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
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Session #TitleDateStartEnd
WS029 Tuesday, February 15 PREPaRE Workshop 1: Comprehensive School Safety Planning: Prevention Through Recovery (3rd Edition)
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 to conduct school building vulnerability assessments. The model also integrates school personnel and community provider roles in school-based crisis preparedness and response activities. Additional topics addressed also include media and 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 the 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.
02/15/2022 8:30 AM 5:00 PM
WS001 Tuesday, February 15 Current Issues in Special Education Law Affecting the Practice of School Psychology—Introductory Workshop
This workshop will explain how to access and incorporate the laws, regulations, and legal decisions associated with the Individuals with Disabilities Education Act (IDEA) in your daily practice of school psychology and to develop strategies to minimize litigation while meeting the needs of students. The workshop will be delivered through PowerPoint presentation with supplemental materials that include excerpts from legal decisions.
02/15/2022 9:00 AM 12:15 PM
WS002 Tuesday, February 15 Universal Screening for Social–Emotional and Behavioral Concerns: Using Data to Guide Interventions
Screening data can be used to better inform schools about where to focus resources for children who demonstrate mental health, behavioral, and social–emotional concerns. This session will provide an overview of screening measures and procedures, including ethical and legal considerations. Participants will learn how to use a decision-making framework to connect screening data to interventions, as well as strategies to promote equity and reduce disproportionality in screening practices.
02/15/2022 9:00 AM 12:15 PM
WS004 Tuesday, February 15 Best Practices in Assessing and Intensifying Early Writing Instruction
Many educators find it difficult to assess and individualize writing instruction. Thus, it is critical for school psychologists to support teachers in collecting and using data to make effective instructional changes when writing instruction does not meet students’ needs. Participants will gain skills in administration and scoring of early-writing curriculum-based measures (CBMs), analysis of writing skill deficits, and use of decision-making tools to make timely and effective changes to increase students’ rate of writing skill improvement.
02/15/2022 9:00 AM 12:15 PM
WS031 Tuesday, February 15 PREPaRE Workshop 1 Training of Trainers: Comprehensive School Safety Planning: Prevention Through Recovery (3rd Edition)
This 1.5-day workshop provides participants with the information and practice needed to become a trainer of PREPaRE Workshop 1: Comprehensive School Safety Planning: Prevention Through Recovery. Included in this workshop is a 1-hour online module addressing logistics of workshop delivery and a 10-hour in-person workshop (1.5 days) addressing how to present the workshop content (with a special emphasis on a standardized delivery). This ToT workshop includes a mandatory pretest (requiring a 100% pass score), preworkshop activities, interactive online access during the workshop, and a posttest (requiring a 100% pass score). In this session participants will be provided with the information and practice needed to independently offer the core workshop. All participants receive workshop presentation materials and a certificate of completion. PREREQUISITES: • Completion of 3rd Edition Workshop 1 OR completion of 2nd Edition Workshop 1 within the past 2 years (2018 forward) plus completion of the related online bridge modules. • Obtain and read a copy of the School Crisis Prevention and Intervention: The PREPaRE Model. (Contact the PREPaRE Coordinator at prepare@naspweb.org for a PREPaRE Trainer discount code.) • Take and pass the online PREPaRE Workshop 1 (3rd Edition) Model Content Mastery Test based on the PREPaRE Model book. • Completion of other preworkshop activities as specified in the online workshop materials.
02/15/2022 9:00 AM 5:00 PM
FS001 Tuesday, February 15 Beyond Tragedy: Resiliency and Recovery After the Tragedy at Sandy Hook
Mother, educator, and cofounder of Safe and Sound Schools, Michele Gay, MEd, lost her youngest daughter Josephine Grace on December 14, 2012, in the Sandy Hook Elementary School tragedy. Michele honors Joey and her surviving sisters through her work to improve safety in schools and communities across our country. This session is sponsored by the Convention Committee.
02/15/2022 10:00 AM 11:20 AM
FS002 Tuesday, February 15 NASP Distinguished Lecture: Psychosocial Constructs and Adaptive Functioning—Examples From Culture and Time
Over the past three decades, psychosocial constructs such as cultural–ecological theory, stereotype threat, and theories of intelligence have been implicated in school functioning. This presentation will highlight research on hope, attitudes toward time, and ethnic–racial identities, and show how they are associated with academic and socioemotional functioning in adolescents. This session is sponsored by the Convention Committee.
