2009 Convention - Workshops

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NASP 2009 Annual Convention

Workshop Listings

APT Workshop

Think Differently About Response to Intervention: Reconceptualizing the Framework? (WS55)
Tuesday and Wednesday, February 24–25, 2009

2:00–9:00 p.m. Tuesday and 8:00–10:00 a.m. and 2:00–6:00 p.m. Wednesday; APT
CPD Credit Hours: 12
PPD: 1; Skill Level: III
Members $149; Nonmembers $199

This advanced 2-day workshop will focus on the essential elements that are needed to implement response to intervention (RTI) with more emphasis on Tiers 1 and 2 and how to incorporate academics with positive behavior support (PBS). It’s about carefully supporting more effective classrooms. The workshop will encompass the broad domains of academic and behavior assessment, instruction and intervention, data-based decision making/planning (through leadership teams and parental involvement) throughout the tiers. Participants will gain knowledge, resources for professional development, and a comprehensive understanding of the components needed. Participants will progress from focusing on data collection to data analysis at all tiers.

W. Alan Coulter, PhD, is the director of the National Center for Special Education Accountability Monitoring (NCSEAM), a project funded by the U.S. Office of Special Education Programs and operated by the Louisiana State University Health Sciences Center (LSUHSC) in New Orleans. He has served on the President’s Commission on Excellence in Special Education, as well as the National Monitoring Stakeholders Group.

Kristin N. Johnson-Gros, PhD, NCSP, is an assistant professor of school psychology at Eastern Illinois University, Charleston. She has worked with, and consulted for, school districts in Mississippi, Louisiana, and Illinois. She was the state’s lead writer on RTI and has produced several presentations and publications.

Randy S. Sprick, PhD, has been a trainer and staff developer for more than 30 years, providing practical workshops and longitudinal school improvement projects for schools, districts, service centers, and state departments of education throughout the country. Dr. Sprick is currently director of Safe & Civil Schools.

Tuesday Workshops

Administration and Interpretation of the Wide Range Assessment of Memory and Learning, Second Edition (WRAML-2) (WS01)
Tuesday, February 24, 2009

2:00–5:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 1; Skill Level: II
Members $75; Nonmembers $110

The WRAML-2 by David Sheslow, PhD, and Wayne V. Adams, PhD, ABPP, has become a widely used memory assessment in pediatric and adult evaluation settings, including schools. This workshop is intended to inform former WRAML users as well as newly interested school psychologists of the structure and rationale associated with the revised version. The workshop will provide an overview of the WRAML-2; similarities to, and differences from, the first version; a description of the core and optional subtests; tips for administration of each subtest; interpretation of newly available clinical applications; and use in the school setting.

Julie A. Alexander, PhD, NCSP, received her bachelor’s degree in psychology at the University of Colorado at Denver and her doctorate in school psychology at the University of Denver. She was a school psychologist and served as core faculty adviser for the school psychology program at Nova Southeastern University, Fort Lauderdale, FL, before serving as a clinical assessment consultant.

Measurement Matters! Applying Psychological Measurement Principles to Test Selection, Use, and Interpretation (WS02)
Tuesday, February 24, 2009

2:00–5:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 1; Skill Level: II
Members $75; Nonmembers $110

Interpretation of test scores involves making inferences about individuals and results in diagnostic decisions and/or intervention recommendations with substantial consequences. Workshop participants will review and extend their knowledge and application of measurement principles (reliability, validity, norms) that should guide everyday practices in selection and use of tests, including tests of intelligence, achievement, psychopathology, and RTI procedures. These principles guide practitioners in how tests should be used. Participants will also learn to apply these concepts in making judgments about the psychometric soundness of tests and procedures and know what questions they should be asking test authors and publishers about their tests.

Gary L. Canivez, PhD, is professor of psychology and trainer of school psychologists at Eastern Illinois University, Charleston. Specializing in applied psychological measurement, his research has been supported by the National Institutes of Health/National Institute of Mental Health (NIH/NIMH). The author of more than 50 publications and 100 professional presentations and workshops, Dr. Canivez serves on three editorial boards and consults for several others.

Advances in Adolescent Psychosis: Early Identification and Intervention (WS03)
Tuesday, February 24, 2009

2:00–5:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 7; Skill Level: I
Members $75; Nonmembers $110

This introductory workshop will provide an overview of adolescent psychotic disorders, particularly schizophrenia, as developmental brain disorders that may be moderated through early identification and intervention. Advances in our understanding of the nature of its etiologic process, cognitive-academic and functional precursors and consequences, and early identification and intervention will be reviewed with case vignettes. Participants will learn how psychotic disorders develop, how to identify early warning signs and risk states, how to arrange for proper diagnosis and treatment, how to support affected students and family members, and how school psychology practice can contribute to early intervention and prevention.

Anthony J. Giuliano, PhD, is director of the Center for Early Detection, Assessment and Response to Risk and clinical instructor of psychology, Department of Psychiatry, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston. His clinical and research work focuses on early identification of, and intervention with, youth at risk for psychosis.

Huijun Li, PhD, NCSP, is director of multicultural research at the Commonwealth Research Center, a joint program of the Massachusetts Mental Health Center and the Public Psychiatry Division, Harvard Medical School, Boston. Her research interests encompass culturally sensitive approaches to the assessment and intervention of emotional disturbances in children and adolescents.

Larry J. Seidman, PhD, is professor of psychology, Department of Psychiatry, Harvard Medical School and Beth Israel Deaconess Medical Center, Boston. Dr. Seidman is director of the Commonwealth of Massachusetts Center of Excellence in Clinical Neuroscience and Psychopharmacological Research and leads a program in early intervention and prevention of psychotic disorders.

