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2008 NASP Convention Workshops
For more complete information, please refer to your preliminary program.
Workshop 01: PREPaRE: Crisis Intervention and Recovery
Stephen E. Brock, PhD, NCSP, California State University, Sacramento; Theodore A. Feinberg, EdD, NCSP, NASP,
Bethesda, MD; Shane R. Jimerson, PhD, NCSP, University of California, Santa Barbara; Richard A. Lieberman, MA,
NCSP, Los Angeles Unified School District, CA; Amanda B. Nickerson, PhD, NCSP, State University of New York at
Albany; Melissa A. Reeves, PhD, NCSP, Winthrop University, Rock Hill, SC
Wednesday, February 6, 2008, 10:00 a.m.–7:00 p.m.; Thursday, February 7, 2008, 8:00 a.m.–12:00 p.m. and 3:00–7:00 p.m.
This 2-day workshop reviews the crisis intervention and recovery element of the PREPaRE curriculum.
Specifically, the workshop is designed to provide school-based mental health professionals with the knowledge
and initial skills needed to meet the immediate needs of students and staff following a school-associated
crisis event. The PREPaRE model suggests that, as members of a school crisis team, school-based mental health
professionals must be involved in a hierarchical and sequential set of activities, preventing and preparing for
psychological traumas, helping to reaffirm the physical health of members of the school community and
students’ perceptions that they are safe and secure, evaluating the degree of psychological trauma, responding
to the psychological needs of members of the school community, and examining the effectiveness of school
crisis intervention and recovery efforts.
Workshop 02: Problem Solving/RTI at the Secondary Level
Mark R. Shinn, PhD, National-Louis University, Skokie, IL; Madi Phillips, PhD, Northern Suburban Special
Education District, Highland Park, IL
Wednesday, February 6, 2008, 12:00 a.m.–7:00 p.m.; Thursday, February 7, 2008, 8:00–10:00 a.m. and 2:00–7:00 p.m.
Implementation of response to intervention within a problem-solving model focuses on the elementary level.
However, when implemented at the secondary level, problem solving is targeted to more carefully align services
to the needs of students. In particular, it provides targeted interventions either for students with severe basic
skill deficits or for those who need content-area instructional support. This workshop provides applications
that help identify students’ academic needs (e.g., curriculum-based measurement) and presents effective secondary reading
interventions that improve achievement in a three-tier problem-solving model. The workshop also addresses strategies for shifting
service delivery models and the role of school psychologists.
Workshop 03: Using Systems-Change Techniques to Implement RTI in Your District
Michael J. Curtis, PhD, NCSP, and José Castillo, University of South Florida, Tampa; Rachel M. Cohen, PhD, North
Shore School District, Highland Park, IL
Wednesday, February 6, 2008 12:00–7:00 p.m.
Many school psychologists are interested in problem solving and response to intervention (PS/RTI) as a
framework for achieving better outcomes for students. However, movement to a PS/RTI service delivery model
represents a major systems change. This workshop is intended to familiarize school psychologists with
important principles and strategies they can use to promote PS/RTI in their schools. Participants will be asked
to identify barriers to implementing PS/RTI in their schools. They also will participate in planning and problemsolving
activities to develop strategies they can use when they return to work.
Workshop 04: Cognitive Processing Approach to Learning Disabilities
Jack A. Naglieri, PhD, George Mason University, Fairfax, VA
Sponsored by Pro-Ed
Wednesday, February 6, 2008 12:00–7:00 p.m.
The IDEA 2004 Reauthorization no longer requires a discrepancy for identification of specific learning disability (SLD). Although the
RTI approach is a regular education initiative that may be used as part of the eligibility determination, it is in itself insufficient for
eligibility determination. Because SLD is defined as “a disorder in one or more of the basic psychological processes,” those
processes must be measured. This workshop examines the utility and value of RTI and of eligibility assessment of basic
psychological processes. The workshop also reviews evidence that assessment of PASS cognitive processes has value in SLD
identification, intervention design, and fair assessment.
Workshop 05: Helping Older Struggling Readers
Debra Berlin, Broward County Schools, Fort Lauderdale, FL
Wednesday, February 6, 2008 2:00–7:00 p.m.
Many secondary students are struggling students because they are struggling readers. The good news is that we know everything
there is to know about how to teach every child how to read and how to read well. This session explores the latest research and
issues of adolescent literacy and what all schools should know and do to help raise reading achievement for all learners, including
special needs students and second language learners. Participants will learn that by using researched best instructional practices,
student data, standards, and an instructional focused plan, reading achievement and high-stake test scores can soar.
Workshop 06: The Use of Cognitive–Behavioral Therapy in the Schools
William A. Blank, PsyD, Westport Public Schools, Westport, CT
Wednesday, February 6, 2008 2:00–7:00 p.m.
Cognitive–behavioral therapy (CBT) is a type of short-term therapy that emphasizes the interconnectedness of situations or
events, thoughts, feelings, behaviors, and physical sensations in the body. It frequently aims to help people change unwanted or
problematic behaviors and feel better emotionally (and often physically) by helping them change the way they think about things.
People (especially children) often “catastrophize,” or create a catastrophe out of a merely unpleasant or unsatisfying situation.
This workshop introduces the use of CBT techniques to beginners and professionals with little CBT experience, examines various
models of CBT, and discusses its effective use in schools.
Workshop 07: The New Differential Ability Scales, 2nd Edition (DAS-II)
Colin D. Elliott, PhD, University of California, Santa Barbara; Ronald P. Dumont, Fairleigh Dickinson University,
Unadilla, NY
Sponsored by the Psychological Corporation
Wednesday, February 6, 2008 2:00–7:00 p.m.