02/15/2022 1:00 PM 2:20 PM
WS005 Tuesday, February 15 Interventions to Address Students in Need of More Intensive Math Supports
This workshop will describe strengths and limitations of standard protocol interventions and define treatment intensity. Common reasons that students may benefit from intensified interventions will be identified, along with culturally and linguistically relevant adaptations. To individualize their interventions, practitioners will learn about assessment tools that can help them pinpoint reasons for mathematics failure. Participants will leave with actionable steps for adjusting mathematics interventions that ensure the use of high-leverage evidence-based practices.
02/15/2022 1:30 PM 4:45 PM
WS006 Tuesday, February 15 Legal Considerations in Determining the LRE
This workshop will review the laws, regulations, and legal decisions associated with the Individuals with Disabilities Education Act (IDEA) mandate requiring that students with disabilities be able to learn in the least restrictive environment (LRE). The knowledge and skills can be implemented in your daily practice of school psychology to minimize litigation while meeting the needs of students. The workshop will be delivered through PowerPoint presentation with supplemental materials that include excerpts from legal decisions.
02/15/2022 1:30 PM 4:45 PM
WS007 Tuesday, February 15 Data-Driven Schools: Improving Outcomes for All Students [D]
Participants will learn how to build a data-driven school. They will receive practical guidance in interpreting student achievement data and making decisions at the systems and individual student levels using data analysis teaming forms designed by the presenters. Tips for identifying and nurturing effective data leaders within schools will also be discussed. An equity lens will be applied throughout to consider the potential impact of COVID-19 and racial inequities.
02/15/2022 1:30 PM 4:45 PM
WS008 Tuesday, February 15 Differentiating Language and Culture of ELLs from Learning and Behavioral Difficulties [D]
The assessment of emergent bilingual students is a complex process, particularly when distinguishing between linguistic and cultural differences and learning and emotional disabilities. This workshop will focus on understanding how cultural and linguistic factors influence the educational process. The workshop also will review how cultural and linguistic differences may influence academic and behavioral performance. Finally, it will review prereferral and assessment considerations to differentiate linguistic and cultural differences and behavioral and academic difficulties.
02/15/2022 1:30 PM 4:45 PM
FS003 Tuesday, February 15 Biopsychosocial Aspects of Pediatric COVID-19: Considerations for School Psychology Practice
This session will provide an overview of the current research on the potential neuropsychological and social–emotional sequelae of pediatric COVID-19. Issues that affect school psychology practice will be discussed, as well as resources for practitioners and families. This session is sponsored by the Convention Committee.
02/15/2022 3:00 PM 4:20 PM
FS004 Wednesday, February 16 NASP Legends in School Psychology Address: Ethics in School Psychology—Past, Present, Future
Since the 1970s, NASP has provided guidance to help school psychologists successfully negotiate the ethical and legal challenges of practice. Our “ethics journey” will be discussed, with a special eye toward the challenges of the future. This session is sponsored by the Convention Committee.
02/16/2022 9:00 AM 9:50 AM
WS031 Wednesday, February 16 PREPaRE Workshop 1 Training of Trainers: Comprehensive School Safety Planning: Prevention Through Recovery (3rd Edition)
This 1.5-day workshop provides participants with the information and practice needed to become a trainer of PREPaRE Workshop 1: Comprehensive School Safety Planning: Prevention Through Recovery. Included in this workshop is a 1-hour online module addressing logistics of workshop delivery and a 10-hour in-person workshop (1.5 days) addressing how to present the workshop content (with a special emphasis on a standardized delivery). This ToT workshop includes a mandatory pretest (requiring a 100% pass score), preworkshop activities, interactive online access during the workshop, and a posttest (requiring a 100% pass score). In this session participants will be provided with the information and practice needed to independently offer the core workshop. All participants receive workshop presentation materials and a certificate of completion. PREREQUISITES: • Completion of 3rd Edition Workshop 1 OR completion of 2nd Edition Workshop 1 within the past 2 years (2018 forward) plus completion of the related online bridge modules. • Obtain and read a copy of the School Crisis Prevention and Intervention: The PREPaRE Model. (Contact the PREPaRE Coordinator at prepare@naspweb.org for a PREPaRE Trainer discount code.) • Take and pass the online PREPaRE Workshop1 (3rd Edition) Model Content Mastery Test based on the PREPaRE Model book. • Completion of other preworkshop activities as specified in the online workshop materials.
