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NASP 2013 Summer Conferences
Cincinnati, OH
July 8–10

Full-Day Preconference Workshops

8:30 am – 4:00 pm, 6 CPD Hours Each

1. Cognitive–Behavioral Strategies for Children and Adolescents: Evidence–Based Interventions for the School Setting, Melissa A. Reeve, PhD, NCSP, LPC

   Get specific cognitive–behavioral intervention strategies that can be used effectively with children and adolescents in the school setting. Topics to be covered include anxiety, school refusal, depression, ADHD, aggression, and traumatic stress. You'll review the key components underlying cognitive– behavioral therapy (CBT), learn to utilize and teach CBT strategies in the school setting, and find ways to integrate these skills into an educational setting. Specific examples of practical techniques and activities will be shared.

2. Practical Management of Difficult Students, Bill Jenson, PhD

   Find practical management techniques for behaviorally disordered and emotionally disturbed students. These students frequently exhibit strong behavioral excesses such as arguing, noncompliance, and aggression while at the same time they possess significant behavioral deficits in self-management,, social skills, and academic abilities. In this session, you'll learn what causes difficult behavior, how to practically assess it, and strategies to remediate it. You'll get proactive strategies and positive behavior management interventions such as Mystery Motivators, the "Sure I Will" program, the "Yes and No" classroom management program, reward spinners, a whole-school positive discipline program (Principal's 200 Club). and Superheros Social Skills Training.

Conference Sessions

Tuesday, July 9

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

General Session
Management of Concussion and Brain Injury in the School Setting, Karen McAvoy, PsyD
8:45 am – 12:15 pm, 3 CPD Hours

Learn to recognize the important symptoms in the return to learning (RTL) and return to play (RTP) processes for students who have suffered concussions or other brain injuries. You will get information on commonly affected mental and functional areas as well as common academic adjustments that must be made in the physical, cognitive, maintenance, and emotional domains to help these students increase their success as they transition back to the school setting. Tips regarding comprehensive school-based assessments and working with private sector medical teams also will be offered.

Concurrent Breakout Sessions
1:30 – 4:45 pm, 3 CPD Hours Each
(Repeated Wednesday 8:30 – 11:45 am)

1. Assessment, Identification, and Treatment of Autism Spectrum Disorders at School, Stephen E. Brock, PhD, NCSP, LEP

   Be prepared to help address the growing need for identification and treatment of autism spectrum disorders (ASD) in your district. In this session, you will get contemporary “best practices” in addition to a better understanding of your role, responsibilities, and limitations with regard to assessment and intervention. You'll review the latest research findings, promising versus questionable interventions, and get other valuable resources that will help you increase your knowledge, skills, and confidence in identifying and treating ASD in your schools.

2. Neuropsychological Perspectives on Learning Disorders in the Age of RTI, Elaine Fletcher-Janzen, EdD, NCSP, ABPdN

   Review the cognitive processes required for reading the application of cognitive strengths and weaknesses to the identification of academic deficits in general and the application of neuroscientifically based interventions. You will be introduced to an assessment model that uses comprehensive information about a child to determine eligibility for special education. RTI information is essential to this process and the determination of a learning disability.

3. Ethical Challenges of the Digital Age, Leigh Armistead, EdD, NCSP

   Explore the implications of digital communications and the relevance of the 2010 NASP Principles for Professional Ethics as you cope with expanding technology. In this session, you will review the 2010 principles, relate the principles to challenges to privacy and confidentiality brought by digital storage and communications systems, and use a problem-solving model to resolve ethical dilemmas involving such issues as social networking, HIPPA and FERPA, sensitive health information, and digital technology. This workshop will satisfy the requirement for 3 hours of CPD in ethics for renewal of NCSP certification.

4. Suicide Prevention Through Postvention: Critical Skills for School Psychologists, Melissa A. Reeves, PhD, NCSP, LPC

   Discuss processes and procedures that will help you establish quality suicide prevention programs through postvention activities. You'll learn early warning signs to suicidal behaviors, essential elements in conducting a suicide risk assessment, different levels of supports and interventions to ensure student safety, various postvention strategies to prevent contagion. You'll also review important outcomes from court cases that have legal implications for school districts,

5. Early Childhood Assessment and Intervention in the Context of Play, Lisa Kelly-Vance, PhD

   Examine methods of evaluating the cognitive skills of young children in the context of play and appropriate interventions that address early development skills as well as social and behavioral needs. You'll learn how the context of play provides an ideal setting for early childhood assessments and interventions; receive training on a play assessment process and learn how it can be used in screening, evaluating intervention needs, and progress monitoring; and learn strategies for implementing interventions in the context of play.

Wednesday, July 10

Concurrent Breakout Sessions
8:30 – 11:45 am, 3 CPD Hours Each
(See Tuesday schedule for descriptions)

General Session
Identifying Emotional Disturbance: Guidance for the School Psychologist, Stephen E. Brock, PhD, NCSP
1:00 – 4:15 pm, 3 CPD Hours

Increase your understanding of emotional disability (ED), understand the relevance of excluding social maladjustment, and increase your ability to conduct ED eligibility evaluations. In this session, you'll review the Federal (IDEA) and state definitions of and criteria for the special education eligibility classification of ED. You'll also review associated definitions for social maladjustment (SM) and get strategies for differentiating between ED and SM. This presentation will provide you with an ED psychoeducational report template as well as an understanding of relevant ethical considerations.