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
MT026 Monday, February 14 Education and Research Trust (ERT) Annual Board Meeting 02/14/2022 8:00 AM 9:00 AM
SE002 Tuesday, February 15 Welcome Orientation
Designed especially for new NASP members and first-time convention attendees, the Welcome Orientation is open to all participants and guests. Receive an overview of the convention and learn how to benefit most from your attendance. This is the time to hear from NASP leaders and convention organizers, ask questions, interact with colleagues, and make new friends.
02/15/2022 8:00 AM 9:00 AM
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
WS031A 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
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
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
SS020 Tuesday, February 15 Unlocking More Potential: Leveraging Partnerships to Link Assessment to Intervention
Assessment extends beyond obtaining scores. Come learn ways that you can maximize the potential of assessments by using common partnerships to enhance student progress with interventions linked to assessment data. This Special Session is sponsored by WPS.
02/15/2022 10:00 AM 11:20 AM
MS183 Tuesday, February 15 Field Supervision and the Practice Model: Engaging and Aligning Activities [D]
With the recent adoption of the NASP Professional Standards (2020), including the Model for Comprehensive and Integrated School Psychological Services (the NASP Practice Model), this presentation aims to engage current and future field supervisors, as well as graduate educators, in hands-on activities they can conduct to strengthen alignment between field assignments and NASP domains. Presenters will address how field supervisors can make connections between candidates’ applied experiences and the Practice Model’s Six Organizational Principles.
02/15/2022 10:00 AM 11:50 AM
MS181 Tuesday, February 15 Disrupting Racial Bias: A Guide for School Psychologists [D]
Participants in this mini-skills session will learn how to use self-reflection to develop the skills to recognize and address racial bias during school-based meetings and teacher consultations. A variety of hands-on activities will be used to help participants recognize and tackle the cognitive dissonance that prohibits confronting bias, identify vulnerable decision points, learn strategies for managing stressors, and acquire techniques for navigating difficult conversations with colleagues and administrators around race.
02/15/2022 10:00 AM 11:50 AM
PA264 Tuesday, February 15 Promoting Professional Collaboration Through Remote School Psychologist Professional Learning Communities
This presentation will review literature on professional learning communities (PLCs) and present a pilot study of a remote PLC designed to provide professional development and foster professional connection. The goals, development, and content of PLCs will be discussed as well as data regarding participant experiences and perceptions of effectiveness. Attendees will learn the value of PLCs for school psychologists and how they can start a PLC in their area.
02/15/2022 10:00 AM 10:50 AM
MS134 Tuesday, February 15 Leading for Change: Effective Professional Development Strategies for School Psychologists [D]
Asked to lead another professional development session? Not sure if your professional development is making an impact? Leading and facilitating effective and engaging professional learning for school staff and families can be challenging. By focusing on best practices and evidence-based strategies, participants in this session will gain an understanding of the characteristics of effective professional development. Addressing difficult topics, supporting staff mental health and well-being, and the integration of technology will also be modeled and discussed.
02/15/2022 10:00 AM 11:50 AM
PA338 Tuesday, February 15 School-Level Factors and Core Versus Tier 2 CBM-R Growth
School-level factors may relate to student achievement within multitiered systems of support, though more research is needed in this area. In this study, we tested whether differences in triannual CBM-R growth rates of third graders who received typical core instruction or Tier 2 intervention varied across school-level variables, including the percentage eligible for free- or reduced-price lunch and school-level reading achievement. Practitioners and researchers attending the session will learn about the practical implications and limitations of our findings.
02/15/2022 10:00 AM 10:50 AM
PC001 Tuesday, February 15 Addressing Fecal Incontinence in School Settings: Assessment and Intervention Considerations
This practitioner conversation addresses encopresis, or fecal incontinence, a condition common in childhood and adolescence. Although physiological features often highlight fecal incontinence, a combination of medical, psychological, and behavioral research supports a biobehavioral approach to assessment, conceptualization, and intervention. This session provides an evidence-based perspective on fecal incontinence through a review of the current literature, discussion of case studies, and dialogue about addressing fecal incontinence as it presents in school settings.
02/15/2022 10:00 AM 10:50 AM
MS007 Tuesday, February 15 Comprehensive Crisis Preparedness: Addressing Special Needs Students [D]
Federal law requires that all schools create emergency operations plans to support persons with disabilities and other special needs; however, in the rush to make schools safe such considerations can be overlooked. Each special need has factors that have to be considered as part of crisis preparedness efforts. This presentation provides with participants information on school safety planning and recovery that will help them address the unique needs of persons with disabilities and specials needs.
02/15/2022 10:00 AM 11:50 AM
PA033 Tuesday, February 15 School Psychologists' Awareness Training and Current Practices With Transgender Youth [D]
School psychologists have an ethical responsibility to meet the unique social, emotional, and academic needs of diverse populations of students, including transgender and gender variant youth. The purpose of this paper is to discuss school psychologists’ current levels of awareness about transgender experiences, attitudes toward transgender individuals, training, and supportive practices for transgender youth. Practical recommendations and suggestions for increasing training and implementation of supportive school practices will be discussed.
02/15/2022 10:00 AM 10:50 AM
MS015 Tuesday, February 15 Family Engagement During the IEP Process
Family–school collaboration is part of school psychology practice, yet school psychologists engage in these activities less often than other domains. This mini-skills session will provide results of a national survey of school psychologists asking how they work with families before, during, and after Individualized Education Program (IEP) meetings. Participants will learn and discuss research-based strategies to engage families during IEP meetings to promote family–school collaboration and parent involvement in the educational process.