Basic Applications of the Behavior Assessment System for Children, Second Edition (WS04)
Cosponsored by Pearson
Tuesday, February 24, 2009

2:00–5:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 4; Skill Level: I
Members $75; Nonmembers $110

The Behavior Assessment System for Children, Second Edition (BASC-2), is a multimethod, multidimensional approach to evaluating the behavior and self-perceptions of children ages 2–21. The workshop provides an overview of the complete BASC-2: Structured Developmental History, Student Observation System, Parent Rating Scales, Teacher Rating Scales, Self-Report of Personality, and the Parenting Relationship Questionnaire. A general explanation of the goals and purposes of the BASC-2 will be provided, along with a technical and procedural overview of each component, including a review of the development of the Spanish-language BASC-2 scales. Best practices for the application and interpretation of the BASC-2 components are presented.

Randy W. Kamphaus, PhD, is dean of the College of Education and a distinguished research professor at Georgia State University, Atlanta. He has received numerous teaching, research, and alumni awards for his research in clinical assessment, classification, and applied measurement. He is principal investigator for an Institute of Education Sciences grant that will study universal school screening for behavioral and emotional risk at schools in the Los Angeles Unified School District. He is the author of more than 12 books, 70 journal articles, 30 book chapters, and 5 psychological tests.

Cecil R. Reynolds, PhD, is the author of more than 300 scholarly publications and author or editor of 50 books, including Handbook of School Psychology. He is also the author of several widely used tests, including the BASC-2 and the Reynolds Intellectual Assessment Scales. Dr. Reynolds has received multiple national awards recognizing him for excellence in research, including the Lightner Witmer and Senior Scientist Awards from APA Division 16.

Threat Assessment in Schools: Designing Safe Interventions for Threatening Behavior (WS05)
Tuesday, February 24, 2009

2:00–5:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 7; Skill Level: II
Members $75; Nonmembers $110

This workshop incorporates the latest research into a practical school-based model of threat/danger assessment that includes increasing early awareness of troubled students and breaking the “code of silence” around the reporting of warning signs. This model uses a team process in schools for effective inquiry, assessment, and response and intervention to threats and other potentially dangerous behavior, with the goal of designing appropriate intervention plans. Five years of data collection on completed threat assessments and case study examples of student threats, writings, and drawings will illustrate the process and lessons learned and provide recommendations for psychologists and other school personnel.

Linda M. Kanan, PhD, is the intervention coordinator for psychological safety and crisis response efforts in the Cherry Creek School District, Greenwood Village, CO. Her experience comes directly from secondary school settings. She has presented at state and national conferences on the topics of suicide, threat assessment, self-injury, and school crisis response.

The Coping Power Program for Aggressive Children and Their Parents (WS06)
Tuesday, February 24, 2009

2:00–5:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 7; Skill Level: II
Members $75; Nonmembers $110

This workshop focuses on ameliorating preadolescent aggressive children’s social information processing and social skill deficits, and associated parenting difficulties. The Coping Power program’s child and parent components in school settings will be illustrated, and the program’s evidence base in school settings will be reviewed.

Learning objectives: Participants will learn (a) how the contextual social-cognitive model provides a framework for intervention, (b) how to assist children’s anger-management skills, (c) how to assist children’s social problem-solving skills, (d) how to assist parents in adaptive parenting practices, and (e) about the program’s evidence base.

John E. Lochman, PhD, ABPP, is a professor and holds the Saxon Chair of Clinical Psychology at the University of Alabama at Tuscaloosa, and he directs the Center for Prevention of Youth Problem Behavior. Dr. Lochman has more than 240 publications on risk factors, social cognition, and intervention and prevention research with aggressive and angry children.

Karen C. Wells, PhD, is a professor at Duke University Medical Center and director of the Family Studies Program and Clinic there. Dr. Wells’s clinical and research interests are in the areas of family therapy for parent-adolescent problems, parent training for parents of children with disruptive behavior disorders, and marital therapy.

Monteiro Interview Guidelines for Diagnosing Asperger’s Syndrome (MIGDAS): A Qualitative Evaluation Tool (WS07)
Cosponsored by Western Psychological Services (WPS)
Tuesday, February 24, 2009

2:00–5:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 1; Skill Level: III
Members $75; Nonmembers $110

This workshop introduces participants to the Monteiro Interview Guidelines for Diagnosing Asperger’s Syndrome (MIGDAS), a recently published diagnostic interview tool for evaluating children with possible Asperger’s syndrome. Participants learn how to conduct a “neuro-atypical” conversation as part of their diagnostic interview, using sensory toys and topics. They learn how to structure a diagnostic conversation with parents and to share the diagnosis with parents, using specific but nontechnical language. In addition, they learn how to use the MIGDAS to distinguish between Asperger’s syndrome and other high-functioning forms of autism. Suggested links between the diagnosis and educational strategies will also be provided.

Marilyn J. Monteiro, PhD, is a licensed psychologist specializing in autism spectrum disorders. She is the author of the Monteiro Interview Guidelines for Diagnosing Asperger’s Syndrome (MIGDAS), recently published by Western Psychological Services (WPS). Her upcoming book, Autism Conversations, discusses using qualitative evaluation methods to assess autism spectrum children.

Best Practices in Home School Collaboration (WS08)
Tuesday, February 24, 2009

2:00–5:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 8; Skill Level: I
Members $75; Nonmembers $110

The Futures Task Force on Family-School Partnerships has been active in establishing and achieving three primary goals: (a) identifying evidence-based family-school partnership models; (b) promoting school psychologists’ efforts to ensure that families are integral partners in education; and (c) encouraging training to promote school psychologists’ roles in family-school partnerships. This workshop will present the work of the task force. Extensive instruction and hands-on, take-home materials (PowerPoints, handouts, videos) for practitioners and trainers will be provided to position school psychologists as leaders in promoting effective family–school connections. Specific uses for both preservice graduate coursework and in-service practice arenas will be discussed.

