Workshops (WS)

Adding a workshop to your convention registration is a great way to delve deeper into topics and earn documented CPD.

Workshops offer

  • Field-tested strategies for practitioners
  • Intensive half- and full-day sessions
  • 3 or 6 hours of documented CPD

Workshops require preregistration and an additional fee, guaranteeing you a seat in the session on a first-come, first-served basis.

Sort by:
Session #TitleDateStartEnd
WS03 Tuesday, February 13
WS03: Behavioral Interventions for Disobedient, Disruptive, Defiant, and Disturbed Students
Tuesday, February 13, 2018
9:00 AM—12:00 PM
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. These interventions focus on increasing and motivating appropriate behavior, decreasing and eliminating inappropriate behavior, increasing emotional control and coping, and changing unhealthy attributional thinking.
02/13/2018 9:00 AM 12:00 PM
WS04 Tuesday, February 13
WS04: Developing Interventions for At-Risk Urban Populations
Tuesday, February 13, 2018
9:00 AM—12:00 PM
Urban education has been challenged to close the achievement gap and provide a quality education to the most vulnerable. This workshop will present aspects of poverty that contribute to the achievement gap and strategies to counter those gaps. Topics include incorporating are culturally responsive tools and techniques in intervention design, development, and implementation. Factors related to the implementation of interventions in urban settings will be discussed, including “intervention bags” to promote the ease of implementation. Learner Objectives: This session will help participants 1. design and implement evidence-based interventions for at-risk populations, understanding diverse student characteristics in a cultural context as outlined by the NASP Practice Model; 2. design interventions that assist in closing the achievement gap and address issues of poverty; and 3. create “intervention bags” appropriate to the needs of the school’s population.
02/13/2018 9:00 AM 12:00 PM
WS05 Tuesday, February 13
WS05: Comprehensive Diagnostic Assessments for Autism Spectrum Disorders—Introductory Workshop
Tuesday, February 13, 2018
9:00 AM—12:00 PM
Autism spectrum disorders (ASD) affect multiple areas of functioning, demanding a multidisciplinary approach to conceptualization, diagnosis, and intervention. With the prevalence of ASD rising, clinicians need to be aware of the signs of ASD and the impact of sociocultural factors on effective detection. This workshop will help practitioners identify, assess, and diagnose symptoms of ASD from infancy through young adulthood using state-of-the-art measures and best practices in the field. Learner Objectives: This session will help participants 1. recognize the key features of autism spectrum disorders; 2. discuss racial, ethnic, and socioeconomic disparities in diagnostic ascertainment and assessment; and 3. discuss common diagnostic differentials and overlapping symptomatology between ASD and related disorders.
02/13/2018 9:00 AM 12:00 PM
WS01 Tuesday, February 13
WS01: Functional Assessment Consultation Support—Introductory Workshop
Tuesday, February 13, 2018
9:00 AM—12:00 PM
This workshop will present a model for conducting school-based consultation that embeds a functional assessment process into an updated version of the behavioral consultation model. This workshop will present a model for conducting school-based consultation that explicitly embeds functional assessment into the behavioral consultation model, incorporating innovations that were not available when behavioral consultation was originally designed (e.g., reinforcer validation, performance deficit analysis). The workshop will guide participants in how to conceptualize, structure, and interpret the results to present the consultee with evidence-based treatment options for classroom application. Research and case examples will be presented to illustrate the process. Learner Objectives: This session will help participants 1. integrate interview, observational data, basic skill assessment data, work samples, preference assessments, performance deficit analyses, and brief functional analyses in a sequential consultation process for referrals of any type; 2. guide consultees in a strategic and structured decision-making process that prioritizes improving academic performance; 3. support teacher implementation of empirically derived treatments through antecedent control strategies and performance feedback; and 4. evaluate the results within cases to produce recommendations for future programming and across cases to validate their own practice.
02/13/2018 9:00 AM 12:00 PM
WS02A Tuesday, February 13
WS02A: Best Practices in Threat Assessment I: What You Need to Know — Introductory Workshop
Tuesday, February 13, 2018
9:00 AM—12:00 PM
School personnel should conduct threat assessment inquiries on students of concern using the key elements for an effective team threat assessment protocol. This workshop will help participants understand and implement the steps in a process that uses best practices to gather and evaluate information to determine the level of concern. The next step is to create effective and safe action and supervision plans. This introductory workshop includes lessons learned from current examples in schools. Learner Objectives: This session will help participants 1. understand and implement the essential elements of a threat assessment process in schools, 2. conduct the steps of a threat assessment inquiry in schools, and 3. design appropriate and effective action and support plans for students following a threat assessment.