02/15/2022 10:00 AM 11:50 AM
MS016 Tuesday, February 15 Identifying and Addressing Alexithymia, Emotional Clarity, and Emotional Differentiation
Three concepts related to self-awareness and emotional competency could place students at risk of mental health difficulties. Alexithymia can cause students intense distress in everyday interactions. Low emotional clarity is related to symptoms of depression and dysregulated reactions to stress. Decreased ability to accurately label emotions can cause students to be overwhelmed in emotionally negative situations. Learn to identify these students and to use mental health interventions specific to each of the weaknesses identified.
02/15/2022 10:00 AM 11:50 AM
PA025 Tuesday, February 15 A Brief Screening to Measure the Impact of Traumatic Events [CANCELLED]
PA025: A Brief Screening to Measure the Impact of Traumatic Events [CANCELLED]
Tuesday, February 15, 2022
10:00 AM—10:50 AM
The authors of this paper designed the Differential Stress Response Survey (DSRS) to gather quantifiable data that inform treatment and the needs of students during traumatic events that have affects large numbers of school and school community members. Data collected are intended to inform treatment via MTSS. This screening tool will aid swift service delivery and recommendations for groups of students in crises.
02/15/2022 10:00 AM 10:50 AM
PA029 Tuesday, February 15 Tiering FBA Practices to Scale Up Function-Based Support Planning
The functional behavioral assessment (FBA) process need not be a one-size-fits-all approach. This session will describe approaches to tiering FBA practices within educational settings, or differentiating assessment protocols according to students’ presentations and needs as a means of promoting the efficiency and effectiveness of function-based support planning. Case examples from a large urban school district and alternative education setting will be shared.
02/15/2022 10:00 AM 10:50 AM
PC019 Tuesday, February 15 Supporting Caregivers of Children at Risk for ADHD Through Optimism Training [D]
The purpose of this practitioner conversation is to discuss the positive impact of optimism training on caregivers’ feelings and beliefs about young children with ADHD symptoms and challenging behavior. Recent findings indicate that optimism training helps caregivers identify self-talk to challenge their perceptions of child behavior and alter their own thoughts, feelings, and behaviors. Presenters will lead a dialog about optimism training for caregivers and school-based practitioners working with children with ADHD.
02/15/2022 10:00 AM 10:50 AM
PA296 Tuesday, February 15 Treatment Fidelity Data in State Procedures for RTI SLD Identification
This paper reviewed state department of education websites for 17 states known to use RTI for SLD identification and reported the findings of any requirements or recommendations for assessing and reporting treatment fidelity (TF). The session provides a brief overview of best practices for assessing and reporting TF, reviews findings within state policies and procedures for TF, and concludes with TF examples attendees can review and use in their own districts and states when using RTI.
02/15/2022 10:00 AM 10:50 AM
MS043 Tuesday, February 15 Leveraging Teacher Buy-In to Implement School-Wide SEB Screening [D]
Universal social, emotional, and behavioral (SEB) screening is a critical tool for effectively supporting students through data-based decision making. Using the experiences of one school district in the northeastern United States as a case study, we will discuss strategies to address common challenges and barriers to engaging in universal SEB screening, with a focus on how to facilitate buy-in from key school and district-level stakeholders and how to make screening data actionable for educators.
02/15/2022 10:00 AM 11:50 AM
SY021 Tuesday, February 15 Demystifying Critical Race Theory in School Psychology [D]
What is Critical Race Theory (CRT) and why are legislators talking about it? Featuring didactics, its use in research and practice, and audience discussion; join doctoral students and faculty as they describe CRT and how it can be used as a framework for anti-racist research and practice. All levels of practitioners, researchers, graduate educators, and students will learn the basics and background of CRT and how to incorporate anti-racism into their work.
02/15/2022 10:00 AM 11:20 AM
MS055 Tuesday, February 15 School Law for School Psychologists: Beyond Special Education [D]
This workshop will provide participants with a review of legal issues and case law in educational settings. Legal issues surrounding mindfulness programs, student homelessness, student freedom of expression in off campus/social media speech, and unanticipated bias in the use of IQ results will be presented. Attendees will apply legal principles to determine an appropriate course of action. Participants will increase knowledge of educational rights of all students and be given resources to share this knowledge.
02/15/2022 10:00 AM 11:50 AM
SY009 Tuesday, February 15 Navigating Job Searches for Academic Positions [EC] [GS]
This session will provide participants with information on how to successfully navigate the application and interview processes when pursuing academic positions in school psychology training programs. Topics covered will include the hiring process for academic positions from the perspectives of both the applicant and search committee, identifying potential positions, preparing application materials, making the most of interviews and campus visits, how to weigh and negotiate offers, and what to do if the applications are unsuccessful.
02/15/2022 10:00 AM 11:20 AM
PA147 Tuesday, February 15 Adaptation for SW-PBIS: Student Behavior Problems in Chinese Teachers' Perspectives [D]
Chinese schools have witnessed an increase in student behavior problems and are in need of programs like school-wide positive behavioral interventions and support (SW-PBIS). To start culturally adapting SW-PBIS for Chinese schools, this study uses mixed-research methods to examine the common types and severity levels of student behavior problems and actions taken in Chinese teachers’ perspective. The results of this study will help provide a foundation for adapting the data system used in SW-PBIS.
02/15/2022 10:00 AM 10:50 AM
PA193 Tuesday, February 15 Supporting General Education Teachers' Needs Through School-Based Consultation
School psychologists are trained to provide consultation using a problem-solving consultation framework. However, teachers also receive consultation from other school personnel. Across three studies, we explored general education teachers’ (N = 100) experiences with three types of consultation: problem-solving, team meetings, and informal conversations. Results indicate that teachers most often receive consultation about challenging student behavior through informal conversations with teachers and administrators, rather than school psychologists or behavioral consultants. Implications for supporting teachers’ consultative needs are discussed.