Susan M. Sheridan, PhD, is a Willa Cather professor of educational psychology and director of the Nebraska Center for Research on Children, Youth, Families and Schools at the University of Nebraska–Lincoln. She conducts research on family-school partnerships to support children’s learning and development; publishes journal articles, book chapters, and textbooks on related topics; and chairs the Futures Task Force on Family-School Partnerships.

Social Skills Assessment and Intervention for Autism Spectrum Disorders (WS14)
Tuesday, February 24, 2009

2:00–9:00 p.m.; Full-Day
CPD Credit Hours: 6
PPD: 4; Skill Level: III
Members $99; Nonmembers $169

School psychologists are well positioned to engage in consultation and therapeutic training activities for students with autism spectrum disorder (ASD). Most school psychologists, however, receive little information on strategies to assess social skills for Individualized Education Program (IEP) planning or to teach social skills using individual or group intervention techniques. The purpose of this workshop is to increase school psychologists’ understanding of social skills assessment and instruction for students with ASD and present methods for teacher consultation and coaching, with a focus on promoting and generalizing social development of students with ASD. Lecture, videotaped case examples, and practical handouts will be used.

Lisa A. Ruble, PhD, is an associate professor at the University of Kentucky, Lexington. Her research focuses on improving services and outcomes for children with ASD. She is funded by NIH to study the outcomes of child-focused collaborative parent-teacher consultation in autism. Other interests include social skills intervention research.

Taking Cognitive-Behavioral Therapy to School: The Basics and Beyond (WS09)
Tuesday, February 24, 2009

6:00–9:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 4; Skill Level: II
Members $75; Nonmembers $110

This workshop will expose school psychologists to the use and application of cognitive-behavioral therapy (CBT) within a school setting. Presenters will begin by providing and reviewing foundational knowledge of using CBT with youth. However, this workshop will explore CBT beyond the basic tenets by discussing its use within a school setting according to a multilevel system of service delivery. Participants attending the session will learn ways to develop needs assessments, specific CBT interventions, and ways to determine the effectiveness or progress at each level of intervention, including universal, targeted, and intensive services.

Ray W. Christner, PsyD, NCSP, is a school psychologist with South Middleton School District, Boiling Springs, PA, and is on the faculty at the Philadelphia College of Osteopathic Medicine (PCOM). He is coeditor of Cognitive-Behavioral Intervention in Educational Settings: A Handbook for Practice (with Dr. Rosemary Mennuti).

Rosemary B. Mennuti, EdD, NCSP, is a professor and director of school psychology programs at the Philadelphia College of Osteopathic Medicine (PCOM). She is coeditor of Cognitive-Behavioral Intervention in Educational Settings: A Handbook for Practice and series coeditor of the School-Based Practice in Action series (both with Dr. Ray Christner).

How to Create a Common Prevention/Intervention Framework for Your Schools (WS10)
Tuesday, February 24, 2009

6:00–9:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 6; Skill Level: III
Members $75; Nonmembers $110

Attendees will learn techniques for increasing coordination and synergy among existing prevention/intervention programs, reflecting growing evidence that disconnected programs lack effectiveness. The workshop includes an overview of social-emotional and character-development (SECD) approaches to creating a common prevention/intervention framework in schools, and specific implementation tools.

Participants will:

Understand the impact of fragmentation of prevention/intervention/character-related programs.
Understand the SECD approach to coordination of prevention/intervention services.
Construct a plan to implement SECD consultative tools in one’s work setting (e.g., Climate Improvement; Establishing School Mission/Values/Vision; Assessment of Existing SECD; Integrating SECD Into Existing Pedagogy).

Maurice J. Elias, PhD, is a professor in the Psychology Department, Rutgers University; president, American Psychology Association (APA) Division of Community Psychology (27); director, Rutgers Social-Emotional Learning Lab and the Developing Safe & Civil Schools (DSACS) project (www.teachSECD.com); a NASP and APA Division 16 fellow; and founding member, the Leadership Team for the Collaborative for Academic, Social, and Emotional Learning (www.CASEL.org).

Advanced Applications of the Behavior Assessment System for Children, Second Edition (WS11)
Cosponsored by Pearson
Tuesday, February 24, 2009

6:00–9:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 4; Skill Level: III
Members $75; Nonmembers $110

The Behavior Assessment System for Children, Second Edition (BASC-2) is presented as a multimethod, multidimensional system for objective determination of emotional and behavioral disorders in children. The current workshop will emphasize the interpretation of the BASC-2 and its many components, including its application to diagnosis of specific disorders and applications of the BASC-2 and its accompanying software tool in evaluating response to intervention for behavioral programming. Evaluation of attention deficit hyperactivity disorder (ADHD), depression, pediatric bipolar disorder, autism, and related pervasive developmental disorders is emphasized because they have been diagnosed with increasing frequency over the last decade. Screening procedures for prevention with large groups will also be reviewed.

Randy W. Kamphaus, PhD, is dean of the College of Education and a distinguished research professor at Georgia State University, Atlanta. He has received of numerous teaching, research, and alumni awards for his research in clinical assessment, classification, and applied measurement. He is principal investigator for an Institute of Education Sciences grant that will study universal school screening for behavioral and emotional risk at schools in the Los Angeles Unified School District. He is the author of more than 12 books, 70 journal articles, 30 book chapters, and 5 psychological tests.