02/16/2022 2:00 PM 5:45 PM
DS001 Wednesday, February 16 Restorative Practices: An Equitable Approach for Creating a Connected School Community [D]
This workshop provides foundational restorative concepts addressing the need to shift the punitive discipline model, which leads to disproportionality, to an equity-based approach. With a call for return to in-person instruction, educators must be ready to address the increased disparities and rebuild social ties affected by ongoing and amplified traumas. This session is sponsored by the Convention Committee.
02/16/2022 2:20 PM 3:50 PM
WS009 Wednesday, February 16 Ten Steps for Embedding Executive Skills Into Daily Classroom Routines and Instruction
This workshop will provide step-by-step instructions for incorporating executive skills into everyday classroom lessons and activities. After a brief introduction to executive skills, participants will learn how to (a) connect classroom behavior to specific executive skills, (b) introduce executive skill concepts and terminology to students, (c) create classroom routines to help students with weak executive skills and to foster executive skill development in all students, (d) embed executive skills into lessons for whatever subject matter they are teaching, and (e) engage students in a problem-solving process to address both class-wide and individual issues associated with executive skill challenges.
02/16/2022 2:30 PM 5:45 PM
WS010 Wednesday, February 16 High-Impact Assessment Reports: A Consumer-Responsive Approach
The desired outcomes of a psychoeducational assessment are most likely to be realized when findings are presented in a way that is helpful to consumers (e.g., parents, teachers, students, service providers, and administrators) who are in a position to put the findings to good use. This workshop will provide strategies, examples, and guided practice in how to deliver assessment findings meaningfully and effectively. School psychologists promote social justice by conducting consumer-responsive assessments that enable positive outcomes for children and families.
02/16/2022 2:30 PM 5:45 PM
WS011 Wednesday, February 16 Best Practices for Suicide Postvention in Schools
Providing leadership in the aftermath of a student’s or staff member’s death by suicide is an essential role of the school psychologist and requires knowledge of best-practice strategies and culturally responsive resources to limit contagion. Effective postvention plans include using the SPRC/AFSP After a Suicide toolkit (2nd ed.); staff and caregiver training among other Tier 1 interventions, safe messaging in communications and social media, help for students coping with loss, and appropriate ways of memorializing loss.
02/16/2022 2:30 PM 5:45 PM
WS012 Wednesday, February 16 Best Practices in School-Based Autism Assessment and Identification
Considering the increase in prevalence of autism, many school psychologists are conducting autism evaluations more often. A strong knowledge base in autism and autism-specific assessment is necessary for school psychologists to conduct accurate evaluations. The purpose of this workshop is to prepare school psychologists to conduct school-based autism evaluations that (a) are grounded in foundational best-practice guidelines (b) are culturally and linguistically responsive, (c) include interprofessional and interagency collaborations, (d) integrate telehealth, and (e) result in effective reports.
02/16/2022 2:30 PM 5:45 PM
DS002 Wednesday, February 16 Ethics Problem-Solving Framework
School psychologists have navigated unprecedented challenges over the past few years. This session will discuss recent ethical challenges, on topics such as confidentiality and professional competency, as well as review NASP’s professional ethics, the ethical problem-solving worksheet, and strategies for responding in an ethically appropriate manner. This session is sponsored by the Convention Committee.
02/16/2022 4:30 PM 5:50 PM
WS030 Thursday, February 17 PREPaRE Workshop 2: Mental Health Crisis Interventions: Responding to an Acute Traumatic Stressor in Schools (3rd Edition)
The third edition of this PREPaRE workshop develops the knowledge and skills required to provide immediate mental health crisis interventions to the students, staff, and school community members who have been simultaneously exposed to an acute traumatic stressor. The knowledge and skills developed within this session also help to build a bridge to the psychotherapeutic and trauma-informed mental health response sometimes required to address challenges associated with trauma exposure.