02/15/2022 10:00 AM 10:50 AM
MS091 Tuesday, February 15 Applying ACT: Promoting Psychological Flexibility in High Schools
Acceptance and Commitment Therapy (ACT) is an empirically established psychological intervention that combines six clinical core processes together with behavior change strategies to promote a model of psychological health or flexibility. The purpose of this mini-skills workshop is to introduce relational frame theory, the theoretical basis for ACT, along with the six core processes of ACT. The session will close with a case presentation on the implementation of ACT in a high school setting.
02/15/2022 10:00 AM 11:50 AM
PA178 Tuesday, February 15 Culturally Responsive Social–Emotional Interventions for Minoritized and Marginalized Young Children [D]
As the diversity of the education field intensifies, effective interventions for culturally diverse young children are in great demand. Social–emotional and behavioral interventions in preschool and kindergarten can assist with reducing later disparities in academic and behavioral functioning. Our study analyzes the extent to which existing culturally responsive social–emotional and behavioral interventions have been implemented in early childhood education for children from minoritized and marginalized backgrounds who need them.
02/15/2022 11:00 AM 11:50 AM
PA195 Tuesday, February 15 Do ACEs Exacerbate the Negative Psychological Impact of Childhood Maltreatment
Revictimization theories suggest that being the victim of childhood maltreatment may make individuals more likely to experience victimization from other adverse childhood events (ACEs). Retrospective reports of maltreatment and ACEs and current psychological well-being reports were collected through self-report from 209 young adults. Results suggest that experiencing other ACEs exacerbates the long-term negative psychological effects associated with maltreatment and that there may be gender differences in this relation.
02/15/2022 11:00 AM 11:50 AM
PA164 Tuesday, February 15 Child Find Evaluations for Young Children With Social–Emotional Concerns
The early identification of significant social–emotional needs is paramount to mitigating later emotional and behavioral challenges. Little is known about how initial evaluation teams assess and determine eligibility for young children who present with social–emotional difficulties. This session will present findings of a state-wide survey on how initial evaluation teams assess and make decisions when children have social–emotional delays or disabilities. Discussion will focus on the implications of study findings for school psychologists.
02/15/2022 11:00 AM 11:50 AM
PA058 Tuesday, February 15 Bibliotherapy: Exploratory Study on Strengthening Social–Emotional Learning With Books [D]
Bibliotherapy is a psychosocial intervention that uses reading to produce affective changes and to promote emotional growth and development. Bibliotherapy can be used to provide insight, promote the discussion of feelings, demonstrate new attitudes and values, show that others have similar problems, and demonstrate solutions to problems (Kanewischer, 2013). This paper presentation describes a research project that investigated variables affecting the use of bibliotherapy in schools. Suggestions for practitioners using bibliotherapy will be explored.
02/15/2022 11:00 AM 11:50 AM
PA059 Tuesday, February 15 High-Achieving Schools Connote Risks for Adolescents: Directions for Intervention
Students in high-achieving schools, those with test scores in the top third of schools, are more likely to report higher levels of clinically significant anxiety and depression than students nationally. In this session, we will explore a conceptual model to understand the factors contributing to this issue and discuss best practices that schools have used to promote student resilience and improve connection between members of the school community.
02/15/2022 11:00 AM 11:50 AM
PC020 Tuesday, February 15 Bilingual School Psychology: A Medley of Training Experiences [D]
The purpose of this practitioner conversation is to discuss the multifaceted role of the bilingual school psychologist. Content will focus on the assortment of definitions surrounding the responsibilities, expertise, and acceptable training standards of individuals who identify with this title. Additionally, the state of heterogeneous competencies and experiences expected of bilingual school psychologists will be discussed. Attendees will benefit from sharing common challenges and strategies to implement in bilingual school psychology training opportunities.
02/15/2022 11:00 AM 11:50 AM
PA078 Tuesday, February 15 Is Social Validity an Afterthought in School Psychology Research?
This study investigates the practice and application of social validity assessments in single-case design studies within the field of school psychology. This review will systematically explore the scientific rigor of social validity measurement methods, the prevalence of assessing total construct social validity (i.e., goals, procedures, and outcomes), and the extent to which social validity findings are integrated with visual analyses to form conclusions about interventions. Implications for school psychology research and practice will be discussed.
02/15/2022 11:00 AM 11:50 AM
PC005 Tuesday, February 15 Addressing Teacher Buy-In: The Key to Systems Change [D]
Infusing schools with innovative, exciting, evidence-based practices requires teacher buy-in. A variety of factors influence this buy-in, and they must be considered if new initiatives stand a chance to succeed. Some research offers guidance and a jumping-off point for a rich discussion in which participants will consider ways that school psychologists, as consultants, can help break down barriers to meaningful progress.
02/15/2022 11:00 AM 11:50 AM
PA004 Tuesday, February 15 Promoting Self-Advocacy in Special Education Students
The purpose of this presentation is to inform the practice of school psychologists and other educators on the importance of self-advocacy. This presentation will discuss the benefits of teaching self-advocacy and some strategies attendees can use. Attendees will benefit by understanding the importance of this topic and how they can implement strategies that will benefit the students they serve.
02/15/2022 11:00 AM 11:50 AM
PA378 Tuesday, February 15 Supporting Writing Skills Through Understanding Elementary School Instructional Practices
Writing is an essential skill for school-age children; however, writing is often a neglected skill in public schools. Although teachers serve a crucial role in strengthening this skill, ineffective instructional practices negatively affect its development. The purpose of this project is to examine elementary teachers’ instructional writing practices in the United States and provide a broad portrait of writing practices. Implications for teachers and school psychologists will be discussed.
