Workshops (Cincinnati, Ohio)

  • Monday, July 10, 2017
  • After the Crisis: Seamless Recovery and Reunification Procedures (WS01MC)
    Monday, July 10, 8:30 AM — 11:45 AM
    This workshop will examine best practices and current reunification models to prepare schools for successful reunification planning and preparation. It will begin with an overview of reunification within the context of comprehensive safety planning, and then specific planning considerations, details, and lessons learned, based upon real life school crisis events, will be covered. Participants will be provided with specific planning forms and tools to help facilitate the development and execution of an effective reunification protocol.


    Learner Objectives:
    This session will help participants

    1. understand how to develop high-quality recovery and reunification protocols to further enhance comprehensive safety planning;

    2. learn specific planning considerations, elements necessary to appropriately execute successful recovery and reunification protocols, and lessons learned based on real life school crisis events that can help improve successful implementation; and

    3. participate in a table-top reunification exercise to apply skills and reflect upon lessons learned.

    CPD: 3

    Classroom Coaching: Using Motivational Interviewing to Enhance Student Outcomes (WS02MC)
    Monday, July 10, 8:30 AM — 11:45 AM

    * This session is repeated on Monday, July 10 at 1:00 PM (WS06MC)

    Adoption and implementation of evidence-based practices (EBPs) is widely recognized as a barrier to effective service delivery, and coaching has emerged as an approach to improve EBP implementation fidelity in school settings. The purpose of this workshop is to describe the motivational interviewing navigation guide (MING), which includes five steps to increase teacher motivation to adopt an EBP and improve implementation of the intervention’s critical features and, in turn, the associated student educational outcomes the EBPs are designed to influence.


    Learner Objectives:
    This session will help participants

    1. describe a fully developed coaching model that clearly and comprehensively specifies the process, as well as the necessary skills required, for related service providers to effectively influence teacher implementation of EBPs;
    2. identify the associated student educational outcomes the EBPs are designed to influence; and
    3. explain the motivational interviewing navigation guide (MING), a five-step coaching model used to increase motivation to adopt an EBP and improve implementation of the intervention’s critical features.

    CPD: 3

    Assessment, Identification, and Treatment of ADHD at School (WS03MC)
    Monday, July 10, 8:30 AM — 11:45 AM
    This workshop brings science to practice, providing school professionals with information important to meeting the needs of children and adolescents with ADHD in the school setting. The session begins by offering why school psychologists and other educators need to be prepared and able to identify and serve students with ADHD and then identifies ADHD’s prevalence, influences, and associated conditions. This workshop also provides a review of screening, referral, and diagnostic assessment strategies, and offers guidance on conducting psychoeducational assessments (with special attention given to determining special education eligibility). The session concludes with a review of evidence-based ADHD treatments.


    Learner Objectives:
    This session will help participants

    1. better screen for the presence of ADHD,

    2. improve their ability to conduct psychoeducational evaluations for the student with ADHD, and

    3. make empirically supported psychoeducational recommendations for the student with ADHD.

    CPD: 3

    Autism Actions: What You’ve Wanted to Learn About Autism but Haven’t Yet (WS04MC)
    Monday, July 10, 8:30 AM — 11:45 AM

    * This session is repeated on Tuesday, July 11 at 1:00 PM (WS14TC)

    Schools that are more aware of interventions tailored to ASD can make significant progress in educating children on the spectrum. With the goal of promoting educators’ use of evidence-based practices for ASD (from EI to transition-to-community), this mini skills workshop will teach strategies that work and provide resources and examples from practice.


    Learner Objectives:
    This session will help participants

    1. discover at least one new concept/resource they can describe before they leave the room,

    2. become inspired to apply that resource with an individual on the spectrum in order to improve their outcomes, and

    3. design a series of interventions for a student with ASD from a broader developmental framework.

    CPD: 3

    Transition Planning: Positively Supporting Secondary Students in Their Future (WS05MC)
    Monday, July 10, 1:00 PM — 4:15 PM
    Effective transition planning is gaining greater importance as high schools are being held to ensuring that all graduates are career and college ready. School psychologists are in an ideal position to positively impact the trajectory of students with disabilities. By focusing on essential tools and practices that can help guide IEP team discussions, participants will identify quality practices through the analysis of various case studies involving high incidence disabilities and apply them to their local schools.


