provide a comprehensive examination of allergy policy across the U.S. with regard to social–emotional supports for students with allergies. Opportunities for school psychologists to address the unique social–emotional needs of students with allergies will be discussed.
02/26/2019 12:00 PM 12:50 PM
PA251 Tuesday, February 26 Factors Influencing Perceptions of School Climate Among Secondary School Students D
School climate has been associated with many positive outcomes, yet little is known about individual student factors that influence perceptions of school climate. We will share results from two studies conducted among secondary school students that show significant differences in school climate perceptions by students’ gender, race, discipline history, and academic achievement. Attendees will learn about the importance of school climate, student-level factors that influence school climate, and implications for practice.
02/26/2019 12:00 PM 12:50 PM
PA112 Tuesday, February 26 Perceptions of the Effect of Dress Code Policies on Education D
This paper reviews a study examining perceptions of dress codes across students, parents, and school personnel. A survey was conducted with 557 participants. Results were analyzed using a mixed-methods design. These findings suggest dress codes focus on modest dress with special focus on female students. Variability was found in perceptions of dress codes across all stakeholders, but they are not perceived to have an effect on achievement, school safety, or attitudes toward school.
02/26/2019 12:00 PM 12:50 PM
PA114 Tuesday, February 26 Weaving Diversity Considerations Into Suicide Prevention Programs for Schools D
Suicide is an issue that spans cultural lines. Specific cultural views of mental health services are incorporated into the evidence-based interventions discussed in this presentation. These interventions include vulnerable populations such as the LGBTQ community and indigenous peoples. The interventions range from elementary to college-age students to prevent suicide-related behaviors. The most effective interventions were determined for each population and are discussed in this presentation.
02/26/2019 12:00 PM 12:50 PM
PA115 Tuesday, February 26 Describing Students' Abilities Using the WJ IV Relative Proficiency Index D
School psychologists typically report norm-referenced metrics such as standard scores to teachers and parents. While those scores describe a student’s rank order compared with a reference group, the scores do not completely describe a child’s overall level of functioning. This paper presentation will describe the relative proficiency index (RPI) metric, available in the Woodcock-Johnson assessments. Through case illustrations, participants will learn how to use RPI scores to inform IEP writing.
02/26/2019 12:00 PM 12:50 PM
MS049 Tuesday, February 26 Unlocking the Potential of ELLs: Using Best Practices in Assessment D
The goal of this workshop is to help monolingual and bilingual school psychologists plan assessments with ELL students. A child-centered assessment perspective will be presented by reviewing the NASP Practice Model (2010), practical recommendations by Rhodes et al. (2005), cross-battery models by Flanagan et al. (2013), and 40 years of combined presenters’ experience. Best assessment practice topics include development of a conceptual model, language dominance/proficiency, relevant background history, RTI/MTSS, use of interpreters, and selection of instruments based on key variables.
02/26/2019 12:00 PM 1:50 PM
MS010 Tuesday, February 26 Getting It Right: Differentiating Autism From Other Conditions
Autism classifications significantly affect the CDC's estimated prevalence of ASD. Because of multiple overlaps of presenting symptoms across DSM 5 disorders and educational eligibility categories, school teams must look beyond surface-level characteristics of “autistic-like” behaviors. This session will help participants identify ASD characteristics shared+AH101 by other developmental and psychiatric problems, improve accuracy of school-based autism identification, and explain to parents and teachers unanticipated conclusions (given initial assumptions) and implications of the eligibility decision for programming.
02/26/2019 12:00 PM 1:50 PM
MS035 Tuesday, February 26 Elephant in Your Room: Interventions Improving School Culture for MTSS D
School culture eats MTSS/RTI for breakfast. Results of implementation of MTSS/RTI have shown mixed to poor results, and some practitioners are becoming discouraged. However, when effective implementation has occurred, MTSS has been embedded within a receptive school culture that actively supports its use. This mini-skills session gives seasoned practitioners an evidence-based organizational intervention and access to a free skills development resource. Participants will practice one component and receive feedback.
02/26/2019 12:00 PM 1:50 PM
PA423 Tuesday, February 26 Validity of Working Memory: Implications for Practice
Working memory can be understood by the Cattell-Horn-Carroll (CHC) theory and the Baddeley theory of working memory. This presentation will discuss commonly used measures of cognitive functioning and the extent to which they assess these constructs.
02/26/2019 12:00 PM 12:50 PM
MS201 Tuesday, February 26 How School Psychologists Can Support Student Mental Health Through MTSS D
Presenters will review current research and concrete strategies for school psychologists to use a mental health model within an MTSS framework. Primary focuses include social–emotional programming, mental health screenings, mental health referral processes, and tiered assessment and treatment of needs. Participants will discusss implementation, barriers, and conceptual frameworks within their own settings.