This workshop presents changes made to the first edition of the DAS, including new subtests, changes in
materials, and changes to some existing subtests. Technical aspects of the development are presented,
including aspects of reliability and validity. The final structure of the subtests and composites, and their
relation to CHC theory on the structure of abilities, are discussed. Cognitive profiles of children in various
clinical groups are presented, including subgroups of poor readers. The major objective of the workshop is
essentially practical—to prepare participants to be ready to use the DAS-II for cognitive assessment.
Workshop 08: Disproportionality: Viewing At-Risk and Low-SES Students Through a Different Lens
Kristin N. Johnson-Gros, PhD, NCSP, Mississippi State University, Mississippi State, MS
Wednesday, February 6, 2008 2:00–7:00 p.m.
Children who are from low-socioeconomic-status backgrounds or are at-risk academically and behaviorally can present unique
issues and needs. How school systems respond to these challenges has historically been problematic, resulting in significantly high
rates of identification of children with learning disabilities and disproportional representation of minority students in special
education, particularly in rural southern states. Workshop objectives include discussion of (a) developmental and experiential
background as children enter school, (b) practices that schools need to engage in to reduce the discrepancy in special education
programs, and (c) procedures to increase academic and behavioral performance for all students identified as at risk.
Workshop 09: An Introductory Workshop on Assessing and Treating Childhood Depression
Mark A. Reinecke, PhD, ABPP, ACT, Northwestern University, Chicago, IL
Wednesday, February 6, 2008 2:00–7:00 p.m.
Depression during childhood and adolescence is an important clinical concern because it places youth at risk for a range of
academic, social, and emotional difficulties, including suicide. Research indicates that cognitive, social, biological, and
environmental factors interact in placing youth at risk, and that cognitive–behavioral approaches can be useful for preventing and
treating depression. This presentation reviews research on vulnerability for depression and on how cognitive–behavioral principles
can be used to guide treatment. Specific assessment and treatment strategies are discussed. The workshop’s focus is practical,
reviewing empirically supported strategies for effectively assisting youths with major depression.
Workshop 10: Understanding IDEA 2004 and the 2006 Federal Regulations: Issues and Cases
Ann M. Alexander, PhD, JD, Alexander and Associates, Inc., Carson City, NV
Wednesday, February 6, 2008 6:00–9:00 p.m.
Federal regulations implementing IDEA 2004 were issued in August 2006 and became effective in October 2006. Participants will
learn about aspects of the 2006 federal regulations most relevant to the work of school psychologists through a review of
requirements, a discussion of implementation issues, and a presentation of the latest case law interpreting IDEA 2004.
Workshop 11: Ethical Principles for School Psychologists: A Problem-Solving Approach
Leigh D. Armistead, EdD, NCSP, Winthrop University, Rock Hill, SC; Barbara Bole Williams, PhD, NCSP, Rowan
University, Glassboro, NJ; Susan Jacob, PhD, Central Michigan University, Mount Pleasant
Wednesday, February 6, 2008 6:00–9:00 p.m.
The purpose of this workshop is to provide participants with skills and strategies to enable them to use a
problem-solving model to effectively interpret ethical principles in school psychology. This problem-solving
approach can be applied as school psychologists encounter ethical and legal issues in their work settings, with
the goal of avoiding ethical violations and protecting the rights and welfare of children. Using actual cases,
the workshop provides clear examples of behaviors that would comply with standards of appropriate
professional conduct. Instructional strategies include lecture, guided discussion, and interactive practice in
applying the problem-solving model.
Workshop 12: What Every School Psychologist Should Know About Reading Achievement
Debra Berlin, Broward County Schools, Fort Lauderdale, FL
Wednesday, February 6, 2008 6:00–9:00 p.m.
Achievement in reading is essential to school success. This session explores what all school psychologists should know about
the reading-process, the session from early language acquisition through adolescent reading. Using the most recent brain
research, the session examines why students fail to learn to read and the role of schools in preventing reading difficulties and
accelerating reading growth.
Workshop 13: Response-to-Intervention Progress Monitoring: Graphing in Excel for Beginners
Heather L. Curtiss, PhD, University of South Florida, Tampa; Rachel M. Cohen, North Shore School District,
Highland Park, IL
Wednesday, February 6, 2008 6:00–9:00 p.m.
The purpose of this workshop is to teach participants how to graph student data using Microsoft Excel. It
includes an overview of the rationale of graphing, tips for selecting data collection methods, techniques for
graphing and analyzing single case data, and a hands-on practice session. Laptop computers would be useful
but are not necessary. Participants will benefit by obtaining useful data collection and graphing skills that they
can use immediately in their schools to monitor the progress of academic and behavior interventions.
Workshop 14: Working Memory and Academic Learning: Assessment and Intervention
Milton J. Dehn, PhD, NCSP, Schoolhouse Educational Services, LLC, Onalaska, WI
Wednesday, February 6, 2008 6:00–9:00 p.m.
This workshop involves discussion of working memory models and the relationship working memory has with academic learning.
Assessment procedures are reviewed and information provided on the latest working memory batteries. Evidence-based strategies
and interventions for working memory deficits are discussed, along with instructional practices that support working memory
limitations. The objectives of the workshop include describing working memory components and their role in cognitive processing;
identifying the relationships working memory has with reading, mathematics, and written language; explaining how standardized
instruments can be used to assess working memory; and describing effective research-based strategies and interventions for
working memory deficiencies.