    Learner Objectives:

    This session will help participants

    1. list the barriers and difficulties that students have transitioning from high school,

    2. use a three-tiered system to conceptualize the focus of instruction and intervention that can assist students to successfully transition from high school,

    3. apply the concepts presented across the continuum of services to cases, and

    4. identify quality practices and apply them to their local schools.

    CPD: 3

    Classroom Coaching: Using Motivational Interviewing to Enhance Student Outcomes (WS06MC)
    Monday, July 10, 1:00 PM — 4:15 PM

    * This session is repeated on Monday, July 10 at 8:30 AM (WS02MC)

    Adoption and implementation of evidence-based practices (EBPs) is widely recognized as a barrier to effective service delivery, and coaching has emerged as an approach to improve EBP implementation fidelity in school settings. The purpose of this workshop is to describe the motivational interviewing navigation guide (MING), which includes five steps to increase teacher motivation to adopt an EBP and improve implementation of the intervention’s critical features and, in turn, the associated student educational outcomes the EBPs are designed to influence.


    Learner Objectives:
    This session will help participants

    1. describe a fully developed coaching model that clearly and comprehensively specifies the process, as well as the necessary skills required, for related service providers to effectively influence teacher implementation of EBPs;

    2. identify the associated student educational outcomes the EBPs are designed to influence; and

    3. explain the motivational interviewing navigation guide (MING), a five-step coaching model used to increase motivation to adopt an EBP and improve implementation of the intervention’s critical features.

    CPD: 3

    Helping Trauma-Exposed Students: Strategies for School Psychologists (WS07MC)
    Monday, July 10, 1:00 PM — 4:15 PM
    This workshop is designed to enhance participants’ existing knowledge base about trauma, grief, loss, and mourning. Participants will increase their levels of comfort in dealing with trauma and grief; better understand the differences between normal and complicated grieving; and achieve a better understanding of factors that influence the development of trauma, grief, and mourning. Multitiered interventions are emphasized to help children and adolescents cope more successfully with these intensely felt emotions. In addition, the role of teachers and other support staff in the recovery process is emphasized.


    Learner Objectives:
    This session will help participants

    1. become more comfortable dealing with traumatic stress and grief,

    2. understand the differences between normal and complicated grief, and

    3. make use of a multitiered system of supports to help school children cope more successfully with traumatic stress and grief.

    CPD: 3

    Improving School Climate Through Bullying Prevention and Intervention (WS08MC)
    Monday, July 10, 1:00 PM — 4:15 PM
    Creating safe and supportive schools that are free from bullying, discrimination, harassment, aggression, violence, and abuse is essential to the mission of schools. This presentation will discuss the essential elements of a comprehensive, school-wide bullying prevention and intervention plan, as well as practical and evidence-based interventions to implement in schools.


    Learner Objectives:
    This session will help participants

    1. review research related to the problem of bullying,

    2. learn about practical ideas and helpful resources that can be used to raise awareness about bullying behaviors,

    3. find effective strategies for preventing and eliminating bullying in classrooms and schools, and

    4. gain an introduction to research-supported antibullying programs and resources.

    Speakers: John Kelly, PhD

    CPD: 3

  • Tuesday, July 11, 2017
  • Cognitive–Behavioral Therapy for Internalizing and Externalizing Disorders (FDTC)
    Tuesday, July 11, 8:30 AM — 4:00 PM
    This presentation will cover cognitive–behavioral therapy (CBT) for internalizing and externalizing disorders. The following therapeutic treatments will be covered: exposure/response prevention (E/RP) therapy, behavioral activation, cognitive restructuring, identifying physiological triggers, enhancing feeling vocabulary, relaxation training, and social skills training. Participants will learn core elements of CBT as well as how to apply them to treat children and adolescents in K–12 settings.


    Learner Objectives:
    This session will help participants

    1. identify key symptoms of internalizing and externalizing disorders,

    2. match CBT components to treating different disorders, and

    3. know when components of CBT are counterindicated for different disorders.

    CPD: 6

    Successfully Implementing MTSS in Urban Schools (WS09TC)
    Tuesday, July 11, 8:30 AM — 11:45 AM
    While MTSS seeks to improve outcomes for children, it can be a challenge to implement. A large urban elementary school with an ELL population made the commitment to incorporate the MTSS framework in an effort to improve the academic outcomes of their student population. 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.