02/13/2018 9:00 AM 12:00 PM
WS02B Tuesday, February 13
WS02B: Using Safe and Sound Threat Assessment II: Lessons From the Field—Advanced Workshop
Tuesday, February 13, 2018
1:30 PM—4:30 PM
This advanced workshop will help participants critically examine and integrate the knowledge gained from case examples, including a tragic incident where a threat assessment was completed, yet a student continued down a path to commit an act of violence at school. A review of issues from the investigatory arbitration related to the case provides lessons learned for all schools to create psychologically safe environments and sound threat awareness, assessment, and management protocols. The workshop will clarify and correct potential misunderstandings or misapplication of the important concepts. This workshop is designed for professionals implementing the principles from the U.S. Secret Service/U.S. Department of Education related to school-based threat assessment, or those who also attended workshop WS02A on best practices, Tuesday. Learner Objectives: This session will help participants 1. examine their awareness, understanding, and implementation of the key components needed to provide for the psychological safety of students and staff in schools; 2. clarify the potential for misunderstandings or misapplication of the important concepts in school-based threat assessment; and 3. use the lessons learned from case studies to create appropriate action, monitoring, and support plans for students following a threat assessment and to evaluate their effectiveness.
02/13/2018 1:30 PM 4:30 PM
WS06 Tuesday, February 13
WS06: Everything You Need to Know About Psychiatric Medications and Youth
Tuesday, February 13, 2018
1:30 PM—4:30 PM
Participants will learn about the psychiatric medicines most commonly prescribed to youth, especially the stimulants and other medicines for ADHD, and the selective serotonin reuptake inhibitors (SSRIs) for depression and anxiety disorders. The mood stabilizers for bipolar disorder, the sleep medicines, and the atypical antipsychotics will also be reviewed. Participants will learn how to “think psychopharmacologically,” especially regarding the benefits and side effects of each class of medicine. Learner Objectives: This session will help participants 1. know the risks and benefits of the ADHD medicines, 2. know the risks and benefits of medicines used to treat anxiety and depression, and 3. understand some of the controversies surrounding the use of psychiatric medicines in children and adolescents
02/13/2018 1:30 PM 4:30 PM
WS07 Tuesday, February 13
WS07: Successfully Implementing an MTSS Model in an Urban Setting
Tuesday, February 13, 2018
1:30 PM—4:30 PM
Schools with low-income populations often face implementation challenges with respect to MTSS that are associated with cultural and environmental variables. Participants will learn the process and strategies used to advance the MTSS model as a school-wide initiative, as well as the challenges that may need to be overcome. Approaches to teacher buy-in, a critical component to the success of implementation, will be shared. Learner Objectives: This session will help participants 1. design and implement the MTSS framework as a school-wide practice to promote learning as outlined by the NASP Practice Model, 2. assess possible challenges and barriers in the implementation of MTSS, and 3. apply strategies to overcome teacher resistance to the MTSS process.
02/13/2018 1:30 PM 4:30 PM
WS08 Tuesday, February 13
WS08: Evaluation of English Language Learners Through the Lens of Neuropsychology
Tuesday, February 13, 2018
1:30 PM—4:30 PM
This workshop will integrate best practice in school neuropsychology and bilingual assessment to present a model for the selection of subtests to assess cognitive profiles related to academic deficits. The model uses a nondiscriminatory cross-battery assessment approach, and participants will learn to apply a practical tool provided in the workshop. Through case studies and audience participation, monolingual and bilingual practitioners will use the tool provided and learn skills that can be immediately applied upon returning to work. Learner Objectives: This session will help participants 1. describe methods to provide equitable and culturally responsive services that integrate school neuropsychology and bilingual assessment practice for all, 2. apply knowledge through the use of a practical tool provided to identify assessment and intervention needs for English language learners, and 3. apply assessment skills that directly relate to diversity and multicultural competence in the NASP Practice Model upon returning to work.