02/17/2022 9:00 AM 5:00 PM
FS005 Thursday, February 17 Advancing and Informing School Psychology: Diversity, Equity, Inclusion, Science, Practice, and Policy
School Psychology Review aims to advance diversity, equity, inclusion, science, practice, and policy pertinent to the field of school psychology. This session will feature highlights from recent SPR special topic sections, including COVID-19 and school psychology, school violence and school safety, MTSS with linguistically diverse students, reconceptualizing school psychology, advancing equity and social justice in school psychology, promoting the development of black males, and prejudice reduction and antiracism professional development. (#SPRBeTheChange #SP4SJ). This session is sponsored by the Convention Committee.
02/17/2022 9:00 AM 10:20 AM
WS013 Thursday, February 17 Nuts and Bolts of Effective Delivery of Telehealth in the Post-COVID-19 Environmen [D]
During the pandemic, everyone in the field became a virtual school psychologist. This session will focus on answering many of the common questions that arose when practitioners made the rapid transition to telehealth. Participants will first learn how to set up teleconferencing platforms, use apps to complement mental health services, and address privacy and access issues. The session will move on to more advanced content, including conducting assessments, providing virtual counseling, and supervising others within a remote context.
02/17/2022 9:00 AM 12:15 PM
WS014 Thursday, February 17 Assessing Anxiety in Youth: Going Beyond the Information Given
This introductory workshop will describe the key features of anxiety in youth (e.g., cognitive, behavioral, physiological) and the settings (e.g., home, school, peers). The focus will be on measures for assessing and treating anxiety and their psychometric properties. Measures will range from structured diagnostic interviews to three-item questionnaires, and will include parent, youth, and teacher reports. Measures that are useful for the evaluation of treatment, as well as for assessing anxiety within the larger set of psychopathology in youth, will be considered.
02/17/2022 9:00 AM 12:15 PM
WS015 Thursday, February 17 Advances in Understanding Word Reading Problems: Implications for Instruction and Intervention
This workshop will focus on how children learn to read words and why some children struggle. This understanding will guide assessment, instruction, and intervention. Studies consistently show that the most commonly used instructional and intervention approaches provide limited benefits for struggling readers. However, other studies have shown that some approaches can yield very large and sustained reading gains for such students. This knowledge can enhance school psychologists’ consultation practices.
02/17/2022 9:00 AM 12:15 PM
WS016 Thursday, February 17 Trauma-Informed Schools and Social Justice: Real Talk + Practical Application [CANCELLED]
WS016: Trauma-Informed Schools and Social Justice: Real Talk + Practical Application [CANCELLED]
Thursday, February 17, 2022
9:00 AM—12:15 PM
This workshop will take a deep dive into the practice of trauma-informed care and education within schools. We will ask important questions including: What is a trauma-informed school? What does this mean? What does this look like? Throughout the workshop we will be examining how social justice and trauma-informed practices intersect and how these tenets can be practically applied in school systems. We will use a healing-centered framework to think about real-world application in school systems.
02/17/2022 9:00 AM 12:15 PM
WS032 Thursday, February 17 PREPaRE Workshop 2 Training of Trainers: Mental Health Crisis Interventions: Responding to an Acute Traumatic Stressor in Schools (3rd Edition)
This 2-day workshop provides participants with the information and practice needed to become a trainer of PREPaRE Workshop 2: Mental Health Crisis Interventions: Responding to an Acute Traumatic Stressor in Schools. Included in this workshop is a 1-hour online module addressing logistics of workshop delivery and a 13-hour in person workshop (1.5 days) addressing how to present the workshop content (with a special emphasis on a standardized delivery). This ToT workshop includes a mandatory pretest (requiring a 100% pass score), preworkshop activities, interactive online access during the workshop, and a posttest (requiring a 100% pass score). In this session participants will be provided with the information and practice needed to independently offer the core workshop. All participants receive workshop presentation materials and a certificate of completion. PREREQUISITES • Completion of 3rd Edition Workshop 2 OR completion of 2nd Edition Workshop 2 within the past 2 years (2018 forward) plus completion of the related online bridge modules. • Obtain and read a copy of the School Crisis Prevention and Intervention: The PREPaRE Model. (Contact the PREPaRE Coordinator at prepare@naspweb.org for a PREPaRE Trainer discount code.) • Take and pass the online PREPaRE Workshop 2 (3rd Edition) Model Content Mastery Test based on the PREPaRE Model book. • Completion of other preworkshop activities as specified in the online workshop materials.