Cecil R. Reynolds, PhD, is the author of more than 300 scholarly publications and author or editor of 50 books, including Handbook of School Psychology. He is also the author of several widely used tests, including the BASC-2 and the Reynolds Intellectual Assessment Scales. Dr. Reynolds has received multiple national awards recognizing him for excellence in research, including the Lightner Witmer and Senior Scientist Awards from APA Division 16.

Self-Injury and Youth: Best Practices for School Intervention (WS12)
Tuesday, February 24, 2009

6:00–9:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 7; Skill Level: II
Members $75; Nonmembers $110

This multimedia presentation is designed to provide school practitioners with current research, best-practice assessment skills, and effective intervention strategies for students who are engaging in self-injurious behavior. The presenters are authors of the School Psychology Forum article (winter 2008) on school response to self-injury. They will use case study examples from their own school- and private-practice experiences to illustrate the best-practice recommendations. They provide practical skills for assessing risk, developing effective safety plans, notifying and working with parents, controlling the contagion effect in schools, collaborating with community therapists, and legal and ethical responsibilities for intervention.

Jennifer Finger, MSW, LCSW, works in an alternative school setting as a school social worker. Her interest and research in self-injury comes directly from her experience with students and families.

School Refusal Behavior in Children and Adolescents (WS13)
Tuesday, February 24, 2009

6:00–9:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 3; Skill Level: II
Members $75; Nonmembers $110

Learning objectives for this workshop include a better understanding of youths who refuse school; assessment strategies including interview questions and questionnaires; and treatment strategies that focus on anxiety management, gradual return to school, parent-based contingency management, and family-focused interventions. An emphasis is placed on specific assessment and treatment strategies that can be implemented for a specific case immediately as well as general suggestions for addressing difficult parents and pursuing school-wide interventions.

Christopher A. Kearney, PhD, is professor of psychology, director of clinical training, and director of the UNLV Child School Refusal and Anxiety Disorders Clinic at the University of Nevada, Las Vegas. He is the author of numerous journal articles, book chapters, and books related to school refusal behavior in youth.

Wednesday and Thursday Workshop

PREPaRE Workshop #2: Crisis Intervention and Recovery: The Roles of the School-Based Mental Health Professional (WS56)
Wednesday and Thursday, February 25–26, 2009

8:00–10:00 a.m. and 2:00–6:00 p.m., Wednesday, and 8:00 a.m.–3:30 p.m. Thursday
Two-Day Workshop
Members $149; Nonmembers $199
Continuing Professional Development Credit Hours: 13.5
Professional Practice Domain: 7
Skill Level: I

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.

PLEASE NOTE: The Crisis Prevention and Preparedness workshop (PREPaRE Workshop #1—WS51) and this Crisis Intervention and Recovery workshop (PREPaRE Workshop #2) are separate, yet complimentary, sessions. To become a Workshop #1 or Workshop #2 trainer, one must first have completed the associated workshop [i.e., you must successfully complete WS #1, Crisis Prevention and Preparedness, to be eligible for the Workshop #1 Training-of Trainers (ToT) workshop; and you must successfully complete WS #2, Crisis Intervention and Recovery, to be eligible for the Workshop #2 Training-of Trainers (ToT) workshop.] While it is recommended that individuals become trainers for both Workshop #1 and Workshop #2, it is permissible to be a trainer for one workshop and not the other. Both PREPaRE ToT workshops will be offered at the NASP Summer Conferences.

Stephen E. Brock, PhD, NCSP, is a professor at California State University, Sacramento; the current California NASP delegate, a member of the National Emergency Assistance Team; and past NASP Executive Council member and coordinator of the NASP Crisis Management in Schools Interest Group. Dr. Brock is the author of the PREPaRE Crisis Intervention and Recovery workshop and Co-chair of the PREPaRE curriculum workgroup. He was also lead editor of the NASP book Best Practices in School Crisis Prevention and Intervention. Dr. Brock is the author of over 170 publications and has made over 75 state and national conference presentations.

Theodore A. Feinberg, EdD, NCSP, is the former NASP Assistant Executive Director, and has an extensive background in crisis consultation and counseling with children, adolescents, schools, families and associations. Dr. Feinberg’s responsibilities at NASP included school crisis prevention and intervention, program development, advocacy, government/public relations, membership, national certification, public policy initiatives, interagency networking as well as professional standards and ethics.

Shane R. Jimerson, PhD, NCSP, is a professor at the University of California, Santa Barbara, and is a past coordinator of the NASP Crisis Management in Schools Interest Group. Dr. Jimerson is the author of numerous publications as well as coeditor of The Handbook of School Violence and School Safety, Best Practices in School Crisis Prevention and Intervention, and The Handbook of International School Psychology. He is a co-author of the PREPaRE Crisis Prevention and Preparedness workshop.

Richard A. Lieberman, NCSP, coordinates the Suicide Prevention Unit of the Los Angeles Unified School District and is a lecturer at Loyola Marymount University. Mr. Lieberman has authored numerous book chapters and articles on crisis intervention, suicide prevention and self-injury. He is a founding member and past Chair of the Crisis Prevention and Intervention Workgroup (which developed the PREPaRE curriculum), and currently Chair of NASP's National Emergency Assistance Team.

Amanda B. Nickerson, PhD, NCSP, is a professor at the University at Albany, SUNY, past coordinator of the NASP Crisis Management in Schools Interest Group and serves on the Advisory Committee on Campus Security. She has published in the areas of school crisis prevention/intervention, emotional/behavioral disorders, and family and peer relationships. She is a co-author of the PREPaRE Crisis Prevention and Preparedness workshop.

