NASP 2013 Summer Conferences
Full-Day Preconference Workshops
8:30 am – 4:00 pm, 6 CPD Hours Each
Assessments and Intervention for Students With Specific Reading Disabilities, Nancy Mather, PhD
Get assessment and evidence-based interventions for students who are struggling to learn to read and spell. You'll review the definition of specific reading disabilities (often referred to as dyslexia); learn the importance of assessing cognitive and linguistic processes, including phonological awareness, orthographic coding, processing speed, and rapid automatized naming; understand the phases of development of basic reading and spelling skills; and find ways to implement differentiated instructional methodologies for addressing specific types of reading problems.
The Neuropsychology of Emotional Disorders, Steven G. Feifer, NCSP, ABSNP
Explore the neural architecture of emotional behavior by examining various brain structures laying the foundation for higher level social skill functioning. You'll review specific biological factors related to the development of social competence and emotional self-regulation and engage in a discussion on bipolar disorders, anxiety disorders, and depression from a brain-based educational perspective, including cutting-edge interventions such as neurofeedback. You'll also learn about the pitfalls of overrelying on behavior management plans or psychopharmacology to address mental health conditions in children and neurobiological correlates and treatment options for bipolar disorder, depression, and anxiety disorders in children.
Tuesday, July 23
Welcome and NASP Overview
Robert, Dixon, NCSP Conference Cochair
8:15 – 8:45 am
New Developments in CHC Theory, SLD Identification, and Cross-Battery Approach in the Era of RTI, Dawn P. Flanagan, PhD
8:45 am – 12:15 pm, 3 CPD Hours
Gain an understanding of the latest research in Cattell–Horn–Carroll theory and learn how to apply this research to inform specific learning disability diagnosis and aid in selecting educational strategies and interventions. Through this session, youâ€™ll learn how to use this research base to organize assessments and interpret results within a tiered service delivery model. Several examples of the application of CHC theory and research in the schools will be presented, particularly within the context of assessment for intervention. You'll also learn what can be done when evidence-based interventions are not effective. A psychometrically and theoretically defensible means of identifying a pattern of strengths and weaknesses that is consistent with SLD will be presented.
Concurrent Breakout Sessions
1:30 – 4:45 pm, 3 CPD Hours Each
(Repeated Wednesday 8:30 – 11:45 am)
Treating Student Anger and Aggression: Cognitive–Behavioral Approaches, Jim Larson, PhD
Explore three Tier 2 counseling procedures for use in the school setting. Through this workshop, you will learn how to describe the cognitive deficits and distortions associated with reactive aggression in school-age individuals, identify procedures for screening and identification of those students most likely to benefit from direct cognitive–behavioral therapy, and describe the essential intervention objectives and associated treatment procedures for reactive aggressive behaviour provided by three evidence-based interventions.
Cognitive–Behavioral Therapy for Students with Autism Spectrum Disorders, Ray W. Christner, PsyD, NCSP
Gain a better understanding of autism spectrum disorders (ASD) from a cognitive–behavioral perspective. In this session, you'll review relevant research related to ASD and cognitive–behevioral therapy, as well as learn how to conceptualize cases through this framework. Treatment planning and intervention selection will also be discussed with a focus on how to utilize a modular framework to fit individual needs. Progress monitoring resources will be discussed.
Creating a Trauma Informed School: A Three-Tiered Approach, Colleen Cicchetti, PHD
Find strategies for integrating the trauma lens into school practice. This session will help you increase your knowledge of the impact of trauma on students including biological, cognitive, and behavioral symptoms. You will also increase your capacity to explain the importance of adopting a trauma lens for educators and specific manifestations and strategies for helping teachers to integrate this lens into their practices. The session will review best practices for interventions aimed at addressing the impact of trauma for students in a school setting and underscore the importance of school–community partnerships for delivering trauma-informed services to meet needs of students and families.
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 sue of curricula, assessment, and interventions with amultitiered 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 grad levels, analyze appropriate assessment techniques for each tier, and describe effective treatment strategies.
Implementing RTI in Early Childhood Settings, Mary Ruth Coleman, PhD
Explore how the response-to-intervention framework can be used to address the needs of young children. In this session, you will learn about key components of RTI for early childhood, hear about current approaches to tiered framework for services, and review a planning approach for implementing RTI with young children.
Wednesday, July 24
Concurrent Breakout Sessions
8:30 – 11:45 am, 3 CPD Hours Each
(See Tuesday schedule for descriptions)
Trials and Tribulations of School Psychologists: A Legal and Practical Perspective on How to Stay Compliant, Mark Toscano
1:00 – 4:15 pm, 3 CPD Hours
Get practical legal guidance and suggestions for how to deliver special education services in the ever-changing maze and minefield of federal and state regulatory pitfalls. In this session, you will have the opportunity to engage with a school law practitioner with substantial experience in counseling school districts and educators on a wide variety of legal issues and who has vast experience litigating special education and Section 504 disputes.