02/15/2022 11:00 AM 11:50 AM
PA275 Tuesday, February 15 Graduate Student Perspectives on Multicultural and Social Justice Training [D]
With the rapidly increasing racial and ethnic diversity of the school-age population and the persistent presence of racial and ethnic education disparities, school psychologists must be prepared to engage in culturally responsive and socially just practices. The purpose of this session is to present graduate students’ perspectives on the current state of multicultural and social justice training and provide recommendations for creating program environments supportive of graduate students’ social justice development.
02/15/2022 11:00 AM 11:50 AM
PA319 Tuesday, February 15 The Effectiveness of Incremental Rehearsal and Implications for Schools
We will summarize the results of a review and meta-analysis of the research on incremental rehearsal (IR). IR has been widely researched and been found to be effective overall. However, IR is an intensive intervention, with some researchers questioning its efficiency. We will report the results of an update review and meta-analysis of the IR research, emphasizing its effectiveness, efficiency, and the potential utility of modifications to enhance effectiveness or efficiency.
02/15/2022 11:00 AM 11:50 AM
IG016 Tuesday, February 15 Future Faculty Interest Group Networking Session
Connect and network with those interested in becoming future faculty in this Future Faculty Interest Group Networking Session.
02/15/2022 11:00 AM 11:50 AM
SY014 Tuesday, February 15 Instructional Consultation: Supporting Teachers With the Skill by Treatment Interaction
The skill-by-treatment interaction is an evidence-based approach for increasing student achievement yet is elusive for many teachers without the support of researchers. School psychologists can fulfill this role via consultation. Instructional Consultation (IC), due to its inclusion of Instructional Assessment (IA), is particularly well-suited for supporting teachers with creating a skill-by-treatment interaction. This symposium presents an overview of the IC model, instructional match, and reading IA, including three reading case study examples.
02/15/2022 11:30 AM 12:50 PM
SY023 Tuesday, February 15 From the Grounds Up: Tier 1 Interventions for Emergent Bilinguals [D]
Emergent Bilingual (EB) students bring a wealth of linguistic and cultural capital into our schools. Unfortunately, there is a lack of culturally and linguistically responsive school-based Tier 1 interventions. The purpose of this symposium is (1) to provide practitioners with information on the current research around Tier 1 intervention for EB students and (2) to report the findings of how to implement culturally and linguistically responsive school-based Tier 1 intervention for EB students.
02/15/2022 11:30 AM 12:50 PM
PA346 Tuesday, February 15 WPPSI-IV and WJ IV ECAD: A Comparison Study [D]
The current presentation examines the relationship between young children’s cognitive scores on the WJ IV ECAD and the WPPSI-IV. Preliminary data revealed a strong positive correlation between the WPPSI-IV FSIQ and the WJ IV ECAD GIA. However, the WJ IV ECAD GIA scores were generally higher than WPPSI-IV FSIQ. Practitioners will become better versed with the WJ IV ECAD and participate in a discussion of the instruments' strengths and weaknesses.
02/15/2022 12:00 PM 12:50 PM
PA165 Tuesday, February 15 Electronically Delivered Implementation Supports to Promote Treatment Fidelity: A Research Synthesis
When monitoring and promoting educators’ treatment fidelity, school psychologists might offer implementation support. Often this is done in a face-to-face contact, but several research studies have investigated whether providing the support electronically (via email, video conferencing, etc.) is more efficient and whether to offer the support from a distance. This presentation will review and synthesize single-case design studies that examine electronically delivered implementation supports (EDIS) on school personnel’s treatment fidelity. Research and school-based implications will be discussed.
02/15/2022 12:00 PM 12:50 PM
MS146 Tuesday, February 15 Best Practice in Nondiscriminatory Assessment [D]
NASP’s principles and ethical standards dictate that all evaluations be fair and equitable. The purpose of this workshop is to present a revised and accessible framework for nondiscriminatory assessment that remains practical but effectively addresses validity concerns that commonly undermine fairness. The framework can be employed by all school psychologists, regardless of current competencies or skill, and can be placed immediately into practice.
02/15/2022 12:00 PM 1:50 PM
PA131 Tuesday, February 15 Clinical Judgment and Specific Learning Disability Classification Accuracy
One of the most prevalent methods of specific learning disability (SLD) identification is the dual discrepancy/consistency (DD/C) patterns of strengths and weaknesses (PSW) approach. Its proponents contend that it is highly effective in practice when combined with comprehensive assessment data using clinical judgment. This study is the first to examine whether the interpretation of other assessment data in conjunction with DD/C PSW analyses of cognitive and achievement test scores improves SLD identification accuracy.
02/15/2022 12:00 PM 12:50 PM
MS021 Tuesday, February 15 Goodbye, Special Education; Hello, Academic Support
How are struggling students who have not qualified for special education receiving the support they need? A comprehensive academic support program can fulfill the need to assist all struggling students in an inclusive and individualized manner. Learn how to develop and implement an academic support program from scratch that focuses on academic coaching, teacher consultation, and data collection. Be able to implement several strategies and interventions for supporting all students with academic concerns.
02/15/2022 12:00 PM 1:50 PM
PA012 Tuesday, February 15 Guidelines for Adapting Mindfulness-Based School Interventions With Underserved Youth [D]
In this session, we will provide guidelines to help practicing clinicians successfully adapt and implement mindfulness-based school interventions (MBSIs) with underserved youth. First, we offer recommendations for clinicians to enhance underserved youth's engagement with MBSIs. Next, we give an overview of implementation approaches that clinicians could use for increasing access to mindfulness-based interventions in school settings. We discuss strategies clinicians might use when working with teachers to effectively implement MBSIs with underserved youth in their classrooms.