Workshop 15: The Homework Trap: A Model for Resolving Chronic Homework Problems
Kenneth Goldberg, PhD, Private Practice, Haddon Heights, NJ; Jay Kuder, EdD, Rowan University, Glassboro, NJ
Wednesday, February 6, 2008 6:00–9:00 p.m.
This workshop addresses the child who is chronically homework noncompliant. Participants will learn about
homework problems from the points of view of behavioral learning, social modeling, systems, and information
processing. Participants will learn how to direct parents to be helpful partners in resolving homework problems
and how to guide teaching staff toward employing effective strategies. Participants will learn specific
modifications to a 504 or IEP and will increase their general skill at consulting with teachers at the earliest
stages of homework problems.
Workshop 16: Curriculum-Based Evaluation: Reading
Michelle K. Hosp, PhD, NCSP, University of Utah, Salt Lake City; Kristen L. MacConnell, PhD, Dynamic
Measurement Group, Eugene, OR
Wednesday, February 6, 2008 6:00–9:00 p.m.
This workshop focuses on applying CBM techniques to a problem-solving model of educational decision
making. The curriculum-based evaluation (CBE) process of inquiry is presented and discussed, followed by a
case study applying CBE strategies and independent practice completed in small groups. Participants will learn
how to use CBM and other data to plan instructional interventions. Content focuses on students in grades 1–5
experiencing academic difficulties in reading. This advanced workshop is intended for practicing school
psychologists and educators who assess student progress or design instructional programs. Participants should
be familiar with CBM.
Workshop 17: Clinical Interviews for Children, Parents, and Teachers
Stephanie H. McConaughy, PhD, NCSP, University of Vermont, Burlington
Wednesday, February 6, 2008 6:00–9:00 p.m.
This workshop addresses clinical interviews for assessing children’s learning, behavioral, and emotional problems. The first half
covers semistructured clinical interviews with children and adolescents. The second half covers parent and teacher interviews.
Videotaped cases illustrate interviewing strategies appropriate for children of different ages and stages of development. The
workshop is appropriate for school psychologists and trainers. Participants will learn how to conduct interviews with children and
adolescents and parents and teachers and how to integrate interview information with other data sources.
Workshop 18: Positive School Psychologists: Promoting Resiliency and Preventing Burnout
David N. Miller, PhD, State University of New York at Albany
Wednesday, February 6, 2008 6:00–9:00 p.m.
This workshop introduces the emerging science of positive psychology and discusses how research findings from this approach may
be useful for enhancing school psychologists’ professional satisfaction and fulfillment. The topics reviewed include gratitude, hope
and optimism, flow, signature strengths, mindfulness, and subjective well-being. A particular emphasis of this workshop is on the
practical applications of these topics for practicing school psychologists. Participants will be exposed to useful, evidence-based
methods that will potentially enhance their level of job satisfaction, promote increased resilience, and prevent burnout.
Workshop 19: Advanced Issues in Assessing and Treating Childhood Depression
Mark A. Reinecke, PhD, ABPP, ACT, Northwestern University, Chicago, IL
Wednesday, February 6, 2008 6:00–9:00 p.m.
Major depression during childhood is an important public health problem. Although cognitive–behavioral therapy can be effective
for treating depressed youth and for reducing suicide risk, a substantial percentage of depressed youth do not respond fully to
treatment and are at risk for relapse. Comorbid internalizing and externalizing behavior problems can complicate treatment, as
can conflict with family members. This workshop discusses strategies for working with these challenging youth. Research on
predictors of treatment outcome is discussed, as are cognitive–behavioral strategies for developing a trusting therapeutic
rapport, working with parents, and assisting impulsive, self-destructive youth.
Workshop 20: Classwide Intervention Within an RTI Framework
Amanda M. VanDerHeyden, PhD, Education Research and Consulting, Inc., Fairhope, AL; Donna Gilbertson, PhD,
Utah State University, Logan
Thursday, February 7, 2008, 8:00–10:00 a.m. and 2:00–7:00 p.m.
An important step in a research-based RTI process (STEEP) is classwide intervention. This presentation provides
the how-to details needed to successfully plan and implement classwide interventions in both reading and
mathematics within the school setting. Participants will learn how to implement, monitor, and base decisions
on intervention data. They will learn intervention protocols for identifying classes in need of intervention,
working with the teacher to prepare for implementation, and monitoring intervention integrity and
effectiveness. Student graphs, various treatment options, and information on obtaining reading and math
probes are provided.
Workshop 21: Advanced Cognitive–Behavioral Treatment for Anxiety Disorders in Youth
Phillip C. Kendall, PhD, ABPP, Temple University, Philadelphia, PA
Thursday, February 7, 2008, 9:00 a.m.–12:00 p.m. and 3:00–6:00 p.m.
Following an overview of the role of cognition in treatment, the presentation considers the features that indicate when anxious
arousal meets the criteria for disorder. The rationale for treating youth anxiety and features of the therapeutic style are
presented. The workshop addresses treatment strategies that are considered to be empirically supported (e.g., coping modeling,
changes in self-talk, exposure tasks) and relevant adjustments to the treatments given difficulties and comorbidities. Sample
sessions (from actual clients on DVD) are viewed and discussed. The workshop concludes with an overview summary of what is
currently known, and not known, about the treatment of anxiety in youth.
Workshop 22: How to Understand and Help Traumatized Children and Adolescents
Joy D. Osofsky, PhD, Louisiana State University Health Sciences Center, New Orleans
Thursday, February 7, 2008, 9:00 a.m.–12:00 p.m. and 3:00–6:00 p.m.