02/17/2022 9:00 AM 5:00 PM
DS003 Thursday, February 17 A Strengths-Based Approach to Supervision
This session will provide practical strategies for incorporating the principles of positive psychology into a strengths-based approach to the supervision of school psychologists. Lecture, case examples, and discussion will be used. This session is sponsored by the Convention Committee.
02/17/2022 11:00 AM 12:20 PM
DS004 Thursday, February 17 Practitioner-Oriented Research and Applications: Methods, Tools, and New Developments
This interactive session focuses on research methodology for practitioners (e.g., action research), providing them with tools to expand their skills and better access literature and test manuals through better understanding of new and evolving methodologies (e.g., model-based reliability estimates). Instructional strategies will include lecture, demonstration, discussion, and case studies. This session is sponsored by the School Psychology Review Leadership Team and the Convention Committee.
02/17/2022 1:00 PM 2:20 PM
WS017 Thursday, February 17 Assessment of Dyslexia and Specific Learning Disabilities
This workshop presents a model for using formative assessment data within a multitiered system of supports (MTSS) model to make better decisions about students with or at risk for dyslexia. Defining characteristics of dyslexia include (a) poor essential reading and early literacy skills and (b) lack of adequate progress despite generally effective reading instruction. The emphasis will be on a prevention-oriented early intervention model to reduce risk and improve outcomes before students are identified.
02/17/2022 1:30 PM 4:45 PM
WS018 Thursday, February 17 Starts With Us: Serving Youth Through Culturally Responsive Practices [D]
This workshop highlights essential skills for providing culturally responsive mental health services to children and adolescents. The presentation will include a rationale for cultural adaptations in evidence-based treatments, content for increasing cultural literacy, and strategies for integrating cultural variables into school-based interventions. Case examples will be shared to demonstrate the subtle and nuanced ways that culture influences assessment and intervention processes. Participants will learn techniques to develop thorough sociocultural histories and tailored evidence-based interventions.
02/17/2022 1:30 PM 4:45 PM
WS019 Thursday, February 17 Treating Anxiety in Youth: Less Talk, More Action
This advanced workshop will assume some prior knowledge of the components of successful intervention for anxious youth (e.g., self-talk, problem solving, exposure tasks). The workshop will cover these and other intervention strategies with descriptions and clinical case examples, as well as role-play opportunities (with feedback) for attendees. Case examples, illustrations of intervention strategies, and role-play activities will constitute the bulk of the workshop.
02/17/2022 1:30 PM 4:45 PM
WS020 Thursday, February 17 Solution-Focused Counseling in Schools: An Experiential Workshop [D]
This hands-on session enables participants to experience solution-focused counseling (SFC) from the client’s and practitioner’s perspectives through on-site demonstrations, practice exercises, and debriefing conversations with the presenter. SFC is a brief, culturally sensitive, evidence-based approach that practitioners can apply with a wide range of pre-K–12 students, caregivers, and challenges, including trauma, behavior problems, and social–emotional difficulties. Participants will leave with a set of practical tools for helping students and caregivers build solutions from their strengths and resources.
02/17/2022 1:30 PM 4:45 PM
DS005 Thursday, February 17 Wounds of Colonial and Racial Trauma [D]
This lecture will focus on introducing participants to various wounds related to colonial and racial trauma—often invisible to many of us. The focus will be on contextualizing the experiences of people who have been marginalized and oppressed within a historical framework, and mapping those experiences onto our work in schools. This session is sponsored by the Convention Committee.
02/17/2022 3:00 PM 4:20 PM
FS006 Thursday, February 17 SEL, Social Justice, & Equity—It’s More Than a Checkbox
Across the nation, educators are trying to make sense of social and emotional learning (SEL), social justice, and equity… or at least trying too. In this session, we’ll shift ideological beliefs and show why SEL, social justice, and equity has to be more than just a checkbox. This session is sponsored by the Convention Committee.