02/15/2022 12:00 PM 12:50 PM
PA121 Tuesday, February 15 Co-occurring ASD and ADHD: Identification Considerations for School-Based Interdisciplinary Collaboration
Autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) are two common neurodevelopmental disorders typically identified in childhood and adolescence. Both are increasingly prevalent, and co-occurrence is common. This may complicate both disability identification and eligibility determination necessary for school-based supports and services in either special or general education. This presentation gives an overview of challenges associated with co-occurring ASD and ADHD and offers empirically supported best practices for school psychologists to address student needs collaboratively within interdisciplinary teams.
02/15/2022 12:00 PM 12:50 PM
PC006 Tuesday, February 15 Shaping Group Dynamics to Create Safe and Supportive Classrooms [D]
Some strategies can be applied intentionally to affect the interpersonal social dynamics in a classroom and lead to such outcomes as a decrease in student victimization, an increase in positive relationships, and an appreciation of diversity. Participants will learn how school psychologists can help teachers harness the power they have to make a positive impact on peer ecology and classroom climate.
02/15/2022 12:00 PM 12:50 PM
MS024 Tuesday, February 15 Early Identification of Dyslexia [CANCELLED]
MS024: Early Identification of Dyslexia [CANCELLED]
Tuesday, February 15, 2022
12:00 PM—1:50 PM
This session begins by discussing dyslexia definitions and characteristics, followed by identification of the neurocognitive correlates. The session emphasizes assessment of orthographic processing, along with recommendations for screening and testing young children for dyslexia. We also review recently published measures designed for dyslexia and orthographic processing assessment, along with some validity evidence for these new measures. Case studies will be used to illustrate best practices in the early identification of dyslexia.
02/15/2022 12:00 PM 1:50 PM
MS028 Tuesday, February 15 Collaborative IEP Meetings: Using Effective Facilitative Skills for Successful Outcomes
This mini-skills session will share effective communication techniques, useful tips, and visual tools to assist in the facilitation of IEP meetings. Because school psychologists demonstrate unique skills in consultation and collaboration, it is vital that these strategies are used to support meaningful, productive student outcomes and maintain healthy relationships with all participants. This session is appropriate for practitioners in every career stage who want to learn innovative implementation practices for successful evaluation and eligibility meetings.
02/15/2022 12:00 PM 1:50 PM
MS167 Tuesday, February 15 Dear School Psychologist: Your Role in the Massachusetts Dyslexia Guidelines [D]
School psychologists will be key members of the school teams designated to implement new policies and practices in the early identification and targeted instruction of students at risk for dyslexia. Learn what the new guidelines do and don't ask schools to do. Identify next steps for implementing the guidelines in your school and improving reading outcomes for all students. This workshop is designed for school psychologists working at all grade levels in Massachusetts.
02/15/2022 12:00 PM 1:50 PM
MS019 Tuesday, February 15 Effective School-Based Evaluation of Autism Spectrum Disorder [D]
Participants of this mini-skills session will learn the essential components of ASD evaluations, including which assessment procedures do not always need to be included. Tools used in the presenters' practice will be shared, analyzed, and discussed. Through discussion and practice, participants will reflect on their own processes and learn new strategies for conducting evidence-based evaluations of students suspected of having ASD.
02/15/2022 12:00 PM 1:50 PM
PC021 Tuesday, February 15 Considerations for Multicultural Supervision of International Supervisees [EC] [GS] [D]
The need for multicultural supervision for international school psychology students has increased as this population expands over time. Although there are existing approaches to supervision for the general population of school psychologists, international trainees are a unique group that deserves culturally sensitive training to prepare for future clinical practices working with diverse students and families. This session welcomes practitioners, educators, and trainees to share their thoughts about multicultural supervision for international students.
02/15/2022 12:00 PM 12:50 PM
IG018 Tuesday, February 15 Autism Issues—Assessment, Intervention, and Support Interest Group Networking Session
This is an Interest Group discussion to bring issues to and generate directions for progress among school psychologists who support students with autism.
02/15/2022 12:00 PM 12:50 PM
PA416 Tuesday, February 15 The Association Between Academics and Behavior: A Longitudinal Cross-Lagged Analysis [D]
Given the high rates of academic and behavioral problems for school-age children, more research over time is needed to investigate the bidirectional associations between behavioral–emotional problems and reading achievement. This presentation will discuss the results of a research study that examined the relationship between English language arts achievement and behavioral and emotional risk with a sample of predominantly culturally and linguistically diverse students. Practitioners will learn how they can minimize negative trajectories through early identification and intervention.
02/15/2022 12:00 PM 12:50 PM
PA273 Tuesday, February 15 Beyond BICS and CALP: Preparing Our Schools for Bilingual Learners [D]
How do we leverage multitiered systems of support to support our bilingual learners at kindergarten entry? BICS and CALP are a good starting point to understand bilingual learners’ academic needs, but they aren’t enough. This presentation will provide an assets-focused way of preparing schools to meet incoming bilingual kindergartners’ needs. Participants will understand the limitations of BICS and CALP and identify how to effectively support bilingual kindergartners and promote academic success.
02/15/2022 12:00 PM 12:50 PM
MS145 Tuesday, February 15 Implementation Is Hard: PBIS in Early Childhood Programs [D]
Effective implementation of positive behavioral interventions and supports (PBIS) leads to beneficial outcomes for children in early childhood settings. This case study involves 13 Early Head Start and Head Start sites as they actualize the Pyramid Model (PBIS framework for early childhood). This multiyear implementation process focuses on a team of mental health professionals (including graduate students in school psychology and applied behavior analysis) assisting practitioners to deepen understanding, improve service delivery, and ensure an effective system-wide approach.