This workshop presents a developmental framework for understanding the effects of traumatic experiences on children of different
ages and on how teachers, counselors, and school psychologists can identify, support, and refer children if needed. Difficult
behaviors and emotions resulting from trauma exposure are discussed. School interventions for working with traumatized children
and adolescents are presented, including “psychological first aid” as an immediate response to school violence or disasters. Issues
of vicarious traumatization and burnout in teachers, counselors, and psychologists are discussed, including strategies for selfcare.
Audience participation is encouraged.
Workshop 23: Evaluating Fidelity of Interventions and RTI Processes: Research to Practice
Jeffery P. Braden, PhD, North Carolina State University, Raleigh
Thursday, February 7, 2008, 9:00 a.m.–12:00 p.m.
Although poor interventions produce poor results, most school psychologists lack objective tools to assess intervention fidelity.
This workshop will help participants evaluate the degree to which interventions are implemented at the student/classroom level
and systems’ capacity to train, support, and deliver academic and behavioral interventions with high fidelity. The procedures in
this workshop come from a meta-analysis of treatment fidelity research and from two large-scale evaluations of intervention
processes: Chicago’s school-based problem-solving model and North Carolina’s problem-solving pilot program. Participants will
have hands-on practice applying research-based intervention fidelity tools to actual cases and live observations.
Workshop 24: The Neuropsychology of Mathematics: Diagnosis and Intervention
Steven G. Feifer, DEd, NCSP, ABSNP, Frederick County Public Schools, Middletown, MD
Thursday, February 7, 2008, 9:00 a.m.–12:00 p.m.
This workshop explores how young children learn and acquire basic mathematical skills from a brain-based educational
perspective. Three primary ways numbers are formatted in the brain are discussed, as well as the central role of language in
expanding on conceptually ordered number sets. In addition, cultural stereotypes regarding gender differences in mathematics are
explored, as well as the relationship between anxiety and mathematical performance. The workshop also explores specific
interventions designed to induce number sense. Participants will be introduced to more efficient ways to diagnose and remediate
math disorders in children.
Workshop 25: Roberts-2: Using the Revision to the Roberts Apperception Test for Children
Glen Roberts, PhD, Glen Roberts Child Study Center, Glendale, CA; Chris Gruber, PhD, Western Psychological
Services, Los Angeles, CA
Sponsored by Western Psychological Services
Thursday, February 7, 2008, 9:00 a.m.–12:00 p.m.
The workshop opens with a brief history of projective test use in the United States and culminates in a
discussion of the Roberts-2. Features of the new edition and the distinction between it and traditional
projective or apperception tests are highlighted. The workshop’s emphasis is to prepare test users for their first
application of the new Roberts-2. Discussion covers the psychological focus of the test cards, proper test
administration procedures, and coding and scale definitions. Participants will practice coding stories from a
real administration. The workshop concludes with a case example showing how Roberts-2 test results are
scored and interpreted.
Workshop 26: Introduction to Positive Behavioral Supports
Jeffrey R. Sprague, University of Oregon, Eugene
Thursday, February 7, 2008, 9:00 a.m.–12:00 p.m.
Educators in today’s schools and classrooms are seeking support and training to adopt and sustain effective and cost-efficient
practices for positive behavior support at school, classroom, and individual student levels. In this session participants will learn to
assess and build a positive, inclusive school culture that is academically effective, achieve success with behaviorally resistant
students, and collaborate with families to make the school safe and inclusive for all students.
Workshop 27: Empowering Learning Through Study Skills and Self-Regulation
Virginia Smith Harvey, PhD, University of Massachusetts–Boston; Louise A. Chickie-Wolfe, PhD, James B. Eads
Elementary School, Munster, IN
Thursday, February 7, 2008, 12:00–3:00 p.m.
This workshop will enable school psychologists to become more proficient, knowledgeable, and successful
problem solvers in situations related to student learning. It combines current research, data-based
interventions, vignettes, and reproducible handouts to enable the school psychologist to help students
determine how they learn best. Participants will learn evidence-based strategies to improve students’ selfregulation
of motivation, affect, behavior, time management, organization, cognitive strategies, memory,
reading, writing, math skills, science learning, performance, and test taking. Participants will leave with
concrete strategies they can implement immediately in their professional practice.
Workshop 28: Resilient Classrooms: Places Where All Children Can Succeed
Beth J. Doll, PhD, University of Nebraska–Lincoln
Thursday, February 7, 2008, 2:00–5:00 p.m.
Children succeed when they are supported by nurturing relationships with adults and peers, and when they are coached in self-regulation and personal autonomy. This workshop shows how to systematically assess and strengthen these supportive
characteristics in classrooms and on school playgrounds, fostering school settings where all children can be successful
academically, socially, and behaviorally. A collaborative, data-based decision-making model is described that engages teachers,
students, and families in playground and classroom improvement.
Workshop 29: Self-Injury: Insights and Testimony
Scott Poland, EdD, Nova Southeastern University, Fort Lauderdale, FL; Richard A. Lieberman, MA, NCSP,
Los Angeles Unified School District, Los Angeles, CA
Thursday, February 7, 2008, 2:00–5:00 p.m.