02/13/2018 1:30 PM 4:30 PM
WS09 Tuesday, February 13
WS09: Translating Assessment Results Into Recommendations for Intervention Strategies for Children With Autism Spectrum Disorder
Tuesday, February 13, 2018
1:30 PM—4:30 PM
Autism spectrum disorders (ASD) demand specialized treatment based on each individual’s unique profile of strengths and vulnerabilities. This workshop will help translate results of comprehensive evaluations into effective treatment and intervention strategies that can be used in the school system. The workshop will present current research and evidence-based practices on how to foster functional independence in the areas of social communication and interaction, behavioral regulation, and adaptive behavior. Supports to enhance academic and educational functioning will also be discussed. Learner Objectives: This session will help participants 1. prioritize intervention needs based on comprehensive assessment results; 2. identify appropriate treatment and intervention strategies based on individual profiles; 3. discuss evidence-based practices for treatment and intervention; and 4. recognize racial, ethnic, and socioeconomic disparities in access to services.
02/13/2018 1:30 PM 4:30 PM
WS10 Wednesday, February 14
WS10: School Psychologists and Classroom Management: Consulting With Teachers About Evidence-Based Strategies
Wednesday, February 14, 2018
7:30 AM—10:30 AM
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 and coach teachers in classroom management. Learner Objectives: This session will help participants 1. learn methods for promoting desirable behaviors and discouraging problematic behaviors for a diverse group of school-aged students in a classroom, 2. learn methods for consulting and collaborating with teachers who are looking to improve their classroom management skills, 3. learn group contingency and self-management skills that can be used for large and small group interventions, and 4. learn methods for evaluating the effectiveness of classroom management interventions.
02/14/2018 7:30 AM 10:30 AM
WS11A Wednesday, February 14
WS11A: Turning Data Into Meaning—Introductory Workshop
Wednesday, February 14, 2018
7:30 AM—10:30 AM
Data-based decision making is an integral part of any school psychologist’s job. Whether you are making decisions about an individual, group, or system, and whether you are using data for special education, student growth, or other purposes, collecting and analyzing data is often the responsibility of the school psychologist. This workshop will discuss how to collect meaningful data, how to develop an assessment system, and how to use these data for decisions to positively affect students, teachers, and school leaders. Learner Objectives: This session will help participants 1. understand the purpose of data-based decision making at the individual, group, and system levels; 2. develop an assessment system that allows educational decisions to be made effectively; and 3. become good consumers of assessments so that data can be meaningful and used by students, teachers, and school leaders.
02/14/2018 7:30 AM 10:30 AM
WS12 Wednesday, February 14
WS12: Adding Mindfulness Practice to Your School Psychology Toolbox
Wednesday, February 14, 2018
7:30 AM—10:30 AM
Mindfulness research suggests that cultivating a mindfulness practice is related to physical and mental health benefits for all ages and backgrounds. Specifically, mindfulness programs in schools can lead to improved attention, self-regulation, and empathy in children. This skill-based workshop will demonstrate activities to teach formal and informal mindfulness practice, including games and counseling strategies. Participants will learn to use the activities in schools with diverse populations, as well as to enhance their personal lives. Learner Objectives: This session will help participants 1. describe the research on mindfulness practice in schools with diverse populations of different ages, 2. apply mindfulness strategies with students (individual, small group, and class-wide) in schools, and 3. design mindfulness techniques for use with teachers in consultation.
02/14/2018 7:30 AM 10:30 AM
WS13 Wednesday, February 14
WS13: Addressing Trauma Among Youth in Schools: Cognitive–Behavioral Approaches
Wednesday, February 14, 2018
7:30 AM—10:30 AM
Many youth experience trauma-inducing situations, including one-time events (e.g., an accident or natural disaster) and protracted circumstances (e.g., sexual abuse, extreme bullying). Trauma occurs when an individual lacks the internal resources to cope with or respond to such experiences. In this workshop, participants will learn how to use cognitive–behavioral approaches in schools to help students recover from trauma. A continuum of care ranging from universal trauma-informed practices to intensive individual supports will be described. Learner Objectives: This session will help participants 1. understand how unresolved trauma disrupts normal developmental processes and how CBT can help youth recover from traumatic events or situations in their lives, 2. learn how cognitive–behavioral approaches are used at Tiers 1, 2, and 3 to improve mental health among youth who have experienced trauma, and 3. learn how to work with teachers and other school staff to promote culturally responsive, trauma-informed practices in schools.