02/15/2022 12:00 PM 1:50 PM
PA249 Tuesday, February 15 Exploring Rater Effects for Direct Behavior Ratings and Multi-item Scales
Although indirect measures are common, they are often affected by idiosyncratic rater perspectives. Yet comprehensive analysis of these rater effects lags in social and behavioral progress monitoring. Thus, the pupose of this study was to use generalizability theory and many-facet Rasch measurement to evaluate rater effects on two Direct Behavior Rating Multi-Item Scales (DBR-MIS) in a sample of 126 second- through fifth-grade students. Results indicated problematic rater effects but also pointed to avenues for future improvement.
02/15/2022 12:00 PM 12:50 PM
MS148 Tuesday, February 15 Understanding and Supporting Students With Posttreatment Lyme Disease Syndrome
Cases of posttreatment Lyme disease syndrome (PTLDS) are on the rise because of global environmental changes, yet education about the disease is lacking, particularly among school psychologists. Participants will learn the neuropsychological, social–emotional, and physical impact of PTLDS and its implications on educating and evaluating students with the disease.
02/15/2022 12:00 PM 1:50 PM
PA369 Tuesday, February 15 Perspectives From Practitioners: The Impact of Culture on Autism Evaluations [EC] [GS] [D]
There is limited research and training opportunities surrounding ASD assessment with culturally and linguistically minoritized (CLM) populations. This may result in challenges for school psychologists who conduct evaluations in schools with CLM students. The purpose of the presentation is to discuss findings from a study that explores perspectives from practicing school psychologists’ on how culture affects autism evaluations with CLM student populations. Implications specific to practice, research, and training will be discussed.
02/15/2022 12:00 PM 12:50 PM
MS154 Tuesday, February 15 Multidisciplinary Reports That Get Read: Efficient and Useful Evaluation Reports
Consumer-friendly evaluation reports allow for increased readability and usefulness for data-based decision making. Participants will learn practical tips and strategies for making student reports more consumer-friendly and useful. Participants are encouraged to bring an electronic or paper copy of a recent report or template to engage in real-time application of strategies learned. Resources and strategies will also be shared to support participants to engage in planning with other disciplines in their local settings.
02/15/2022 12:00 PM 1:50 PM
PA337 Tuesday, February 15 Helping Teachers Prevent and Manage Off-Task Student Behavior [CANCELLED]
PA337: Helping Teachers Prevent and Manage Off-Task Student Behavior [CANCELLED]
Tuesday, February 15, 2022
12:00 PM—12:50 PM
This overview of carefully vetted research-based interventions will provide participants with a variety of strategies to help teachers effectively manage students who are noncompliant, demonstrate difficulty initiating tasks, and fail to remain engaged long enough to complete classroom assignments. Implications associated with social validity and applications across multiple tiers of support will be discussed.
02/15/2022 12:00 PM 12:50 PM
PA370 Tuesday, February 15 Training Teachers to Support Students With Autism Spectrum Disorder [D]
To support positive academic, social, and adaptive outcomes for students with autism spectrum disorder (ASD), it is important for teachers to implement evidence-based practices (EBPs) with sufficient treatment integrity. This study presents results of a systematic review of the literature focusing on training teachers to implement EBPs with students with ASD. Session attendees will learn about various EBPs and about different training practices for supporting teachers’ implementation of EBPs.
02/15/2022 1:00 PM 1:50 PM
PA387 Tuesday, February 15 Supporting Teachers Vulnerable to Stress: Assessment and Intervention
Teaching is a highly stressful profession, and subgroups of teachers, such as early career teachers or teachers in underresourced settings, may be uniquely vulnerable to stress. This paper will examine responses from teachers on the Teacher Stress Inventory (TSI) to examine whether teachers in vulnerable groups vary in their reporting of stress and whether the TSI is psychometrically sound to assess these subgroups. Presenters will then share a case study on a successful stress intervention program.
02/15/2022 1:00 PM 1:50 PM
PA272 Tuesday, February 15 OCD and Tic Disorders: Relevance for School Psychologists [D]
This presentation will inform practice by discussing the etiology and behavioral manifestations of OCD and tic disorders, comorbities, and the implication for learning and classroom behavior. The presentation will review assessment tools as well as consultative, behavioral, and counseling interventions for students.
02/15/2022 1:00 PM 1:50 PM
PA311 Tuesday, February 15 Catalyzing Posttraumatic Growth Outcomes in Our School Psychology Workforce [D]
Practitioners, trainers, administrators, and students will learn current research findings about the high prevalence of burnout and distress tolerance among school psychologists in this pandemic era. This session will highlight data-based strategies to catalyze healing and posttraumatic growth outcomes that will preserve and expand a strong, high-quality, and diverse postpandemic school psychology workforce.
02/15/2022 1:00 PM 1:50 PM
PA404 Tuesday, February 15 A Meta-Analysis of Parental Social Support and Depression in Youth
Adolescent depression is a serious psychological disorder experienced by many youth. This session summarizes an exploration of potential protective factors, such as parental social support, and the results of a meta-analysis investigating the relationship between parental social support and depression in children and adolescents. Findings indicate the importance of social support from parents in the lives of youth. Strategies to help foster supportive parent–child relationships and build strong family–school partnerships will be emphasized.
02/15/2022 1:00 PM 1:50 PM
PA445 Tuesday, February 15 Reconceptualizing School Safety for Black Students [D]
For Black students and other marginalized students, the school environment is often physically and emotionally unsafe, and they are targeted by anti-Black policies and practices, ultimately producing inequitable outcomes. In this presentation, we will discuss the school-based experiences of Black students in American schools with a particular focus on Black students’ physical and emotional safety. Practitioners will learn how to establish safe, affirming, and culturally relevant educational spaces for Black students.