Self-injury (SI) is a complex behavior separate and distinct from suicide that fulfills a multitude of needs in
adolescents. School psychologists are overwhelmed with referrals of self-injurious students and must stay
current on evidence-based intervention strategies. To raise awareness of the biological, psychological, and
environmental factors that combine to produce SI, this workshop features the testimony of two young women
who founded an SI support group in Tulsa, Oklahoma, and received a National Mental Health Association Award
for their willingness to help others. Participants will leave with strategies to develop school guidelines for
prevention and intervention.
Workshop 30: Practical Solutions for Supporting Students With High-Functioning Autism/Asperger’s Syndrome
Frank J. Sansosti, PhD, NCSP, Kent State University, Kent, OH
Thursday, February 7, 2008, 2:00–5:00 p.m.
As a growing population of students with high-functioning autism (HFA) and Asperger’s syndrome (AS) enter schools, school
psychologists are increasingly called upon to assist with educational planning and support. This workshop will provide participants
with practical solutions for enhancing social, academic, and behavioral outcomes for students with HFA/AS. Specifically, this
workshop offers strategies that are easy to develop and implement but that contribute significantly to the growth of children and
youth with HFA/AS in educational settings. Topics of discussion include teaching academic content, incorporating social goals in
the classroom, and planning for behavioral success.
Workshop 31: Using Case Studies for Evaluating Candidates in School Psychology Programs
Sawyer A. Hunley, PhD, NCSP, University of Dayton, Dayton, OH; Joseph S. Prus, PhD, NCSP, Winthrop University,
Rock Hill, SC; Patti L. Harrison, PhD, NCSP, University of Alabama, Tuscaloosa
Thursday, February 7, 2008, 3:00–6:00 p.m.
Case studies are used in school psychology graduate programs to assess the performance of school psychology
candidates and to demonstrate their impact on P–12 students. This workshop examines the advantages and
disadvantages of case studies as a graduate candidate assessment method, various types of case study
requirements, options for evaluating case studies, and means by which school psychology programs may
aggregate and use data for accountability and improvement. Participants will learn about procedures and
instruments through the presentation, group discussion, and hands-on activities. This workshop is appropriate
for faculty from both NASP-approved and non-NASP-approved graduate programs.
Workshop 32: Implementing Positive Behavioral Supports: Overcoming Challenges
Jeffrey R. Sprague, PhD, University of Oregon, Eugene
Thursday, February 7, 2008, 3:00–6:00 p.m.
This session summarizes the literature on factors that influence adoption, implementation, and maintenance (AIM) of effective
positive behavior support (PBS) practices at the school, individual, and program levels. Strategies for influencing schools to adopt
PBS practices include (a) use of a collaborative process, (b) persuasive linking of advocated practices to valued outcomes to
inform and motivate school staff, (c) use of the social influence of early adopters and opinion leaders to increase motivation, (d)
overcoming of psychological barriers (e.g., unpleasantness associated with change or feelings of burnout), and (e) consultation
and technical assistance in establishing appropriate systems and structure.
Workshop 33: Resiliency: Building Strength for Life
Sam Goldstein, PhD, Neurology, Learning and Behavior Center, Salt Lake City
Friday, February 8, 2008, 9:00 a.m.–4:30 p.m.
The resilience movement reflects a major shift away from a symptom-relieving model of mental health to a strength-based model
by focusing on assets and stress-hardiness. The presentation begins with a discussion of the state of children in the world, reviews
history and major conclusions of resilience research, and discusses the shift over the past 15 years toward developing an applied
model of resilience. Dr. Goldstein reviews the mind-set of the efficient classroom consultant, educator, and student relative to
resilience factors and offers strategies, suggestions, and guidelines for effectively bringing a resilience model to the schools.
Workshop 34: The Behavior Education Program: An Evidence-Based, Tier 2 Behavior Intervention
Leanne S. Hawken, PhD, University of Utah, Salt Lake City; Mishele Stein Carroll, MA, Granite School District, Salt
Lake City, UT
Friday, February 8, 2008, 9:00 a.m.–4:30 p.m.
The Behavior Education Program (BEP) is a modified check-in, check-out Tier 2 behavior intervention
implemented school-wide to support students who are at risk. Research studies indicate that the BEP is
effective in preventing and reducing problem behavior, and schools are able to implement the intervention with
high fidelity without huge investments of resources. In addition, parents, teachers, and students rate the BEP
as a highly acceptable intervention for students at risk. This presentation details how to develop and
implement the BEP for elementary and middle school settings. Participants are encouraged but not required to
bring laptops to develop materials.
Workshop 35: Best Practices in Assessment and Interventions for English Language Learners (ELLs)
Michael L. Vanderwood, PhD, University of California, Riverside
Friday, February 8, 2008, 9:00 a.m.–4:30 p.m.
The most recent census data indicate that about 5 million ELLs are enrolled in the U.S. public schools. As the population of ELLs has
increased in the public schools, the limitations related to personnel, procedures, and instruments to assess and intervene have
become painstakingly obvious. The goals of this workshop are to present an assessment model for identifying ELLs who need
additional support, including special education services; to identify assessment procedures used within this model that have
treatment validity for ELLs; and to present empirically validated intervention approaches with ELLs that can be used school-wide
or individually.
Workshop 36: Building Student Motivation and Academic Skills: Research-Supported Interventions
Jim Wright, MS, Baldwinsville Central School District, Baldwinsville, NY
Friday, February 8, 2008, 9:00 a.m.–4:30 p.m.
Practitioners implementing academic interventions often must first motivate struggling students to want to learn. This workshop
presents a series of research-based academic interventions and pairs them with motivational strategies to energize the reluctant
learner. It is appropriate for all educators, and it targets general-education students with academic delays in grades 4 and higher.