02/26/2019 12:00 PM 1:50 PM
PC089 Tuesday, February 26 Parents' Perspective on Engaging Parents in the IEP Process
Although several studies have documented parent dissatisfaction in IEP meetings, few have provided strategies or recommendations from the viewpoint of parents. This session furthers the conversation regarding increasing parent satisfaction and engagement in IEP meetings. Attendees will collaborate with peers to learn about parents’ views regarding what school practices are most successful in engaging parents in IEP meetings. Time also will be spent discussing how school psychologists can bring these strategies back to their own schools.
02/26/2019 12:00 PM 12:50 PM
MS184 Tuesday, February 26 Building Capacity for Integrated MTSS Frameworks Through Ongoing, Data-Based Evaluation
School psychologists are key in supporting integrated MTSS for academics, behavior, and social–emotional needs through data-based decision making and systems coaching. Participants will learn how to comprehensively evaluate the effectiveness and fidelity of integrated MTSS, rather than relying solely on separate academic- and behavior-focused measurement tools. Participants will engage in discussion, practice, and planning for use of such tools in their local settings. Materials, resources, and strategies will be shared.
02/26/2019 12:00 PM 1:50 PM
PC115 Tuesday, February 26 Helping LGBTQ Graduate Students Navigate Practicum and Internship Experiences D
This session will provide an opportunity to learn about and discuss how to support and provide supervision for LGBTQ+ graduate students as they navigate school systems. It is intended for school psychologists who supervise graduate students in school-based practicum and internship sites and want to increase their LGBTQ+ cultural competence. This session will address issues such as heteronormativity, microaggressions and overt discrimination, the decision to “come out” at school, and the magnified impact of intersectionality.
02/26/2019 12:00 PM 12:50 PM
MS218 Tuesday, February 26 Tackling the Barriers and Sharing the Successes Around Educational Equity D
Working to reduce educational disparities is often isolated work. This session creates a space for participants to share experiences, successes, and challenges with others with similar goals. We will describe how a small urban district used the Courageous Conversations About Race protocol. Selected culturally relevant passages as well as the NASP Position Statement on Racial and Ethnic Disproportionality in Education will serve as conversation guides in our session.
02/26/2019 12:00 PM 1:50 PM
PA535 Tuesday, February 26 Improving Math Fact Accuracy Using Operant Conditioning Procedures
This study looks at how teachers, graduate students, or interventionists can incorporate simple operant conditioning procedures into improving math accuracy in those students with performance deficits. The presentation will explain and report results of the study and discuss its implications.
02/26/2019 12:00 PM 12:50 PM
PA507 Tuesday, February 26 An Examination of Journal Outlets in School and Educational Psychology D
To promote internationally representative scholarship, it is necessary to identify and describe discipline-specific journals around the world. This presentation reports the first systematic and empirical effort to identify and describe all journals around the globe that are devoted to school and educational psychology. Key characteristics of a total of 45 includable journals will be presented and discussed. Attendees will learn about journal outlets around the world and about the importance of internationally representative scholarship.
02/26/2019 12:00 PM 12:50 PM
PA514 Tuesday, February 26 Suicide Assessment Training Using Standardized Patients
According to the CDC (2016), suicide is the second leading cause of death for school-age children. Consequently, is essential that graduate students and school psychology practitioners be prepared to identify and to respond to these students effectively. This presentation will discuss the efficacy of a training program designed to increase competency in the area of suicide assessment and intervention.
02/26/2019 12:00 PM 12:50 PM
MT030 Tuesday, February 26 Children in Transition Subcommittee Meeting D
Meeting for those interested in activities of this subcommittee that focuses on children who are homeless, in foster care, refugees, forcibly displaced, recent immigrants, or in other transitional living situations.
02/26/2019 12:00 PM 12:50 PM
MT028 Tuesday, February 26 American Academy of School Psychology (AASP) Board Meeting
This meeting will be to discuss business of the AASP. We will review upcoming events, activities, and plans for the coming year
02/26/2019 12:30 PM 1:30 PM
SS069 Tuesday, February 26 Discover DIBELS 8th Edition: Meet the Scientists
University of Oregon is launching a new edition of DIBELS—DIBELS 8. DIBELS 8 is more comprehensive, covers more grades, and provides better student assessments than previous versions. This special session is sponsored by the University of Oregon.
02/26/2019 1:00 PM 1:50 PM
MT038 Tuesday, February 26 African American Subcomittee Meeting D
The African American Subcommittee invites all conference attendees to share their ideas and suggestions as we discuss important topics that are relevant to African American school psychologists and graduate students.
02/26/2019 1:00 PM 2:20 PM
SS005 Tuesday, February 26 Technology and Distance Education in School Psychology
The presentation will highlight two recently completed surveys on technology training and distance education in school psychology. Future applications, considerations, and plans for integrating technology and distance education in school psychology training will be discussed.
02/26/2019 1:00 PM 2:50 PM