02/14/2018 7:30 AM 10:30 AM
WS14A Wednesday, February 14
WS14A: Punitive to Positive: Building Relationships Through Restorative Practices—Introductory Workshop
Wednesday, February 14, 2018
7:30 AM—10:30 AM
This introduction to restorative practices provides participants with foundational restorative concepts that address the need to shift schools from a punitive disciplinary model to a restorative empowerment model. Disproportionate discipline of a select group of students has led to students being pushed out of schools, which leads to what is known as the school-to-prison pipeline. Restorative practices help all students feel that they belong as a vital member of the school community, where their voice and their humanity is valued. Learner Objectives: This session will help participants 1. identify how the punitive discipline paradigm in schools has led to disproportionate discipline of students of color and fed the school-to-prison pipeline, 2. describe basic restorative concepts and how implanting restorative practices promotes respect for diversity and a safe school climate, and 3. develop language and practice to help other educators understand the benefits of implementing restorative practices in schools.
02/14/2018 7:30 AM 10:30 AM
WS14B Wednesday, February 14
WS14B: From Theory to Practice: Restorative Practices in Action—Advanced Workshop
Wednesday, February 14, 2018
2:30 PM—5:30 PM
This advanced workshop will provide participants with the opportunity to develop practical skills to implement restorative practices at a school site. Participants will learn how to facilitate circle discussions to build a respectful community and to address challenges in schools. Participants will practice developing fishbowl circle discussions aimed at engaging the students and staff in the process of addressing challenging situations in schools. Learner Objectives: This session will help participants 1. increase skills to facilitate a variety of restorative activities that promote respect for diversity and multicultural competence, 2. gain skills to facilitate restorative practices that reduce stereotypes among students and staff, and 3. increase competency and skills in facilitating restorative conversations and circle activities.
02/14/2018 2:30 PM 5:30 PM
WS15 Wednesday, February 14
WS15: Update on Psychiatric Disorders for School Psychologists
Wednesday, February 14, 2018
2:30 PM—5:30 PM
This workshop will review the psychiatric disorders that school psychologists most frequently encounter, including attention deficit hyperactivity disorder, depression, bipolar disorder, obsessive–compulsive disorder, social anxiety disorder, and panic disorder. The workshop reviews the presentations of these disorders, their relationships with comorbid disorders, the recent research about these disorders, and the most up-to-date approaches to treatment. Controversies, such as that concerning childhood bipolar disorder, will also be reviewed. Learner Objectives: This session will help participants 1. identify the psychiatric disorders most commonly encountered by the school psychologist, 2. arrive at a treatment plan for these disorders, and 3. understand some of the recent research about the disorders.
02/14/2018 2:30 PM 5:30 PM
WS16 Wednesday, February 14
WS16: Gangs in Schools: Gang Issues Versus Gang Problems—The Approach and the Solutions
Wednesday, February 14, 2018
2:30 PM—5:30 PM
The workshop will focus on collaboration between law enforcement, school administrators, and probation systems to combat the increasing rise of gang membership. Gang membership in schools is an ever increasing dilemma. People in the community and school setting are held hostage because of their knowledge of gangs. There are also people in the community who benefit and profit because of their affiliation with the gangster lifestyle. School officials and law enforcement must communicate. Learner Objectives: This session will help participants 1. understand gang culture in minority and affluent communities; 2. distinguish the difference between gang issues and gang problems; 3. evaluate denial, enabling, and apathy in the school and community setting; and 4. provide approaches and solutions to the ever increasing problems.
02/14/2018 2:30 PM 5:30 PM
WS17 Wednesday, February 14
WS17: Tough Kids, Cool Counseling: Top Techniques for Influencing Challenging Students—Intermediate
Wednesday, February 14, 2018
2:30 PM—5:30 PM
Counseling adolescent students can be immensely frustrating or splendidly gratifying. To address this challenge, participants in this workshop will refine their skills for managing resistance and implementing specific brief counseling techniques. Using video clips, live demonstrations, and other learning activities, the workshop presents four essential principles and 10 assessment, engagement, and intervention techniques for influencing “tough students.” Group discussion, breakout skill-building, and other learning activities will be integrated. Learner Objectives: This session will help participants 1. understand four key principles underlying effective work with challenging middle and high school students, 2. identify 10 evidence-informed assessment and engagement techniques for working with challenging students, and 3. describe how cultural and family diversity can be addressed sensitively in the context of a counseling relationship.