Participants will gain an understanding of foundation learning concepts (e.g., instructional hierarchy) and effective interventions
in reading fluency and comprehension, math computation and problem solving, writing, and study skills.
Workshop 37: PREPaRE: Crisis Prevention and Preparedness
Stephen E. Brock, PhD, NCSP, California State University, Sacramento; Theodore A. Feinberg,
EdD, NCSP, NASP, Bethesda, MD; Shane R. Jimerson, PhD, NCSP, University of California, Santa
Barbara; Richard A. Lieberman, MA, NCSP, Los Angeles Unified School District, CA; Amanda B.
Nickerson, PhD, NCSP, State University of New York at Albany; Melissa A. Reeves, PhD, NCSP,
Winthrop University, Rock Hill, SC
Friday, February 8, 2008, 8:30 a.m.–5:00 p.m.
This 1-day workshop reviews the crisis prevention and preparedness element of the PREPaRE
curriculum. Specifically, this workshop is designed to provide school-based mental health
professionals and other educators with a basic understanding of the comprehensive school
crisis team and their roles on these teams. This workshop emphasizes the systems relevant to
the prevention and preparedness element of PREPaRE. The importance of preventing and
responding to crises within the structure of a comprehensive, multidisciplinary school crisis
team is highlighted using the Incident Command System (ICS). Ways to create safe, effective,
and responsive school environments to prevent crises is also reviewed. Finally, the workshop
discusses how to prepare for crises by developing, exercising, and evaluating plans.
Workshop 38: Advanced Workshop Problem Solving/RTI: Implementing an Intervention and Data Collection System With Integrity
George M. Batsche, EdD, and José Castillo, University of South Florida, Tampa
Friday, February 8, 2008, 9:00 a.m.–12:00 p.m.
This advanced workshop focuses on implementation issues related to data collection and intervention. Intervention
integrity is critical to the success of an RTI model. The workshop presents strategies to enhance and document
levels of intervention implementation and integrity and to evaluate the relationship between intervention integrity
and student outcomes. In addition, the workshop introduces a blueprint to evaluate the impact of RTI on staff
beliefs, practices, and student outcomes at the building and district levels. These types of data are necessary to
support the role of school psychologists in the problem-solving/RTI model of service delivery.
Workshop 39: Autistic Syndromes: Origins, Quantitative Measurement, Comprehensive Support, and Assessing
Intervention Response
John N. Constantino, MD, Washington University School of Medicine, St. Louis, MO
Sponsored by Western Psychological Services
Friday, February 8, 2008, 9:00 a.m.–12:00 p.m.
This half-day workshop is designed to provide a comprehensive update on autism spectrum conditions, emphasizing
implementation of rapid new methods for measuring symptom severity and assessing response to intervention. Video clips
depicting children (preschool through adolescence) at varying levels of autistic severity, and a review of medical, educational, and
psychosocial intervention strategies, are integral components of the workshop. The intended audience includes school
psychologists, trainers, and educators. Participants will acquire a working understanding of how developmental deficits in social
reciprocity, social communication, and social motivation relate to one another, influence behavior, and can be measured in
classroom settings.
Workshop 40: Update on Psychiatric Disorders in Children and Adolescents
Kevin T. Kalikow, MD, Private Practice, Mount Kisco, NY
Friday, February 8, 2008, 9:00 a.m.–12:00 p.m.
This workshop reviews the psychiatric disorders that school psychologists most frequently encounter, including attention deficit
hyperactivity disorder, depression, bipolar disorder, Asperger’s, obsessive–compulsive disorder, social anxiety disorder, and panic
disorder. The workshop reviews the diagnostic criteria for the disorders, explores the relationship of these disorders to the
disorders that most often coexist with them, goes over the recent research investigating the causes of these disorders, and
explores the most up-to-date approaches to treatment.
Workshop 41: Brief Solution-Focused Counseling in Schools: Introductory Workshop
John J. Murphy, PhD, University of Central Arkansas, Conway
Friday, February 8, 2008, 9:00 a.m.–12:00 p.m.
This workshop describes basic strategies of brief solution-focused counseling, a practical, research-supported, strength-based
approach to addressing school problems relevant to the targeted (Tier 2) and intensive (Tier 3) levels of student support. Rapid
solutions are enhanced by tailoring services to the unique strengths and resources of students and others. Strategies include (a)
developing cooperative relationships and meaningful goals; (b) asking “change-focused questions”; (c) using “exceptions to the
problem,” strengths, and other “natural resources” in the student’s life; and (d) maintaining progress. Live demonstrations,
videotapes, and short exercises are used to increase the workshop’s practical relevance.
Workshop 42: Cognitive–Behavioral Strategies for Test Anxiety: A Clinician’s Perspective
Aureen Pinto Wagner, PhD, University of Rochester, Rochester, NY
Friday, February 8, 2008, 9:00 a.m.–12:00 p.m.
High-stakes testing generates excessive anxiety, which impairs attention, concentration, and recall and leads to lower
performance in 20% to 30% of students. School psychologists, trainers, and administrators from elementary to high school will gain
a clinician’s perspective on test anxiety in students, parents, teachers, and school professionals. The symptoms and stages of test
anxiety, and factors that fuel self-fulfilling prophecies, are discussed. Participants will learn to apply powerful and practical
cognitive–behavioral strategies to help students, parents, and teachers take charge and build self-reliance in bringing test anxiety
into the optimal and productive range.