02/15/2022 1:00 PM 1:50 PM
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
MT008 Tuesday, February 15 NASP Graduate Student Committee Meeting
The annual Graduate Student Committee Meeting is to be attended by committee members and affiliated NASP personnel only.
02/15/2022 1:00 PM 2:50 PM
PC008 Tuesday, February 15 Can Computers Replace School Psychologists? An Analysis of Tech-Based Tools
The field of school psychology has seen the gradual implementation of technology in day-to-day practice. The use of technology independent of human support is in its nascency among school psychologists, but the development of these types of tools continues at a rapid pace. This paper discusses self-driven technological options, both current and developing, for school psychologists to use in assessment, consultation, and counseling.
02/15/2022 1:00 PM 1:50 PM
SY001 Tuesday, February 15 Growing Your Mind-Body Health Toolkit: Exploration of Eleven MBH Interventions [D]
The purpose of this symposium is to explore a team-based interdisciplinary and integrative framework for promoting student wellness. Eleven mind-body health interventions will be reviewed highlighting applications to various school, clinical, and community-based settings. Educational learning technologies will be explored with particular attention paid to applications that improve communication between professionals, clients, and families in an effort to remove barriers, thus providing access to and compliance with academic systems and protocols.
02/15/2022 1:00 PM 2:20 PM
PA148 Tuesday, February 15 Rendered Invisible: Mental Health Needs of Asian American Students [D]
This comprehensive systematic review aims to make visible the mental health needs among Asian American students. Initial searches were conducted to identify the prevalence and treatment of mental health problems as well as identify barriers and facilitators for accessing appropriate services. This review will supply researchers and practitioners with current and comprehensive knowledge for identifying and supporting Asian American students, whose mental health needs may go undetected because of their “model minority” status.
02/15/2022 1:00 PM 1:50 PM
PC023 Tuesday, February 15 Making MTSS Work in Rural School Districts
School psychologists in rural settings encounter unique challenges to implementing multitiered systems of supports (MTSS). A case example will be reviewed highlighting the MTSS leadership efforts of school psychologists in a North Florida rural district aimed at reducing high referral rates and increasing the use of evidence-based interventions and collaborative problem solving. Barriers, facilitators, results, and lessons learned will be discussed. Practitioners will learn strategies to promote systems-level change and improve MTSS implementation.
02/15/2022 1:00 PM 1:50 PM
PA161 Tuesday, February 15 Dyslexia Screeners: The Good, the Bad, and the Ugly [D]
The increase in dyslexia legislation has resulted in the prevalence of brief behavior rating scales for identifying students at risk for severe reading problems. Are these scales effective in identifying at-risk youth? What are strengths and limitations of these measures? This presentation will provide a review and critical appraisal of brief rating scales and their utility for dyslexia screening. Best practices for using dyslexia screeners within the context of MTSS will also be addressed.
02/15/2022 1:00 PM 1:50 PM
SY025 Tuesday, February 15 Expand Social-Emotional Learning Assessments to See the Whole Social-Emotional Child
To effectively implement social-emotional learning (SEL) programs, schools need expanded assessments that measure the whole range of social-emotional functioning including SEL strengths and emotional behavior concerns. This symposium will describe the importance of screening all children annually for both desired SEL skills and undesired emotional behavior concerns, introduce a set of measures designed to facilitate this goal, and illustrate with case examples how a comprehensive, multi-informant SEL and emotional behavior concern screening can be implemented.
02/15/2022 1:00 PM 2:20 PM
PA222 Tuesday, February 15 Enacting Antiracism in the Journal of School Psychology [D]
This presentation will describe the efforts of a committee within the Journal of School Psychology to implement policies and practices to promote antiracist scholarship within the field of school psychology. These efforts are focused in four major areas: (a) the structure of the journal and the guidance provided to authors, (b) journal personnel, (c) accountability of the journal, and (d) engagement in effective communication.
02/15/2022 1:00 PM 1:50 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
MT014 Tuesday, February 15 Mental Health Grantee Discussion 02/15/2022 2:00 PM 2:50 PM
MS184 Tuesday, February 15 Anyone Can Self-Monitor: Bringing Systematic Self-Monitoring to Schools
This practical and interactive session will provide school psychologists an opportunity to learn the benefits of implementing well-defined, systematic self-monitoring interventions within school settings. Together, this mini-session will explore peer-reviewed research while unpacking the who, what, when, where, why, and how of effective self-management interventions. School psychologists attending this session will be provided with additional user-friendly tools to support students demonstrating behavioral needs within the classroom.
02/15/2022 2:00 PM 3:50 PM
PA478 Tuesday, February 15 School Psychologists as Change Makers for Culturally Responsive Behavioral Parent Training [D]
The need for accessible culturally responsive behavioral parent training (BPT) has been widely recognized across multiple fields of psychology. Despite years of research supporting BPT—and showing that access for minoritized families needing behavioral health services face systemic barriers—little progress has been made to integrate culturally responsive BPT into school-based service delivery. This presentation will discuss the efforts made through a school–university–community collaboration to provide effective, sustainable, and acceptable multitiered behavioral parent training within two public school districts.
02/15/2022 2:00 PM 2:50 PM
SE001 Tuesday, February 15 American Red Cross Disaster Mental Health Services Introduction
The American Red Cross and NASP are cosponsoring an interactive 90-minute session, Disaster Mental Health Services Introduction, during the convention. This course is a prerequisite for participants who would like to become Red Cross Disaster Mental Health volunteers. After completing this course, prospective volunteers must connect with their Red Cross chapter to be brought aboard as volunteers. They can then take Disaster Mental Health Fundamentals, a two-part course offered online (part one) and in person (part two). Attendees of this session will be awarded certificates to document their completion of the session. This session is sponsored by the Convention Committee. Preregistration and a $10 materials and processing fee are required.