Melissa A. Reeves, PhD, NCSP, is a school psychologist and adjunct faculty member at Winthrop University. She has consulted with and trained various school districts across the country in the areas of crisis prevention and intervention, and served on the Colorado Society of School Psychologists’ Crisis Response Team. She is a former Colorado NASP Delegate and is the lead author of the PREPaRE Crisis Prevention and Preparedness workshop and Chair of the PREPaRE curriculum workgroup.

Wednesday Workshops

Advanced Workshop on Neuropsychological Aspects of ADHD for School Psychologists (WS15)
Wednesday, February 25, 2009

8:00–10:00 a.m. and 2:00–6:00 p.m.; Full-Day
CPD Credit Hours: 6
PPD: 4; Skill Level: III
Members $99; Nonmembers $169

Since ADHD is increasingly referred to by clinicians, educators, and medical professionals as a disorder of self-regulation and executive functioning, it is logical to begin developing a neuropsychological approach to understanding, evaluating, and treating this condition. A pattern of specific cognitive and neuropsychological processes could be incorporated into a future diagnostic protocol for ADHD and could assist school psychologists in better understanding the impairments and functional problems individuals with ADHD demonstrate. This advanced presentation will provide an overview of ADHD and the measurement of attention, self-regulation and related executive functions. An overview of the emerging intervention research will be included.

Sam Goldstein, PhD, is a faculty member at the University of Utah School of Medicine, a affiliate research professor of psychology at George Mason University, and a staff member at the University Neuropsychiatric Institute. Dr. Goldstein has authored 27 books, two dozen book chapters, and many peer-reviewed research articles. He currently serves as editor of the Journal of Attention Disorders.

Jack A. Naglieri, PhD, is professor of psychology and director of the school psychology program at George Mason University. He is a Fellow of APA Division 16 and received the APA Division 16 2001 Senior Scientist Award. He also holds an appointment as a senior research scientist at the Devereux Foundation.

Bullying Prevention and Intervention: Essential Strategies for School Psychologists (WS16)
Wednesday, February 25, 2009

8:00 –10:00 a.m. and 2:00–6:00 p.m.; Full-Day
CPD Credit Hours: 6
PPD: 1; Skill Level: III
Members $99; Nonmembers $169

The authors of the newly released Bullying Prevention and Intervention: Realistic Strategies for Schools team up with the author of Helping Students Overcome Depression and Anxiety: A Practical Guide (both books are part of the Guilford Practical Intervention in the Schools series). In this interactive and dynamic workshop, participants will learn how to implement practical strategies to reduce bullying, victimization, and the concomitant mental health problems that result from these behaviors. Attention will be given to how assessment can guide prevention and intervention efforts. Strategies for dealing with cyber bullying and for responding to students who may be suicidal will also be included.

Susan M. Swearer, PhD, is an associate professor of school psychology at the University of Nebraska–Lincoln and codirector of the Nebraska Internship Consortium in Professional Psychology. Her research examines the psychological and environmental influences contributing to bullying among youth and promotes models of data-based decision making in bullying prevention and intervention.

Dorothy L. Espelage, PhD, is a professor and associate chair in the Department of Educational Psychology at the University of Illinois at Urbana-Champaign. Her research program includes the investigation of bullying, victimization, sexual harassment, dating violence, and homophobic attitudes and behaviors among children and adolescents.

Kenneth W. Merrel, PhD, is a professor of school psychology at the University of Oregon and codirector of the school psychology program and department head for special education and clinical sciences. His research in the area of social-emotional assessment and intervention is widely published, and he has developed several educational assessment and intervention tools.

Scott A. Napolitano, PhD, is a pediatric neuropsychologist and licensed psychologist in private practice in Lincoln, NE. Dr. Napolitano’s professional interests are in brain-behavior relationships, and his private practice focuses on youth with complex learning problems, bullying/victimization, internalizing difficulties (i.e., depression and anxiety), and injury (i.e., traumatic brain injury) that all affect behavior.

Finding the Right Spark: Strategies for Motivating the Resistant Learner at the Secondary Level (WS17)
Wednesday, February 25, 2009

8:00 –10:00 a.m. and 2:00–6:00 p.m.; Full-Day
CPD Credit Hours: 6
PPD: 5; Skill Level: I
Members $99; Nonmembers $169

As middle and high schools institute RTI, poor student motivation is a central concern. This workshop presents four major strategies to increase motivation and school participation among struggling learners in secondary classrooms. Participants will learn to (a) target “levers of influence” in the instructional environment that can increase student work engagement, (b) identify and challenge “faulty thinking” that can undermine student self-efficacy in academics, (c) empower students to become self-advocates with input into their own RTI plans, and (d) provide feasible teacher strategies to forge stronger relationships with marginal students. All motivation strategies presented are research-based and tied to the multitier RTI model.

Jim A. Wright, MS, is a certified school psychologist and special education administrator in central New York. He is the creator of Intervention Central (www.interventioncentral.org), a popular website featuring free student intervention ideas. Mr. Wright trains regionally and nationally on RTI topics, including academic and behavioral interventions, curriculum-based measurement, and team-based problem solving.

Ethics for School Psychologists: A Problem-Solving Approach (WS18)
Wednesday, February 25, 2009

2:00–5:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 10; Skill Level: III
Members $75; Nonmembers $110

This workshop will provide skills and strategies to enable participants to use a problem-solving model to effectively interpret ethical principles as they encounter challenging ethical and legal issues in their practices. The workshop will feature lecture, guided discussion, and (most important) practice in ethical problem solving. Using cases submitted by school psychologists, participants will work in groups to apply a problem-solving model and make decisions about those cases. The presenters are authors of the book Ethical Principles for School Psychologists: A Problem-Solving Model.