Workshop 43: The Seven Habits of Best Practices in School Psychology
Jeff Grimes, Retired, Des Moines, IA; Alex Thomas, Retired, Port Clinton, OH
Friday, February 8, 2008, 1:30–4:30 p.m.
Many paths may lead to the goal of providing professional services that use best practices. This workshop
presents a context for participants to evaluate their current professional practices and provides philosophical
and practical considerations that may enhance service delivery. The workshop uses the Blueprint III structure
(2007) and Best Practices in School Psychology V (2008) content as a basis for identifying the habits that lead
to school psychologists’ success.
Workshop 44: NASP Program Approval: Online Submission Procedures
Patti L. Harrison, PhD, NCSP, University of Alabama, Tuscaloosa; George G. Bear, PhD, University of Delaware,
Newark
Friday, February 8, 2008, 1:30–4:30 p.m.
NASP approval of specialist and doctoral-level school psychology programs requires that programs submit
documentation meeting the NASP (2000) training standards. All programs submitting for new approval or
reapproval in 2007 and later must use online submissions developed by NCATE. This workshop provides
comprehensive instructions and samples for NASP program approval and the new online submission.
Participants will learn about completing online submissions, writing narrative sections, documenting
assessments, reporting data, and providing evidence that meets NASP standards. The workshop is intended for
faculty and coordinators of programs planning to submit for NASP approval or reapproval in the next few years.
Workshop 45: What You Always Needed to Know About Psychiatric Medications and Children
Kevin T. Kalikow, MD, Private Practice, Mount Kisco, NY
Friday, February 8, 2008, 1:30–4:30 p.m.
This workshop reviews the psychiatric medicines most commonly used in children and adolescents, including the stimulants and the
nonstimulant Strattera for ADHD, the SSRIs for depression and anxiety disorders, the mood stabilizers for bipolar disorder, the
sleep medicines, and the atypical antipsychotics used for psychosis and frequently for disruptive behavioral disorders. Participants
will learn how to “think psychopharmacologically” and will review the indications and side effects of each class of medicine.
Finally, the workshop examines the recent controversies involving different medicines, such as the SSRIs and suicide and stimulants
and the heart.
Workshop 46: Brief Solution-Focused Counseling in Schools: Advanced Workshop
John J. Murphy, PhD, University of Central Arkansas, Conway
Friday, February 8, 2008, 1:30–4:30 p.m.
This workshop illustrates advanced techniques of brief solution-focused counseling, a practical, research-supported approach to
school problems relevant to the targeted (Tier 2) and intensive (Tier 3) levels of student support. Strategies include (a) engaging
so-called resistant students; (b) asking versus telling; (c) matching the student’s language and position; (d) complimenting and
presupposing; (e) utilizing unique strengths, interests, and other resources; (f) changing the “viewing” and “doing” of the problem
through reframing and paradox; and (g) obtaining systematic feedback and adjusting services accordingly. Live demonstrations,
videotapes, and short exercises are used to increase the workshop’s practical relevance.
Workshop 47: Obsessive–Compulsive Disorder and Anxiety Disorders: Effective Intervention
Aureen Pinto Wagner, PhD, University of Rochester, Rochester, NY
Friday, February 8, 2008, 1:30–4:30 p.m.
Anxiety is the most common mental health problem among school-age youngsters, affecting 13%, or 6.5 million children. Anxiety is
far more common than ADHD, disruptive behavior, or substance abuse. Many anxious children experience serious problems at
school. With early recognition and proper treatment, 80% can successfully overcome anxiety. School psychologists and trainers
from elementary to high school will learn about red flags for anxiety, developmental differences, assessment, and differential
diagnosis (with ADHD, Asperger’s, and Tourette syndrome). Participants will learn how to apply child-friendly cognitive–behavioral
interventions and classroom management strategies for worry, perfectionism, school refusal, panic, obsessions, compulsions,
separation, and social anxiety.
Workshop 48: Using the Conners Assessment System for Identification and Intervention Planning
C. Keith Conners, PhD, Professor Emeritus, Duke University Medical Center, Durham, NC; Elizabeth P. Sparrow,
PhD, Sparrow Neuropsychology, Monkton, MD; Jenni Pitkanen, MSC, Multi Health Systems Inc., Toronto, Ontario
Sponsored by Multi-Health Systems, Inc.
Saturday, February 9, 2008, 9:00 a.m.–4:00 p.m.
The new Conners Assessment System includes the Conners 3rd Edition (ADHD and comorbid disorders; an
enhanced revision of the Conners Rating Scales, Revised) and the Conners Comprehensive Behavior Rating
Scales (comprehensive coverage of childhood disorders and concerns). This workshop reviews symptoms that
occur in childhood, including behavioral, emotional, social, and academic. Diagnostic issues discussed include
differential diagnosis of ADHD, conduct disorder, oppositional defiant disorder, pervasive development
disorders, depression, and anxiety. The workshop demonstrates applications of the new Conners measures in
the educational setting, including identification of needs. Guidelines for developing interventions with the
Conners tools are presented, including a discussion of IDEA 2004 and RTI.
Workshop 49: Functional Academic Intervention
Edward J. Daly, III, PhD, University of Nebraska–Lincoln
Saturday, February 9, 2008, 9:00 a.m.–4:00 p.m.
Sorting through the wide variety of interventions available for students experiencing academic difficulties can be difficult. The
challenge is to identify not just any empirically supported intervention, but the right intervention that works for a particular child.
The purpose of this presentation is to introduce a model for selecting academic interventions and components of instructional
delivery that have been shown in the research to improve students’ academic performance. The workshop emphasizes how to
identify skill and performance deficits and to adapt instructional strategies accordingly. Examples and intervention plans will be
available to participants.