02/15/2022 2:00 PM 3:30 PM
PA403 Tuesday, February 15 Legal Requirements for Intervention Fidelity in Psychoeducational Reports
Is there a legal requirement in your state or district that intervention fidelity be reported in your psychological report? What percentage of practitioners actually do report intervention fidelity? How should it be reported? This session will provide the answers and say when fidelity is commonly measured in a MTSS improvement model.
02/15/2022 2:00 PM 2:50 PM
MS171 Tuesday, February 15 Segregation of Latinx Within the Special Education in California Today [D]
Segregation has been an area of concern throughout history in special education. Latinx students make up 57% of children with disabilities in the state of California. This session will teach participants about strategies we can implement to reduce this number.
02/15/2022 2:00 PM 3:50 PM
MS121 Tuesday, February 15 Evaluating Deaf and Hard-of-Hearing Learners in Mainstream Settings [D]
Students with communicatively significant hearing loss increasingly attend regular classrooms, and many are referred for assessment. Myriad additional risk and resilience factors become important that are not a typical part of evaluations with hearing students, and assessment tools and methods may require accommodations and modifications. This practical skills workshop will help prepare practitioners to evaluate students who are deaf or hard of hearing and to know when to seek further consultation.
02/15/2022 2:00 PM 3:50 PM
PA322 Tuesday, February 15 Influencing Implicit Bias in Classroom Decisions [D]
When identifying students at risk for social–emotional challenges, it is important for teachers to be aware of their own implicit biases. Formed through our experiences, implicit biases influence our thoughts and behaviors, and for this reason, teachers may benefit from receiving training in this area. This presentation will provide information on the existing literature on implicit bias training, as well as the impact of priming on student outcomes. Implications and future directions will be discussed.
02/15/2022 2:00 PM 2:50 PM
MS128 Tuesday, February 15 Using Mindfulness to Improve Well-Being and Reduce Burnout in Schools
Burnout is a pervasive problem among school professionals. Participants will learn foundational well-being concepts and practice mindfulness skills. The dual-factor model of mental health—eudaimonic and hedonic well-being—and positive effects of mindfulness on well-being and burnout reduction will be reviewed using lessons based on the Mindfulness Ambassador Program (MAP). The program is an opportunity to propagate benefits of mindfulness to improve the well-being of school communities.
02/15/2022 2:00 PM 3:50 PM
MS129 Tuesday, February 15 Writing Meaningful and Measurable IEP Goals and Objectives
Writing IEP goals and objectives that are meaningful and measurable can be a daunting task. In this session, participants will learn a failsafe formula that will streamline goal and objective development while maintaining the individualization that is necessary in IEPs. Learn to work smarter, not harder, when developing goals for social–emotional and behavioral skills.
02/15/2022 2:00 PM 3:50 PM
PA434 Tuesday, February 15 Improving, Sustaining, and Scaling Up Teachers' Data-Based Decision Making in Reading
Data-based decision making (DBDM) is widely accepted as sound educational practice, but schools struggle to synthesize data to improve reading instruction. Tools employed in a state-wide reading reform initiative to support DBDM and efforts to scale up and sustain these tools within an online application will be showcased. We will share research on how reliably teachers assign an instructional focus using this application, along with usability, feasibility, and user satisfaction survey results.
02/15/2022 2:00 PM 2:50 PM
PA382 Tuesday, February 15 Strategies for Addressing Anxiety and Depression in Schools Post-COVID-19 [EC]
This presentation will review results of a study conducted during COVID-19, about anxiety and depression symptoms for elementary, middle, and high school students and correlating parenting and gender factors. Strategies for effectively counseling and reintegrating students with anxiety and depression upon return to in-person classes will be discussed. Particular attention will be given to how school practitioners may structure these supports within a multitiered systems of support model.
02/15/2022 2:00 PM 2:50 PM
PA228 Tuesday, February 15 Understanding General Educators' Preferences for Addressing Disruptive Classroom Behavior
Research is not likely to diffuse to practice without explicit effort and design (Rogers, 2003). The current study evaluated the considerations of general educators when selecting intervention plans for behavior challenges within their classroom. Preferences were evaluated using a discrete-choice experiment in which teachers chose between different profiles of behavior intervention plans. Attendees will learn how general educators make decisions about classroom management strategies and corresponding implications for the current landscape of behavior intervention materials.
02/15/2022 2:00 PM 2:50 PM
PA200 Tuesday, February 15 Supporting Teachers; Mental Health Through School-Wide Positive Psychology Practices
Teachers are natural collaborators in school psychologists’ work with students, and thus their well-being and their knowledge of how to support mental health are very important. This presentation describes a professional development series structured under the PERMA-H model that addresses teacher well-being using positive psychology interventions. Progress monitoring and acceptability data from 76 elementary school teachers provides insight into the impact of the series and future initiatives targeting mental health supports for teachers.
02/15/2022 2:00 PM 2:50 PM
PA175 Tuesday, February 15 The Role of Bilingual School Psychologists in Early Childhood Settings [D]
Bilingual school psychologists aim to provide culturally and linguistically appropriate services that ensure nondiscriminatory practices. The increase of English language learners in early childhood settings highlights the need for early intervention services; however, the practice of bilingual school psychology in early childhood settings is not well known. This session will investigate results from a national survey examining the practices and needs of bilingual school psychologists in early childhood settings and outline implications for future research, practice, and graduate preparation.
02/15/2022 2:00 PM 2:50 PM
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