    CPD: 3

    Working With Students With Intellectual Disabilities: Guidance for the School Psychologist (WS10TC)
    Tuesday, July 11, 8:30 AM — 11:45 AM
    After reviewing the historical definitions of, and criteria for, the identification of intellectual disability (ID), this workshop facilitates understanding of the clinical (DSM-5) and educational (IDEA) definitions of/criteria for ID. From this session it is anticipated that participants will be better able to conduct ID eligibility evaluations. This session also explores special issues associated with the assessment of ID. Specifically, the issues of comorbid mental illness and the assessment of pain are examined.


    Learner Objectives:
    This session will help participants

    1. differentiate between DSM-5 and IDEA definitions of ID,

    2. improve their ability to conduct psychoeducational evaluations for students with ID, and

    3. recognize comorbid mental illness among students with ID.

    CPD: 3

    Suicide Prevention: Increasing Competencies for Assessment and Intervention (WS11TC)
    Tuesday, July 11, 8:30 AM — 11:45 AM
    This workshop will discuss the essential processes and procedures needed to establish quality suicide prevention programs. Critical factors discussed will include current statistics and legal cases, early identification of warning signs, primary prevention strategies to “break the code of silence” and identify ideation, suicide assessment procedures, and strategies for intervention. Case studies and a sample protocol will be shared to illustrate the process.


    Learner Objectives:
    This session will help participants

    1. learn best practice guidelines for suicide prevention, assessment, and intervention;

    2. learn how to implement primary prevention strategies and identify suicidal ideation; and
    3. gain an overview of risk assessment measures and strategies for interventions.

    CPD: 3

    Restorative Justice: Implications for School-Based Practice (WS12TC)
    Tuesday, July 11, 1:00 PM — 4:15 PM

    * This session is repeated on Wednesday, July 12 at 8:30 AM (WS15WC)

    This presentation will provide an introduction and overview of restorative justice in school settings. Participants will be introduced to the foundational principles of restorative justice and why schools incorporate restorative justice practices. The way in which restorative justice models fit into the larger context of school discipline in school settings, together with foundational research findings that support the use of restorative justice in school discipline models and positive effects on student outcomes, will be shared. Finally, the relationship between restorative justice, positive behavior supports, social–emotional learning standards, and MTSS/RTI will be explored.


    Learner Objectives:
    This session will help participants

    1. articulate the foundations of theory and practice in restorative justice in school settings;

    2. give examples of legislative and theoretical supports for restorative justice practices as these relate to school climate, school discipline, and student outcomes; and

    3. describe the potential role of restorative justice in positive behavioral supports and interventions in schools as a part of universal, secondary, and tertiary service delivery.

    CPD: 3

    Designing Interventions for At-Risk Urban Youth (WS13TC)
    Tuesday, July 11, 1:00 PM — 4:15 PM

    * This session is repeated on Wednesday, July 12 at 8:30 AM (WS18WC)

    Urban education has been challenged to close the achievement gap and provide a quality education to the most vulnerable of children. The presenter will review the research on aspects of poverty that fuel the achievement gap and strategies that work to counter those gaps. This includes incorporating tools and techniques in intervention design, development, and implementation, which are evidence based to promote success in those classrooms. Factors related to the implementation of interventions in urban settings will be discussed, including how to create “intervention bags” to promote the ease of intervention 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.

    CPD: 3

    Autism Actions: What You've Wanted to Learn About Autism but Haven't Yet (WS14TC)
    Tuesday, July 11, 1:00 PM — 4:15 PM

    * This session is repeated on Monday, July 10 at 8:30 AM (WS04MC)

    Schools that are more aware of interventions tailored to ASD can make significant progress in educating children on the spectrum. With the goal of promoting educators’ use of evidence-based practices for ASD (from EI to transition-to-community), this mini skills workshop will teach strategies that work and provide resources and examples from practice.


    Learner Objectives:
    This session will help participants

    1. discover at least one new concept/resource they can describe before they leave the room,

    2. become inspired to apply that resource with an individual on the spectrum in order to improve their outcomes, and

    3. design a series of interventions for a student with ASD from a broader developmental framework.