Leigh D. Armistead, EdD, NCSP, is a faculty member in the school psychology program at Winthrop University, Rock Hill, SC, and earned his doctorate at Indiana University of Pennsylvania. He has held leadership positions in NASP and NCSPA and participated in revising NASP’s Ethical and Professional Practices Committee Procedures. He serves as the Southeast representative on NASP’s Ethics Committee.

Barbara Bole Williams, PhD, NCSP, is associate professor/coordinator of the school psychology program at Rowan University, Glassboro, NJ. She earned her PhD from Temple University, Philadelphia. She is presently chairing the revision to the NASP Principles for Professional Ethics and other NASP standards, has served on NASP’s Ethics Committee as the Northeast representative, and is a member of NASP’s Ethics Independent Appeals Committee.

Susan Jacob, PhD, is a professor in the school psychology program at Central Michigan University, Mount Pleasant. She earned her PhD from Michigan State University, East Lansing. She is lead author of Ethics and Law for School Psychologists, Fifth Edition (2006), and is author of more than 32 chapters and journal articles.

Legal and Ethical Considerations for Practice and Supervision (WS19)
Wednesday, February 25, 2009

2:00–5:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 10; Skill Level: III
Members $75; Nonmembers $110

Legal rulings and decisions are continuously changing the contours of professional practice. This workshop is intended to provide practitioners, supervisors, and university faculty with a look into changing practice standards. The workshop will address the responsibilities of school psychologists with regard to diagnosing disorders, which evaluative tools can meet legal challenges, and what should be included in psychological evaluations—questions practitioners can expect when deposed and when testifying in court. With a combined total of more than 40 years of practice and with significant court-involved experience, the presenters balance practice and teaching with sensitivity to changing practice standards.

Tony D. Crespi, EdD, ABPP, is presently a professor of psychology in the school psychology program at the University of Hartford, CT. His interests include ethical and legal challenges to practice and professional training.

Natalie N. Politikos, PhD, NCSP, is an associate professor at the University of Hartford, CT. Her interests include psychoeducational assessment and the neuropsychological principles of learning in children.

Supervision of Interns: Matching NASP Training Standards to Field Expectations (WS20)
Wednesday, February 25, 2009

2:00–5:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 3; Skill Level: II
Members $75; Nonmembers $110

This workshop is designed for both field-based and university internship supervisors who want to improve their internship programs, as well non-NASP-approved programs that want to bring their internship sites in line with best practices. Competency-based activities to meet NASP training standards with particular attention to tiered service delivery experiences will be presented. A developmental framework and theoretical models will also be overviewed. Instructional methods will include lecture, hands-on computer work, and group activities.

Expected learning objectives: Upon completion, participants will (a) become familiar with various supervision models; (b) identify methods of documentation aligned with NASP standards; (c) develop intern competencies based on training standards; (d) define a developmental framework for supervision; and (e) learn how to promote intern competency across service delivery tiers, using RTI procedures (e.g., collection of baseline data, progress monitoring, analyses, and data reporting).

Jeanne E. Jenkins, PhD, and Audrey E. Ellenwood, PhD, school psychology coordinators at John Carroll University, Cleveland, OH, and Bowling Green State University, OH, respectively, have extensive experience in supervising practicum and internship students. They have conducted research and presented at the national, regional, state, and local levels on internship supervision.

Audrey E. Ellenwood, PhD, is coordinator of the school psychology program at Bowling Green State University, OH. She has given national, regional, state, and local presentations and led workshops on internship supervision. She has completed research and conducted a state and national study on intern supervision.

Multicultural Intentionality Through the Counseling Process (WS21) [D]
Wednesday, February 25, 2009

2:00–5:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 5; Skill Level: II
Members $75; Nonmembers $110

This workshop highlights some of the essential skills for providing culturally relevant counseling services with children and adolescents. The presenter will model the process of increasing cultural self-awareness, increasing cultural literacy, and weaving cultural variables into all phases of the counseling process through using “multicultural intentionality” techniques. This workshop includes vignettes and video demonstrations to show subtle nuances that may not be obvious to the clinician and offer practical ways to address culturally related content. Through participation in this workshop, clinicians will learn to create a therapeutic environment that is conducive to cross-cultural counseling and subsequently increase treatment effectiveness.

Janine M. Jones, PhD, NCSP, is an assistant professor of school psychology at the University of Washington, Seattle, and a licensed child psychologist in private practice. Her research, teaching, and clinical work focus on culturally competent service delivery and resilience in children and adolescents from a cultural perspective.

Advanced Workshop on the Recent Developments in the Assessment of Children, Including RTI (WS22)
Wednesday, February 25, 2009

2:00–5:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 1; Skill Level: II
Members $75; Nonmembers $110

This workshop will cover the latest developments in the assessment of the cognitive ability of children. Topics include (a) issues related to the measurement and change of intelligence, (b) the Wechsler Intelligence Scale for Children–IV; (c) the Wechsler Preschool and Primary Scale of Intelligence–III; (d) the Stanford-Binet Intelligence Scales, Fifth Edition; (e) the Differential Ability Scales, Second Edition; (f) the Wechsler Adult Intelligence Scale–IV; (g) assessment of intelligence with specialized measures; and (h) the RTI component of IDEA 2004.

Jerome M. Sattler, PhD, San Diego State University, CA, is a diplomate in clinical psychology. He received the Senior Scientist Award from the APA Division of School Psychology and an honorary doctor of sciences from the University of Central Missouri, Warrensburg. APA also awarded him the Gold Medal Award for Life Achievement in the Application of Psychology in 2005.