02/14/2018 2:30 PM 5:30 PM
WS11B Wednesday, February 14
WS11B: Turning Data Into Meaning—Advanced Workshop
Wednesday, February 14, 2018
2:30 PM—5:30 PM
Data-based decision making is an integral part of any school psychologist’s job, whether you are making decisions about an individual, group, or system. Whether you are using data for special education, student growth, or other purposes, collecting and analyzing data is often the responsibility of the school psychologist. This advanced session will discuss the importance of collecting meaningful data, how to use data to evaluate a system, and how to collaborate with teachers on classroom data that could be used for student growth. Learner Objectives: This session will help participants 1. develop an assessment system that allows educational decisions to be made effectively; 2. become good consumers of assessments so that data can be meaningful and used by students, teachers, and school leaders; and 3. collaborate with teachers on classroom-based data that could be used for student growth and educational decision making.
02/14/2018 2:30 PM 5:30 PM
WS19A Thursday, February 15
WS19A: Linking Assessment Results to Educational Strategies and Interventions— Introductory Workshop
Thursday, February 15, 2018
9:00 AM—12:00 PM
This workshop will demonstrate how to link assessment results to educational strategies and interventions based on a student’s unique pattern of strengths and weaknesses. It also will demonstrate how to minimize the effects of cognitive deficits—using accommodations, compensatory strategies, and instructional modifications—on the student’s ability to access the curriculum. Practitioners will learn about a wide range of resources for immediate use in practice. Learner Objectives: This session will help participants 1. identify specific cognitive processes that interfere with the acquisition and development of academic skills; 2. link cognitive assessment findings to evidence-based educational strategies and interventions; 3. gather relevant information about the student, parent, teacher, instructional materials, and educational and home environments to better inform intervention planning; and 4. select accommodations, compensatory strategies, and instructional modifications that minimize the effects of cognitive processing deficits on a student’s ability to access the curriculum.
02/15/2018 9:00 AM 12:00 PM
WS18 Thursday, February 15
WS18: An Advanced Workshop on Designing Executive Skill Interventions
Thursday, February 15, 2018
9:00 AM—12:00 PM
This workshop focuses on designing interventions for students with executive skill challenges on an individual, whole class, and whole school basis. Through case examples, intervention design templates, and numerous examples of teaching strategies, participants should leave the workshop able to assist parents and teachers in developing effective interventions for students with executive skill weaknesses. Interventions discussed include environmental modifications, teaching procedures, the use of incentives, and coaching to support executive skill development. Learner Objectives: This session will help participants 1. identify four key intervention strategies to promote executive skill development; 2. design an intervention at an individual, classroom, or whole-school level, with attention to diverse student backgrounds and profiles of executive skill strengths and challenges; and 3. identify when coaching would be an appropriate strategy to address executive skill weaknesses.
02/15/2018 9:00 AM 12:00 PM
WS20 Thursday, February 15
WS20: Advanced Treatment Concepts: The Generic Power of Behavioral Analysis
Thursday, February 15, 2018
9:00 AM—12:00 PM
The circumstantial and contextual perspective on behavior is a powerful idea for understanding, knowing, and approaching human behavior, especially when it is a problem. The circumstantial perspective has yielded several empirically derived principles that can be exploited to design treatments for a broad range of problem behavior. School psychologists who understand the principles will have a greatly expanded ability to create treatments for behavior problems that affect school performance. Learner Objectives: This session will help participants 1. understand several of the principles derived from the circumstantial and contextual perspective on behavior, 2. design treatment plans for virtually any clinical problem affecting school performance, and 3. explain the basis for clinical problems affecting school performance to teachers and parents.
02/15/2018 9:00 AM 12:00 PM
WS31A Thursday, February 15
WS31A: Introduction to Neuropsychology for the School Psychologist
Thursday, February 15, 2018
9:00 AM—4:30 PM
This session will address basic functional neuroanatomy from a neurodevelopmental perspective. School psychologists will be introduced to translational neuropsychology as theoretical and functional concepts of neuropsychology are linked to cognitive processes (auditory, visual, linguistic, memory, sensory-motor, social–emotional) and cognitive products (reading, math, written expression, and social relationships). Principles of neuropsychological assessment and intervention for academic and social issues are related to common school psychology best practices. Content will be similar to the NASP 2017 convention workshop Basic Training in Neuropsychology for Non-Neuropsychologists. Learner Objectives: This session will help participants 1. understand basic universal functional neuroanatomy of brain processes and products, 2. understand brain processes and products from a diverse developmental perspective, and 3. understand the relationship between brain processes and academic products.