    CPD: 3

  • Wednesday, July 12, 2017
  • Restorative Justice: Implications for School-Based Practice (WS15WC)
    Wednesday, July 12, 8:30 AM — 11:45 AM

    * This session is repeated on Tuesday, July 11 at 1:00 PM (WS12TC)

    This presentation will provide an introduction and overview of restorative justice in school settings. Participants will be introduced to the foundational principles of restorative justice and why schools incorporate restorative justice practices. The way in which restorative justice models fit into the larger context of school discipline in school settings, together with foundational research findings that support the use of restorative justice in school discipline models and positive effects on student outcomes, will be shared. Finally, the relationship between restorative justice, positive behavior supports, social–emotional learning standards and MTSS/RTI will be explored.


    Learner Objectives:
    This session will help participants

    1. articulate the foundations of theory and practice in restorative justice in school settings;

    2. give examples of legislative and theoretical supports for restorative justice practices as these relate to school climate, school discipline, and student outcomes; and

    3. describe the potential role of restorative justice in positive behavioral supports and interventions in schools as a part of universal, secondary, and tertiary service delivery.

    CPD: 3

    Working With Parents and Teachers to Enhance Preschool Outcomes (WS16WC)
    Wednesday, July 12, 8:30 AM — 11:45 AM
    Working collaboratively with parents and preschool teachers is vital to promoting positive outcomes for our youngest students. Refresh your knowledge of early childhood development and learn ways to integrate this knowledge with positive parenting practices and classroom procedures through effective consultation practices.


    Learner Objectives:
    This session will help participants

    1. identify key early childhood risk and protective factors to target for intervention,

    2. use their understanding of early childhood development to develop effective interventions for promoting positive parenting and effective classroom practices, and

    3. identify and apply effective consultation practices to nurture a successful family–school relationship.

    CPD: 3

    Developmental Perspective on Cyberbullying (WS17WC)
    Wednesday, July 12, 8:30 AM — 11:45 AM
    Cyberbullying has gone from a rare occurrence to something that occurs frequently, particularly in middle and high schools. Unfortunately, the way cyberbullying manifests is constantly evolving as technology changes. This workshop will highlight the latest technology that adolescents are using and how developmental factors in adolescence influence their use of technology to cyberbully. The workshop will then focus on possible directions for school policy and interventions.


    Learner Objectives:
    This session will help participants

    1. identify several developmental factors that influence cyberbullying,

    2. identify social media and technology that is commonly used to cyberbully,

    3. describe characteristics of cyberbullying and its prevalence, and

    4. generate possible interventions to minimize the impact of cyberbullying in their schools.

    CPD: 3

    Designing Interventions for At-Risk Urban Youth (WS18WC)
    Wednesday, July 12, 8:30 AM — 11:45 AM

    * This session is repeated on Tuesday, July 11 at 1:00 PM (WS13TC)

    Urban education has been challenged to close the achievement gap and provide a quality education to the most vulnerable of children. The presenter will review the research on aspects of poverty that fuel the achievement gap and strategies that work to counter those gaps. This includes incorporating tools and techniques in intervention design, development, and implementation, which are evidence based to promote success in those classrooms. Factors related to the implementation of interventions in urban settings will be discussed, including how to create “intervention bags” to promote the ease of intervention 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.

    CPD: 3

    Enhancing Academic Consultation Competence: Curriculum Bootcamp for School Psychologists (WS19WC)
    Wednesday, July 12, 1:00 PM — 4:15 PM
    School psychologists often express the need to increase their understanding of curriculum to facilitate their roles as consultants and change agents in school settings. This presentation will provide school psychologists with an overview of the concepts and relationships between curriculum standards, scope and sequence, curriculum design, and related assessments. The development of academic interventions and problem analysis during problem solving could be more robust given a solid understanding of curriculum expectations and design for targeted students. This knowledge base is increasingly important as school psychologists become more reliant on assessments used by teachers and administrators to evaluate student performance.


    Learner Objectives:
    This session will help participants

    1. operationally define the following terms: curriculum, scope and sequence, priority/power standards, deconstructed standards, formative/summative classroom assessments, student outcome measures, and standards based lesson and unit design;

    2. explain how standards drive the development of curriculum, instructional strategies/methods chosen, and standards related assessment design using the Common Core, as one example; and

    3. describe the specific ways in which a working knowledge of curriculum and related assessments contributes to their roles in classroom consultation, problem solving and intervention design, and evaluation.