Thursday Workshops

School-Based Strategies to Prevent Childhood Obesity (WS23)
Thursday, February 26, 2009

8:30–11:30 a.m.; Half-Day
CPD Credit Hours: 3
PPD: 7; Skill Level: I
Members $75; Nonmembers $110

This workshop will help school psychologists understand the childhood obesity crisis in America and the roles that schools can play in promoting healthy eating and physical activity. Evidence-based, school-wide, universal prevention programs will be presented. School psychologists will become aware of specific, school-based strategies that promote healthier school environments. School psychologists will learn about roles they can play in childhood obesity prevention by applying their knowledge and skills in behavior change, child development, family-school collaboration, and interdisciplinary teamwork. A data-based decision making approach to assess, plan, and evaluate school-wide healthy eating and physical activity promotion efforts will be presented.

Jessica A. Blom-Hoffman, PhD, NCSP,is an associate professor at Northeastern University, Boston. Her research focuses on developing, implementing, and evaluating school-based programs to promote healthy eating, particularly among racial and ethnic minority children who live in urban communities. Her work in the Boston Public Schools is funded by the NIH.

Response to Intervention Data-Based Decision Making (WS24)
Thursday, February 26, 2009

8:30–11:30 a.m.; Half-Day
CPD Credit Hours: 3
PPD: 1 Skill Level: III
Members $75; Nonmembers $110

This workshop focuses primarily on methods of making educational decisions across a tiered system of support. The presenter will explain eight major decisions that must be made with regard to response to intervention data. In addition, the workshop will focus on how to (a) determine local benchmarking cut scores, (b) determine the level of support needed for all students within a school, (c) make definitive decisions with regard to moving students within and across tiers, (d) how to use multiple data sources in a systematic and hierarchical way, and (e) how to determine goals and objectives for all students.

Gary L. Cates, PhD, is an associate professor of psychology at Illinois State University, Normal. He has authored numerous research articles related to the prevention and remediation of academic skills deficits. He also serves as a consultant to many school districts throughout the Midwest on the implementation of RTI.

Taking Strides to Make a Difference for Immigrant and Refugee Students in Our Schools (WS25)[D]
Thursday, February 26, 2009

8:30–11:30 a.m.; Half-Day
CPD Credit Hours: 3
PPD: 5; Skill Level: II
Members $75; Nonmembers $110

The No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities Education Improvement Act of 2004 (Public Law 108-446) (IDEIA) require monitoring of outcomes for culturally and linguistically diverse students, but fail to recognize immigrant-refugee status. The purpose of this workshop is to bring to the forefront the academic and psychosocial needs of immigrant and refugee students in our schools, especially populations from Africa, Southeast Asia, Mexico, and Latin America. Participants will (a) understand the impact of population history on academic and social development; (b) assess population needs and design culturally and linguistically responsive systemic interventions and school practices; and (c) articulate the conceptual, emotional, and behavioral pathways to improving service delivery for immigrant and refugee students.

Valerie J. Cook-Morales, PhD, is a professor of school psychology at San Diego State University, CA, where she has brought more than $14 million in federal grants to the preparation of culturally competent and bilingual school psychologists.

Tonika Duren Green, PhD, an associate professor of school psychology at San Diego State University, CA, specializes in enhancing educational outcomes for African American students and holds publications and grants in this area.

Drs. Cook-Morales and Green codirected a $1.5 million federally funded grant to prepare school psychologists to meet the needs of ethnolinguistically diverse immigrant and refugee students.

Using Systems-Change Techniques to Implement RTI in Your District (WS26)
Thursday, February 26, 2009

8:30–11:30 a.m.; Half-Day
CPD Credit Hours: 3
PPD: 6; Skill Level: II
Members $75; Nonmembers $110

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 problem-solving activities to develop strategies they can use when they return to work.

Michael J. Curtis, PhD, NCSP, is a professor of school psychology at the University of South Florida, Tampa. He is a past president of NASP and the 2004 recipient of the NASP Lifetime Achievement Award. He specializes in professional issues in school psychology and services delivery, consultation, problem solving, and systems change.

Jose Castillo, PhD, is a program evaluator for the Florida Problem Solving & Response to Intervention (PS/RTI) project. His primary responsibility is facilitating the collection, analysis, and reporting of data used to facilitate implementation of a PS/RTI model in schools participating in the project. He is also a school psychologist with the Pasco County School District, FL.

Rachel M. Cohen, PhD, works as a school psychologist in two middle schools in a northern Chicago suburb and is involved with the district’s problem-solving initiative.

Cognitive-Behavioral Therapy With Depressed Children (WS27)
Thursday, February 26, 2009

8:30–11:30 a.m.; Half-Day
CPD Credit Hours: 3
PPD: 7; Skill Level: II
Members $75; Nonmembers $110

Depression among school-age children, although relatively uncommon, is an important clinical concern as it places youth at risk for recurrent depression, as well as a range of academic, social, and emotional difficulties. Research indicates that cognitive, social, biological, and environmental factors interact in placing children at risk, and that cognitive-behavioral approaches can be useful for preventing and treating this condition. In this workshop we will review review research on vulnerability for early-onset depression and how cognitive-behavioral principles can be used to guide treatment. Our emphasis will be practical--specific, empirically-supported assessment and evidence-based treatment approaches will be reviewed.

Mark A. Reinecke, PhD, is a professor of psychiatry and chief psychologist at Northwestern University, Chicago. He is a former president of the Academy of Cognitive Therapy, a diplomate of the American Board of Professional Psychology, and a fellow of the American Psychological Association. His work focuses on childhood depression.