02/17/2022 4:30 PM 5:20 PM
FS007 Friday, February 18 Misplaced Fear: The Real Story of Math Anxiety
Math anxiety is an oft talked about but poorly understood construct. Little is known about how it develops or what instructional practices may exacerbate it. Better understanding math anxiety is critical for improving equitable opportunities and outcomes. This session will review the current math anxiety literature and implications for practice. This session is sponsored by the Convention Committee.
02/18/2022 8:30 AM 9:20 AM
WS021 Friday, February 18 Improving Reading Outcomes in Postpandemic Schools
How do you assess and remediate reading difficulties after an extensive school closure? This interactive session will focus on assessments, norms, and interventions when the previous norms, processes, and procedures are no longer relevant. Participants will see (a) the effect that school closures and virtual instruction had on student learning and subsequent assessment norms, and (b) how to conduct assessments and interventions when students’ skills are likely lower than ever before.
02/18/2022 8:30 AM 11:45 AM
WS022 Friday, February 18 Stop Using A-B-C Charts—Advanced Workshop
The A-B-C charting approach, while commonly used for collecting real-time observational data, can often be incorrect in the delineation of pertinent antecedents and consequences of problem behavior. This presentation will describe a more effective alternative direct observation technique for identifying the function of problem behavior: trigger analysis with behavioral description. Simulations, using the Cipani Behavioral Classification System diagnostic manual, will be conducted by the presenter for participants to practice during the session.
02/18/2022 8:30 AM 11:45 AM
WS023 Friday, February 18 Comprehensive Suicide Prevention and Risk Assessment
Students experience a myriad of emotions as they progress through school. While most cope successfully with these feelings, many will harbor emotional pain so great that they have thoughts of suicide. Approximately 50% of lifetime mental health conditions emerge by age 14, and 90% of deaths by suicide had an underlying mental illness. As mental health concerns increase, schools must be ready to address suicide prevention and intervention needs for all students.
02/18/2022 8:30 AM 11:45 AM
WS024 Friday, February 18 Equity in the Assessment and Intervention of Social and Emotional Learning Competencies
School psychologists have an integral role in promoting not only the academic development of youth but also their social and emotional development. In practice, school psychologists have a responsibility to provide evidence-based assessment and intervention practices. This presentation will review issues involved in the equitable, as well as ethical, provision of high-quality school-based psychological services to promote social–emotional learning competencies.
02/18/2022 8:30 AM 11:45 AM
WS030 Friday, February 18 PREPaRE Workshop 2: Mental Health Crisis Interventions: Responding to an Acute Traumatic Stressor in Schools (3rd Edition)
The third edition of this PREPaRE workshop develops the knowledge and skills required to provide immediate mental health crisis interventions to the students, staff, and school community members who have been simultaneously exposed to an acute traumatic stressor. The knowledge and skills developed within this session also help to build a bridge to the psychotherapeutic and trauma-informed mental health response sometimes required to address challenges associated with trauma exposure.
02/18/2022 9:00 AM 5:00 PM
WS032 Friday, February 18 PREPaRE Workshop 2 Training of Trainers: Mental Health Crisis Interventions: Responding to an Acute Traumatic Stressor in Schools (3rd Edition)
This 2-day workshop provides participants with the information and practice needed to become a trainer of PREPaRE Workshop 2: Mental Health Crisis Interventions: Responding to an Acute Traumatic Stressor in Schools. Included in this workshop is a 1-hour online module addressing logistics of workshop delivery and a 13-hour in person workshop (1.5 days) addressing how to present the workshop content (with a special emphasis on a standardized delivery). This ToT workshop includes a mandatory pretest (requiring a 100% pass score), preworkshop activities, interactive online access during the workshop, and a posttest (requiring a 100% pass score). In this session participants will be provided with the information and practice needed to independently offer the core workshop. All participants receive workshop presentation materials and a certificate of completion. PREREQUISITES • Completion of 3rd Edition Workshop 2 OR completion of 2nd Edition Workshop 2 within the past 2 years (2018 forward) plus completion of the related online bridge modules. • Obtain and read a copy of the School Crisis Prevention and Intervention: The PREPaRE Model. (Contact the PREPaRE Coordinator at prepare@naspweb.org for a PREPaRE Trainer discount code.) • Take and pass the online PREPaRE Workshop 2 (3rd Edition) Model Content Mastery Test based on the PREPaRE Model book. • Completion of other preworkshop activities as specified in the online workshop materials.