Workshop 50: Strengthening the Resilience of Children Coping With Deployed Parent(s)
Steven T. Hardy-Braz, PsyS, NCSP, and Mark C. Pisano, EdD, NCSP, School Psychologists, North Carolina
Saturday, February 9, 2008, 9:00 a.m.–4:00 p.m.
This workshop focuses on the needs of children with military parents who are, have been, or may be called up
for active duty and deployment for any of the armed services. Their dynamic needs when coping with separation
from one or both parents lend themselves to prevention and intervention at different stages. Attendees will
learn about military families and issues they face; develop practical ideas in which to strengthen the resiliency
of students on a school-wide, small group, or individual basis; increase their knowledge of the issues many
students struggle with; and gather resources for use in schools.
Workshop 51: Using CHC Theory to Link Assessment to Interventions
Kevin S. McGrew, PhD, Institute for Applied Psychometrics, St. Joseph, MN; Barbara J. Wendling, BJ Consulting,
Dallas, TX; Barbara G. Read, Department of Defense Schools, Okinawa, Japan
Sponsored by Riverside Publishing Company and the Woodcock-Muñoz Foundation
Saturday, February 9, 2008, 9:00 a.m.–4:00 p.m.
This workshop will help school psychologists use the Cattell-Horn-Carroll (CHC) theory of cognitive abilities to
link cognitive and achievement test results to a variety of targeted, evidence-based instructional
interventions. Although CHC theory can be applied to the interpretation of any broad-based cognitive or
achievement battery, workshop examples and case studies primarily use the Woodcock-Johnson III. The CHC
broad and narrow abilities test, and underlying cognitive processes that are required for task performance on
the WJ III, provide cues to related interventions for improving performance in key areas of academic
functioning, or they may be used as the basis for requesting educational accommodations.
Workshop 53: Parent Education the Positive Discipline Way
Suzanne J. Smitha, Charlotte-Mecklenburg Schools, Charlotte, NC, and Positive Discipline Association, San
Antonio, TX
Saturday, February 9, 2008, 9:00 a.m.–4:00 p.m.
This session is based on the work of Lynn Lott and Jane Nelsen and their books about positive discipline. The session introduces
experientially based learning that reaches the heart and inspires deeper understanding and change. Participants will learn about
family meetings, mistaken goals, and ways to help parents bring more joy into parenting. Participants will practice the Parents
Helping Parents Problem-Solving Steps, a process parents love because it provides a fun and effective way for them to get specific
help with real problems. This approach is effective for parents who enjoy reading and for those who do not.
Workshop 55: Best Practices in Serving the Gifted Student
Steven I. Pfeiffer, PhD, ABPP, Florida State University, Tallahassee
Saturday, February 9, 2008, 9:00 a.m.–12:00 p.m.
This workshop is designed to provide school psychologists with new information and skills to better serve an often neglected
special needs population, the gifted student. Workshop topics include alternative gifted identification tests and procedures (e.g.,
portfolio assessment, rating scales, nominations, auditions); models of giftedness; risk factors faced by gifted students (e.g., peer
rejection, feeling different, perfectionism, asynchronous development); curriculum adaptations; and the twice exceptional (gifted
student with a disorder such as depression or social maladjustment).
Workshop 56: Preventing School Failure: Assessing and Remediating Deficiencies in Academic Strategies
Cecil R. Reynolds, PhD, ABPN, Texas A&M University, College Station
Saturday, February 9, 2008, 9:00 a.m.–12:00 p.m.
Academic achievement levels can be improved significantly by improving the study skills, learning, reading comprehension, and
related strategies of learners of all ages in regular and special education. There are few measures of such skills and strategies. This
workshop describes the development, application, and interpretation of the School Motivation and Learning Strategies Inventory
(SMALSI), a scale for use with students from 8 to 18 years. The workshop presents examples of techniques for remediating
deficiencies in each area and designates resources for locating and developing additional methods for improving students’
strategic learning skills.
Workshop 57: Implementing Positive Behavioral Supports in the High School
Randy S. Sprick, PhD, Safe and Civil Schools, Eugene, OR
Saturday, February 9, 2008, 9:00 a.m.–12:00 p.m.
This session assumes that participants already understand the basics of school-wide and individual student behavior support,
including data-driven decision making and the importance of a functional leadership team. From there, the workshop examines
processes for involving the entire high school staff in actual implementation of a continuous improvement model. This examination
includes (a) politics of team formation, (b) processes of team functioning, (c) communication and total staff involvement, and
(d) strategies for improving average daily attendance. In addition, the session discusses how to heal the circulatory system of
schools by alleviating hallway and restroom tardiness.
Workshop 58: Threat/Danger Assessment in Schools: Safe Solutions for Threatening Behavior
Linda M. Kanan, PhD, NCSP, Cherry Creek School District, Englewood, CO
Saturday, February 9, 2008, 1:30–4:30 p.m.
This workshop incorporates the latest research into a practical school-based model of threat and danger assessment that includes
increasing the early awareness of troubled students and breaking the “code of silence” around the reporting of warning signs. The
model uses teaming in schools for effective inquiry, assessment, and intervention responses to threats and other potentially
dangerous behavior in schools, with the goal of designing appropriate intervention plans. The process is illustrated using 4 years of
data collection on completed danger assessments and case study examples of student threats, writings, and drawings. A
discussion of lessons learned is followed by recommendations for psychologists and other school personnel.