July 11–13, 2011
NASP 2011 Summer Conferences
Full-Day Preconference Workshops
Monday, July 11
1. Behavioral Interventions for Challenging Students: Prevention, Strategic Intervention, and Crisis Management Approaches
2. Best Practices in Data-Based Decision Making Within an RTI Model
8:30 a.m.–4:00 p.m., 6 CPD hours
Howard M. Knoff, PhD, NCSP
Learn how to use social, emotional, and behavioral interventions to assist challenging students by translating the research that typically underlies these interventions into practical and realistic classroom-based strategies. The session begins by walking through the scientific foundation to changing student behavior and then assessing the seven “high-hit” reasons why students are not able to manage social, emotional, and/or behavioral situations. With a focus on the strategic (Tier 2) interventions needed by students in these seven areas, participants will specifically discuss up to 15 different evidence-based, teacher-friendly, field-tested interventions. Conclude by learning about services, supports, and interventions needed for Tier 3 students.
8:30 a.m.–4:00 p.m., 6 CPD hours
Gary L. Cates, PhD, NCSP
Learn the 10 most critical data-based decisions to be made in all RTI schools, the best practices for making each of these decisions, and methods for continuous evaluation of the decision-making process (including special education eligibility). Participants also will learn cutting-edge strategies for using multiple sources of data to identify which students are the focus of tiered intervention and the difference between using data to allocate resources and to evaluate programs. This interactive session includes a PowerPoint presentation, discussion, and small-group activities using case scenarios.
Tuesday, July 12
Welcome and NASP Overview
Anthony M. Adamowski, MEd, Conference Chair
8:45 a.m.–12:15 p.m., 3 CPD hours
Finding the Right Spark: Strategies for Motivating the Resistant Learner at the Middle and High School Levels
Jim Wright, MS
Hear four major approaches to increasing motivation and school participation among struggling learners in secondary-school classrooms. Participants will be able to better motivate struggling students, select intervention strategies that will engage unmotivated students, develop ways for students to help shape their own RTI support, and give teachers practical ways to establish positive connections with students.
Concurrent Breakout Sessions
1:30–4:45 p.m., 3 CPD hours
(Repeated Wednesday, 8:30–11:45 a.m.)
- Cognitive–Behavioral Strategies for Children: Evidence-Based Interventions for the School Setting
Melissa Reeves, PhD, NCSP, LPC
Get specific cognitive–behavioral intervention strategies to use with children and adolescents in a school setting. Topics will include anxiety, school refusal, depression, ADHD, aggression, and traumatic stress. Specific session objectives include: an overview of the components underlying cognitive–behavioral therapy (CBT), how to use and teach cognitive–behavioral strategies in a school setting, and the integration and generalization of skills to the educational setting and academic instruction. Specific examples of techniques and activities will be shared.
- Practical Strategies for Improving Organization, Homework, and Time-Management Skills in Students With ADHD
Joshua M. Langberg, PhD, NCSP
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 will be provided, which attendees can take back to their schools to facilitate implementation of the intervention strategies.
- Advanced Workshop on Ethical Decision-Making for School Psychologists
Barbara Bole Williams, PhD, NCSP, and Leigh D. Armistead, EdD, NCSP
Review the new 2010 NASP Principles for Professional Ethics and practice an ethical decision-making model, designed to develop ethical decision-making. 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.
- Academic Interventions for School Psychologists: Without the I, the R Won’t Happen
Matthew K. Burns, PhD
Participate in an interactive presentation designed to demonstrate small-group and individual interventions for reading and math. This presentation also will use current research to show how to use measures of student skill to determine which intervention is most appropriate for the given problem. At the conclusion of the session, participants will be able to discuss a skill-by-treatment interaction model of intervention, identify an instructional level for reading math and use those data to drive intervention, and be able to implement several reading and math interventions.
- The “Why” of Cyberbullying: What School Psychologists Need to Know
Dan Florell, PhD, NCSP
Gain an understanding of how developmental factors in adolescence interact with technology to create cyberbullying and possible directions for school policy and interventions. Participants will learn how to identify several developmental factors that influence cyberbullying, describe characteristics of cyberbullying and its prevalence, and generate possible interventions to minimize the impact of cyberbullying in their schools.
Wednesday, July 13
Concurrent Breakout Sessions
8:30–11:45 a.m. 3 CPD hours each
(See Tuesday schedule for descriptions.)
3 CPD hours
Psychopharmacology for School Psychologists: What’s New and What’s Different in 2011?
Donald Zabriskie, RPh
Learn to better understand the benefits, limitations, interactions, side effects, and guidelines for reevaluation of psychotropic medications. Start with an overview of the most common psychotropic medications used with children and adolescents and their potential impact on school functioning—both positive and negative. Participants can use this knowledge when responding to parental requests for guidance, answering teachers’ questions, and maintaining family involvement in the treatment process.