02/18/2022 9:00 AM 5:00 PM
FS008 Friday, February 18 Leadership in Transforming the Role of School Psychologists
Developing leadership skills is essential to our success as school psychologists. This session will focus on school psychologists who have developed or led transformative initiatives and programs within schools. The session will include a panel of representatives from the country’s highest-rated districts recognized under the Excellence in School Psychological Services (ESPS) Recognition Program. Participants will learn how to implement change within themselves, their teams, and organizations. This session is sponsored by the Convention Committee.
02/18/2022 10:00 AM 11:20 AM
DS006 Friday, February 18 Autism and Mental Health: Comorbid Crossroads
The 2020 pandemic has brought about increased challenges for mental health. Research indicates that individuals with ASD have significant risk for a co-occurring conditions. Comorbid disorders often exacerbate core ASD symptoms. With an outcome focus, participants will discuss emerging trends and use resources to develop an understanding of the impact. This session is sponsored by the Convention Committee.
02/18/2022 11:30 AM 12:50 PM
WS025 Friday, February 18 Teaching and Implementation Strategies for Selected DBT Skills for Elementary and Secondary Students
To discuss and teach selected skills from the DBT STEPS-A curriculum as an upstream approach for reducing adolescent self-harming and suicidal behavior through emotion regulation, decision- making, and distress tolerance skills. With increased rates of adolescent suicide and self-harming behavior, proactive approaches at the universal level are needed to stem the flow of students who may experience emotionally dysregulated behaviors. This interactive workshop will consist of participants learning and discussing selected DBT STEPS-A curriculum skills.
02/18/2022 12:45 PM 4:00 PM
WS026 Friday, February 18 Culturally Sensitive Assessment of Students of Color in a COVID-19 World [D]
Assessing the mental health and academic abilities of children of color is a challenge in normal times, but it is particularly difficult in the postpandemic world. The disproportionate impact of COVID-19 on children of color will reverberate for years to come. In addition to the pandemic trauma, other developmental and race-based traumas are often poorly understood, underevaluated, and not addressed in terms of appropriate interventions. This workshop will address culturally competent testing with an emphasis on trauma.
02/18/2022 12:45 PM 4:00 PM
WS027 Friday, February 18 Facilitating Culturally Informed Groups for Immigrant and Refugee Youth
Resettlement challenges can significantly affect the psychological and physical well-being of refugees and immigrant students. Group approaches represent a helpful modality for addressing the resettlement and acculturative stress, isolation, and trauma that many refugee and immigrant youth experience upon resettlement. During this workshop the presenters will outline key considerations, activities, and strategies for developing and facilitating culturally informed group interventions for immigrant and refugee youth.
02/18/2022 12:45 PM 4:00 PM
WS028 Friday, February 18 Behavioral Threat Assessment and Management: Best Practices for a Defensible Process
The workshop explores how to establish a high-quality behavioral threat assessment and management (BTAM) program using a multidisciplinary team and best practices to address bias, equity, and disproportionality. Participants will learn how BTAM is distinctly different from, yet complimentary to, special education policies and procedures. She will present lessons learned from serving as an expert witness in a threat assessment case.
02/18/2022 12:45 PM 4:00 PM
DS007 Friday, February 18 Practice Update: How to Use MTSS for Better Results
MTSS is now widely used in the United States, but with varying degrees of success. School psychologists are often lead implementers for the MTSS effort in schools because the resulting dataset can be used to identify, prevent, determine eligibility, and remediate specific learning disabilities. This session will provide high-yield practice updates on screening, intervention selection and management, and progress monitoring to improve your MTSS effort. This session is sponsored by the Convention Committee.
02/18/2022 1:30 PM 2:50 PM
DS008 Friday, February 18 Let’s Do More in the Early Years: Social–Emotional Learning in Early Childhood
School psychologists have an important role in developing social and emotional skills in young children. This session will focus on how we can provide these services for ages 3–8. Participants will learn how to advocate for our role and implement effective strategies to address the needs of young children. This session is sponsored by the Convention Committee.
02/18/2022 3:30 PM 4:50 PM