    CPD: 3

    Progress Monitoring Academic Skills and Behavior in the Preschool Setting (WS20WC)
    Wednesday, July 12, 1:00 PM — 4:15 PM
    Update your preschool toolbox with practical strategies for promoting measureable progress in the preschool setting. Learn specific methods for monitoring the preschool student’s progress toward targeted academic, social, and behavioral goals.


    Learner Objectives:
    This session will help participants

    1. expand their repertoire of specific interventions to address academic goals and common problematic areas of preschool behavior and social functioning,

    2. learn strategies for ensuring the preschool teacher’s fidelity to implemented interventions, and

    3. learn methods for evaluating the preschool student’s progress and adjusting implemented programs when needed.

    CPD: 3

    Ethics for School Psychologists in the Digital Age of Technology (WS21WC)
    Wednesday, July 12, 1:00 PM — 4:15 PM
    Ethical decision making has become very difficult for school psychologists as more of the job requires using a variety of technology. Often the technology is so new that school psychologists have difficulty learning how to utilize the technology much less be aware of possible ethical issues in its use. This workshop will look into the use of new technology by school psychologists and raise awareness on possible ethical issues that can arise. This workshop will address Domain 10: Legal, Ethical, and Professional Practice of the NASP Practice Model.


    Learner Objectives:
    This session will help participants

    1. identify ethical standards that relate to using technology,

    2. describe questions that should be asked prior to using particular technologies to ensure the maintenance of client confidentiality and privacy, and

    3. describe common ethical pitfalls when using technology.

    CPD: 3

    The Provisions of School-Based Behavioral and Mental Health Services Within a Multitiered Systems of Support (WS22WC)
    Wednesday, July 12, 1:00 PM — 4:15 PM
    School psychologists are uniquely positioned in schools to facilitate the development, delivery, and monitoring of prompt, effective, and culturally responsive mental and behavioral health services of prevention and intervention. This presentation will introduce the participants to a multitiered system of support (MTSS) framework for providing mental health services in schools. Specific intervention strategies and the role of the school psychologist in implementing these strategies will be discussed.


    Learner Objectives:
    This session will help participants

    1. understand the MTSS framework and how this applies to the provision of mental health services in schools;

    2. identify their role at different tiers or levels within this framework; and

    3. identify specific interventions at the different tiers, which can be applied within their school setting.

    Speakers: John Kelly, PhD

    CPD: 3

  • PREPaRE Workshops
  • Tuesday, July 11, 2017
  • PREPaRE Workshop 1, Training of Trainers (ToT): Crisis Prevention and Preparedness: Comprehensive School Safety Planning (TOT1TC)
    Tuesday, July 11, 8:00 a.m.–2:00 p.m.

    Prerequisite: Completion of Workshop 1

    Provides workshop participants with the information and practice needed to become a PREPaRE trainer for Workshop 1: Crisis Prevention and Preparedness.

    Speaker(s): Franci Crepeau-Hobson, PhD, NCSP, Benjamin S. Fernandez, MS Ed, Amanda B. Nickerson, PhD, & Scott A. Woitaszewski, PhD, NCSP

    CPD: 5

    Note. There is an intentional hour and a half overlap with PREPaRE Workshop 2 ToT to cover common logistical content. This does not represent a conflict and attendees are still able to attend both ToT workshops.
  • Tuesday, July 11 & Wednesday, July 12, 2017
  • PREPaRE Workshop 2, Training of Trainers (ToT): Crisis Intervention and Recovery: The Roles of School-Based Mental Health Professionals (TOT2TWC)
    Tuesday, July 11, 12:30–5:00 p.m.
    Wednesday, July 12, 8:00 a.m.–4:00 p.m.

    Prerequisite: Completion of Workshop 2

    Provides workshop participants with the information and practice needed to become a PREPaRE trainer for Workshop 2: Crisis intervention and Recovery.

    Speaker(s): Stephen E. Brock, PhD, NCSP, LEP, Amanda B. Nickerson, PhD, Melissa A. Reeves, PhD, NCSP, LPC, & Scott A. Woitaszewski, PhD, NCSP

    CPD: 11

    Note. This workshop will last two days beginning on Tuesday, from 12:30–5:00 p.m., and on Wednesday, from 8:00 a.m.–4:00 p.m. There is an intentional hour and a half overlap with PREPaRE Workshop 1 ToT to cover common logistical content. This does not represent a conflict and attendees are still able to attend both ToT workshops.