02/15/2018 9:00 AM 4:30 PM
WS21A Thursday, February 15
WS21A: Brief Solution-Focused Counseling in Schools: Core Skills and Strategies
Thursday, February 15, 2018
9:00 AM—12:00 PM
This workshop describes core principles, skills, and techniques of brief solution-focused counseling, a practical, culture-sensitive, research-supported approach to resolving social–behavioral and emotional problems at all grade levels. Participants will learn how to build cooperative relationships with students and caregivers, shift from problem talk to solution talk, develop goals that matter to students, and build on exceptions to the problem. Videos, demonstrations, and short exercises will help participants apply workshop techniques on the job the very next day. Learner Objectives: This session will help participants 1. implement practical strategies for building collaborative, culturally responsive relationships with students, teachers, parents, and others; 2. shift from problem talk to solution talk; 3. develop goals that matter to students; and 4. construct brief, practical interventions from times when the problem does not happen (exceptions).
02/15/2018 9:00 AM 12:00 PM
WS21B Thursday, February 15
WS21B: Brief Solution-Focused Counseling in Schools: Advanced Skills and Strategies
Thursday, February 15, 2018
1:30 PM—4:30 PM
For participants familiar with basic principles and practices of solution-focused counseling (SFC), this workshop jumps right into demonstrations and practice exercises to deepen and extend your expertise of advanced, nuanced techniques. Examples include externalizing the problem, interviewing the internalized other, doing the unexpected, designing culturally respectful, resource-based interventions, and more. The session also provides a short Q&A period to further assist you in applying advanced SFC techniques on the job the very next day. Learner Objectives: This session will help participants 1. invite students, teachers, and others to “change the viewing” of the problem or of the people involved with it by externalizing the problem and interviewing the internalized other; 2. encourage students, teachers, and others to “change the doing” of the problem pattern by being unpredictable and doing the unexpected; and 3. construct culturally respectful, resource-based interventions.
02/15/2018 1:30 PM 4:30 PM
WS22 Thursday, February 15
WS22: Creating Trauma-Sensitive Schools: Strategies to Help Students and Staff
Thursday, February 15, 2018
1:30 PM—4:30 PM
This workshop provides an overview of how trauma can affect the school community. By adopting a “trauma lens,” adults working with students are better able to recognize signs of trauma as well as develop effective school-wide and classroom-based strategies for creating a supportive environment for students. In addition, adults who work with students exposed to trauma learn the importance of developing a self-care plan to prevent and reduce stress in their lives. Learner Objectives: This session will help participants 1. increase their knowledge of the impact of trauma on students, including biological, cognitive, and behavioral symptoms; 2. increase their capacity to explain the importance of adopting a trauma lens for educators and explain specific manifestations and strategies for helping teachers to integrate this lens into their practices; 3. learn about best practices for interventions aimed at addressing the effects of trauma for students in a school setting; and 4. understand the importance of school–community partnerships for delivering trauma-informed services to meet the needs of students and families.
02/15/2018 1:30 PM 4:30 PM
WS23 Thursday, February 15
WS23: Dealing With Difficult People
Thursday, February 15, 2018
1:30 PM—4:30 PM
All people are difficult some of the time, and some people are difficult most of the time. It follows that all school professionals will have to deal with difficult people from time to time. This is especially true for school psychologists because they have to face so many demands for their services from parents, teachers, students, and others. This workshop will equip school psychologists with tools to effectively contend with the difficult people they encounter in their personal and professional lives. Learner Objectives: This session will help participants 1. understand the circumstantial (contextual) view of human behavior, 2. identify universal social reinforcers, and 3. avoid or defuse conflict.
02/15/2018 1:30 PM 4:30 PM
WS19B Thursday, February 15
WS19B: Linking Assessment Results to Educational Strategies and Interventions— Advanced Workshop
Thursday, February 15, 2018
1:30 PM—4:30 PM
This presentation builds on the introductory workshop content and requires a thorough understanding of the Cattell-Horn-Carroll (CHC) theory on abilities and neuropsychological processes and their relationships to academic skills. Recent modifications to CHC theory will be discussed regarding their relevance to academic achievement. The workshop will describe strategies, techniques, evidence-based programs and supports for students with unique learning needs, including students with specific learning disabilities, and uses case studies to demonstrate how to select these interventions. Learner Objectives: This session will help participants 1. understand the latest revisions and extensions to CHC theory, particularly those that are relevant to understanding academic performance; 2. understand why evidence-based academic interventions are often not sufficient to address a student’s learning needs; 3. systematically select strategies, techniques, evidence-based programs, and supports for students on the basis of their cognitive and academic strengths and weaknesses; and 4. understand the many variables that need to be considered, thus ensuring that recommendations have a high likelihood of being implemented.
