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NASP 2012 Summer Conferences
Minneapolis, MN July 23–25


Preconference Workshops

When Everything You've Tried Hasn't Worked: Creative Techniques for Resolving Persistent Child and Adolescent School Behavior Problems
John J. Murphy, PhD
8:30 a.m. – 4:00 p.m.
6 CPD hours

Learn innovative techniques for changing persistent behavioral problems that are unresponsive to more conventional interventions. In this session, you’ll learn to recognize interventions that perpetuate the problems they are intended to resolve, find ways to build cooperative relationships with so-called resistant youth and their caregivers, and find ways to help students and others recognize the need to do something different. Through hands-on demonstrations, you’ll learn to implement reframing and other techniques for “changing the viewing” of the problem, as well as paradox and other techniques for “changing the doing” of the problem. The workshop includes videos of actual sessions, interactive experiential and practice activities, and real-world examples designed to increase the practical relevance and immediate application of training content.

Advanced Applications of CBM and Progress Monitoring Within an RTI Framework
Michelle K. Hosp, PhD
8:30 a.m. – 4:00 p.m.
6 CPD hours

Take a closer look at curriculum-based measurements (CBM) within a response-to-intervention (RTI) framework, with a focus on using CBM data in reading and math at both the primary and secondary levels. You’ll hear the latest relevant research and will review available progress monitoring tools, as well as learn how to incorporate CBM data within RTI at the systems-level down to the individual student. To ensure your students’ success, you’ll get tips for overcoming obstacles and guidelines for analyzing and interpreting CBM data. You should have knowledge and background in CBM, as this workshop moves beyond the fundamentals.


Welcome and NASP Overview
Anthony M. Adamowski, MEd, Conference Chair
8:15 – 8:45 a.m.

General Session

Practical Strategies for Improving Organization, Homework, and Time-Management Skills in Students With ADHD
Joshua M. Langberg, PhD, NCSP
8:45 a.m. – 12:15 p.m.
3 CPD hours

Get user-friendly, evidence-based interventions that target the organization, homework, and time-management difficulties experienced by students with attention problems and ADHD. Attendees will learn how to assess for problems and determine when intervention is necessary, ways to implement brief interventions during the school day to improve students’ materials organization and time-management skills, and how to engage parents in interventions targeting organization and homework management to promote skills generalization. Materials and resources that attendees can take back to their schools to facilitate implementation of the intervention strategies will be provided.

Concurrent Breakout Sessions
1:30–4:45 p.m. (Repeated Wednesday, 8:30–11:45 a.m.)
3 CPD hours each

Universal Screening for Social-Emotional and Behavioral Difficulties
Kathleen Minke, PhD, NCSP

Expand your knowledge of methods of universal screening for social–emotional issues. With an emphasis on multiple gating procedures, this session will cover several published methods, as well as recommendations for developing a locally relevant procedure across elementary and secondary settings. You will increase your knowledge of universal screening methods for social–emotional issues, develop skills in adapting available universal screening methods to meet your students’ needs, and increase your understanding of how to use universal screening results in linking students to appropriate levels of service.

Brief Solution-Focused Counseling in Schools
John J. Murphy, PhD

Enhance your ability to apply research-based strategies of change to counseling and intervention in schools by employing skills that draw on the strengths, resources, and feedback of students, teachers, and parents. You will learn to establish cooperative, change-focused relationships with even the most resistant clients by formulating changeable problems and meaningful goals. Using change-focused questions and solution talk to jump start the change process from the opening moments of contact, you will learn the skills necessary to partner with clients to develop positive interventions that use their natural strengths and resources while using quick and reliable measures for obtaining client feedback on the outcomes and fit of services. Videotaped and on-site demonstrations, experiential exercises, and hands-on practice activities will be used to help you apply the techniques.

Cognitive-Behavioral Interventions for Students With Autism Spectrum Disorders
Ray W. Christner, PsyD, NCSP, and Jessica B. Bolton, PsyD, NCSP

Get the latest research on cognitive–behavior therapy (CBT) and autism spectrum disorders (ASDs) with specific focus on understanding underlying deficits that contribute to challenging behaviors and deficient social skills. You will learn the basics of using a case conceptualization approach for children with ASD, including how to link assessment to treatment planning. Next, you’ll review CBT interventions from modular-based and manual-based CBT approaches. Finally, you’ll use recorded cases and small-group discussion to develop case conceptualizations, treatment planning, intervention selection, progress monitoring, and generalization of skills.

Advanced Workshop on Ethical Decision-Making for School Psychologists
Leigh D. Armistead, EdD, NCSP

Review the 2010 NASP Principles for Professional Ethics and practice an ethical decision-making model. Using actual cases submitted by school psychologists, participants will get clear examples of behaviors that would comply with standards for professional conduct. Participants also will learn about necessary resources and make specific plans for implementing the problem-solving model in daily practice. Plus, earn 3 CPD hours to fulfill the ethics and professional practice requirement for NCSP renewal.

Applying RTI to Mathematics: Research and Recommendations
Robin S. Codding, PhD, BCBA

Learn how to develop a response-to-intervention model for mathematics. You’ll review the latest research-based support for the use of curricula, assessment, and interventions with a multitiered system of service delivery across primary (including early numeracy), intermediate, and secondary grades. Through interactive practice opportunities, this session will help you better understand mathematics difficulties faced by different grade levels, analyze appropriate assessment techniques for each tier, and describe effective treatment strategies.


Concurrent Breakout Sessions
8:30–11:45 a.m. (See Tuesday schedule for descriptions.)
3 CPD hours each

General Session

School Discipline to Self-Discipline: Effective Practices for School Psychologists
George G. Bear, PhD, NCSP
1:00–4:15 p.m.
3 CPD hours

Learn to assist teachers and schools in preventing and correcting behavior problems and developing self-discipline. You'll learn to implement an authoritative approach to school discipline that combines the evidence-based techniques of social and emotional learning with those of school-wide positive behavioral supports. In addition, you'll get practical tools for conducting a needs assessment, selecting interventions and programs, handling disciplinary encounters, enhancing fidelity of implementation, and measuring school-wide outcomes (particularly school climate).


Please contact NASP with questions or requests for more information:

phone: (301) 657-0270
toll free: (866) 331-6277