02/15/2018 1:30 PM 4:30 PM
WS24 Friday, February 16
WS24: Wait—The Kids Are Using Drugs? School-Based Substance Use Interventions
Friday, February 16, 2018
8:30 AM—11:30 AM
Adolescent substance use is a common, yet often ignored, concern in secondary schools. This workshop will help participants identify and combat common barriers to school-based substance use interventions, including concerns from school-based stakeholders, staff training and competence, and feasibility. Participants will learn about age-appropriate screening tools and substance use interventions for use at the universal, secondary, and tertiary levels. Implications and recommendations for use with diverse populations also will be discussed. Learner Objectives: This session will help participants 1. describe how providing substance use interventions in schools fits into a comprehensive role as outlined by the NASP Practice Model; 2. identify the facilitators and barriers to substance use interventions in schools and how to address concerns raised by parents, school personnel, and other stakeholders; 3. identify age-appropriate screening measures and interventions within tiered models of behavioral support; and 4. examine how student diversity informs risk and protective factors for substance use as well as substance use interventions.
02/16/2018 8:30 AM 11:30 AM
WS25 Friday, February 16
WS25: Preventing Cyberbullying, Social Networking, and Other High-Tech Challenges
Friday, February 16, 2018
8:30 AM—11:30 AM
This workshop will cover a comprehensive overview of cyberbullying, inappropriate social networking, and other online problems, including issues school psychologists need to know about how youth use and misuse technology to cause harm to their peers. Examples of cyberbullying are used to discuss the role of teens and adults in preventing and responding to inappropriate online behaviors. Many popular environments are discussed, along with strategies to make sure they are used safely and responsibly. Learner Objectives: This session will help participants 1. identify popular online environments among adolescents today and recognize various forms of cyberbullying, 2. effectively prevent teen bullying in their schools and online, and 3. effectively respond to bullying incidents that occur at school and online
02/16/2018 8:30 AM 11:30 AM
WS26 Friday, February 16
WS26: School-Based CBT for Depressed Children and Adolescents
Friday, February 16, 2018
8:30 AM—11:30 AM
Depression among youth is an increasingly important concern. This workshop will review the cognitive–behavioral therapy (CBT) treatment protocol developed for the Treatment for Adolescents with Depression Study. Using lectures and role-playing, the session will present a range of cognitive and behavioral assessment and treatment strategies. The goals will be practical—to provide cutting-edge, empirically supported CBT treatment strategies for depressed youth and to familiarize participants with the empirical evidence in support of the treatments’ utility. Learner Objectives: This session will help participants 1. discuss developmental, social, and cognitive factors contributing to depression among youth; 2. list cognitive and behavioral strategies for assisting depressed youth; and 3. discuss predictors of treatment response, including the impact of cultural and socioeconomic factors on mood.
02/16/2018 8:30 AM 11:30 AM
WS27A Friday, February 16
WS27A: General Update on Current Issues in Special Education Law Affecting the Practice of School Psychology—Introductory Workshop
Friday, February 16, 2018
8:30 AM—11:30 AM
It is a very active time in the area of special education law, and an enormous amount of litigation is going on, as courts and agencies attempt to interpret and apply the law’s provisions. This session will update school psychologists on significant special education legal happenings, including court decisions and U.S. agency interpretations. Issues addressed include legal liability and money damages, disability harassment, retaliation, Child Find and evaluations, discipline, Section 504 issues, and much more. Learner Objectives: This session will help participants 1. become more aware of the types of legal claims being brought in the area of special education against schools and school personnel, 2. understand how courts are ruling in special education cases, and 3. learn some strategies for avoiding special education legal disputes.
02/16/2018 8:30 AM 11:30 AM
WS31B Friday, February 16
WS31B: Advanced Neuropsychology for the School Psychologist
Friday, February 16, 2018
8:30 AM—3:30 PM
The advanced workshop will focus on two different areas related to neuropsychology. A section on pediatric psychopharmacology will discuss medications currently in use, including side effects, FDA warnings, appropriate usage for the medications, and the effects on learning, memory, attention, and executive functioning. The second section of the workshop is on embodied cognition, a biopsychosocial approach to understanding the brain–body connection of emotions and the relationship to differential diagnosis and intervention. Learner Objectives: This session will help participants 1. understand the uses and side effects for the most commonly prescribed medications for psychiatric and neurodevelopmental disorders; 2. relate the effects of the medication to learning, memory, and attention; 3. become aware of the cross-cultural aspects of pediatric psychoactive medications; and 4. understand how embodied cognition may translate into interventions from the individual student to the school-wide level.
02/16/2018 8:30 AM 3:30 PM
WS27B Friday, February 16
WS27B: Selected Hot Topics in Special Education Law Affecting the Practice of School Psychology—Advanced Workshop
Friday, February 16, 2018
12:30 PM—3:30 PM
Certain topical issues in the area of special education law are particularly relevant to the practice of school psychology and deserve additional attention. This more advanced session will spend additional time addressing common concerns in certain hot topic areas, including the requirement to conduct appropriate Child Find activities and evaluations (particularly in an RTI world); discipline of students with disabilities, including the requirement for making appropriate manifestation determinations; and the Free Appropriate Public Education (FAPE) and discrimination requirements of Section 504 and the ADA. Learner Objectives: This session will help participants 1. become more aware of how courts view the Child Find duty to refer students for an evaluation under IDEA and Section 504, 2. be able to guide teams in making appropriate disciplinary decisions, including manifestation determinations, and 3. understand the common concerns that arise under Section 504 and the ADA.
02/16/2018 12:30 PM 3:30 PM
WS28 Friday, February 16
WS28: Writing Useful and Legally Defensible Psychoeducational Reports
Friday, February 16, 2018
12:30 PM—3:30 PM
Effective evaluations call for organized and useful reports that are understandable and helpful for parents and educators working with the child. School psychologists must also meet state and federal laws and regulations. Both objectives can be accomplished. This workshop will clarify characteristics of effective reports, review research on report writing, examine legal mandates, and discuss strategies for making reports useful and understandable. Report examples will be used to demonstrate effective writing practices and common pitfalls. Learner Objectives: This session will help participants 1. review the legal and ethical mandates that guide assessment and report writing and learn how to demonstrate that these mandates were met within the psychoeducational report; 2. identify the characteristics of a well-written psychoeducational report; 3. demonstrate diversity and multicultural competence through understanding how the individual differences, strengths, backgrounds, and needs of the consumers influence report style and structure; and 4. learn the key features of a question- and referral-based report and how to incorporate this model into their current report-writing practices.
02/16/2018 12:30 PM 3:30 PM
WS29 Friday, February 16
WS29: Preventing Lethal School Violence: What School Psychologists Need to Know
Friday, February 16, 2018
12:30 PM—3:30 PM
This workshop will focus on lethal school violence, with an emphasis on the role of suicide in school shootings. Using direct instruction, case examples, application exercises, and discussion, the workshop will prepare participants to correct myths, understand the typical patterns of behavior of school shooters, lead threat assessment teams, and conduct advanced suicide risk assessments. Participants will also gain the unique perspective of a mother who lost her son to murder–suicide in a mass school shooting. Learner Objectives: This session will help participants 1. correct myths regarding lethal school violence in general and school shootings in particular, 2. use understanding of typical patterns of behavior of school shooters to guide threat assessment procedures, 3. identify stages and prongs of threat assessment, 4. use knowledge about the role of suicide in murder–suicide in conducting more comprehensive and valid threat assessments, 5. organize or lead school-based threat assessment teams, and 6. conduct advanced, culturally sensitive suicide risk assessments in the context of threat assessment.
02/16/2018 12:30 PM 3:30 PM
WS30 Friday, February 16
WS30: Keep Calm. Effective Techniques for Helping Anxious Youth
Friday, February 16, 2018
12:30 PM—3:30 PM
Anxiety among youth is an important concern. It’s common and places youth at risk for a range of academic, social, and emotional difficulties. Research indicates that cognitive, social, biological, and environmental factors interact in placing youth at risk, and that cognitive–behavioral approaches can be helpful for treating anxiety. This workshop will discuss practical, evidence-based strategies for helping anxious children and adolescents. Learner Objectives: This session will help participants 1. describe factors contributing to anxiety among children and adolescents, 2. list evidence-based techniques and strategies for assisting anxious youth, and 3. discuss the influence of cultural and sociodemographic factors on anxiety among children and adolescents.
02/16/2018 12:30 PM 3:30 PM