Promoting the Academic Achievement and Social-Emotional Adjustment of Children With Chronic Illnesses (WS28)
Thursday, February 26, 2009

8:30–11:30 a.m.; Half-Day
CPD Credit Hours: 3
PPD: 2; Skill Level: II
Members $75; Nonmembers $110

This skills-based workshop will (a) create familiarity with the classroom presentations and educational risks of several common illnesses (e.g., diabetes, asthma, epilepsy); (b) demonstrate a consultative model in which school psychologists use their unique educational and mental health skills to promote students’ success via work with teachers, parents, nurses, and physicians; and (c) enhance familiarity with a range of in- and out-of-class services, as well as advantages and disadvantages of using “other health impairment” (OHI) and 504 designations. Didactic presentations, individual and small-group problem solving, questions and answers, and case studies formats will be used.

David L. Wodrich, PhD, is associate professor of psychology in education at Arizona State University, Tempe, and the former director of psychology at Phoenix Children’s Hospital. His research concerns the educational consequences of chronic illness. That research helps reveal ways in which such students can be better understood and treated at school, as well as novel collaborative roles for school psychologists.

Maximizing Educational Opportunities for English Language Learners (WS34) [D]
Thursday, February 26, 2009

8:30 a.m.–3:30 p.m.; Full-Day
CPD Credit Hours: 6
PPD: 5; Skill Level: I
Members $99; Nonmembers $169

This one-day workshop will introduce participants to a comprehensive instructional, intervention, and assessment system relating to the education of English language learners (ELLs). Through instructional and hands-on activities, participants will learn more about (a) the language acquisition process; (b) implementation of English language proficiency (ELP) standards in instruction and assessment; (c) procedures for distinguishing limited language proficiency from learning difficulties; (d) the latest in ELP assessments for ELLs, including those with exceptional needs; and (e) interpreting the results of ELP assessment and determining appropriate plans of services, including intervention delivery within RTI models.

Craig A. Albers is an assistant professor in the school psychology program at the University of Wisconsin–Madison. Dr. Albers has conducted research in the areas of language proficiency and academic interventions for ELL students; multitier prevention and intervention programs; and the use of universal screening and progress monitoring in RTI models.

Robert F. Kohl has an extensive history in the implementation of ELP assessment systems. He coordinates the World-Class Instructional Design and Assessment (WIDA) Consortium professional development relating to ELP assessments, assessment data, curriculum and instruction for English as a second language (ESL), and NCLB requirements. He has 42 years of teaching and administrative experience.

Mariana Castro assists WIDA states to build capacity to teach ELLs through trainings, workshops, the dissemination of information, and the implementation of language standards across their curricula. She also delivers professional development and represents WIDA at state and national conferences.

Combining RTI With Cognitive Hypothesis Testing for Effective Classroom Instruction (WS35)
Thursday, February 26, 2009

8:30 a.m.–3:30 p.m.; Full-Day
CPD Credit Hours: 6
PPD:1; Skill Level: II
Members $99; Nonmembers $169

Arguing that the problem-solving model (PSM) requires multiple data sources and flexible service delivery, this workshop will first detail the Student Neuropsychological Assessment Profile for Innovative Teaching (SNAP-FIT) project implemented in local schools. SNAP-FIT uses standardized (Tier 1) and PSM (Tier 2) RTI approaches, and for nonresponders, a comprehensive evaluation using cognitive hypothesis testing (CHT) for accurate identification and targeted interventions (Tier 3). Case examples will allow participants to gain CHT skills in developing and testing hypotheses about child strengths and needs, and learn how to brainstorm, implement, and evaluate single-subject interventions to ensure that findings have ecological and treatment validity.

James B. Hale, PhD, has more than 20 years experience as a special education teacher, school psychologist, and school neuropsychologist. A frequent conference presenter, Dr. Hale has numerous scholarly publications, including the critically acclaimed book, School Neuropsychology: A Practitioner’s Handbook. As SNAP-FIT project director, he facilitates differentiated instruction for children in local area schools.

Jessica Morley, MS, is a school psychology intern at Chester County Intermediate Unit, PA, pursuing her educational specialist degree at the Philadelphia College of Osteopathic Medicine. Jessica’s primary role is providing RTI and SNAP-FIT services in the schools.

Her previous position included behavior management services for children with learning and behavior disorders.

Interventions to Address Anxiety Problems in Children (WS36)
Thursday, February 26, 2009

8:30 a.m.–3:30 p.m.; Full-Day
CPD Credit Hours: 6
PPD: 4; Skill Level: III
Members $99; Nonmembers $169

Following an overview of the role of cognition, this presentation considers when anxious arousal meets the criteria for disorder. The rationale for treating youth anxiety is presented. The workshop focuses on strategies that are 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, and sample levels from a computer-assisted program for anxious youth (i.e., Camp Cope-A-Lot) are presented. The workshop concludes with an overview summary of what currently is and is not known about the treatment of anxiety in youth.

Phillip C. Kendall, PhD, ABPP, is a Laura H. Carnell professor of psychology and director of the Child and Adolescent Anxiety Disorders Clinic at Temple University. He is editor of Clinical Psychology: Science and Practice and president of the American Board of Clinical Child and Adolescent Psychology.

Executive Functions in Classroom Production: Strategies for Assessment and Intervention (WS37)
Thursday, February 26, 2009

8:30 a.m.–3:30 p.m.; Full-Day
CPD Credit Hours: 6
PPD: 2; Skill Level: II
Members $99; Nonmembers $169

This presentation takes a practical approach to the cognitive processes currently being labeled “executive functions.” The presentation will provide (a) a multidimensional definition and model of executive functions; (b) a discussion of the roles of executive functions in classroom academic production and behavior; (c) an overview of executive function assessment methods, including executive function–driven functional behavior assessment; (d) discussion of consultation with teachers on student executive function difficulties; and (e) information related to planning, implementing, and monitoring interventions targeted at dealing with executive function difficulties in the classroom. Case studies of individuals demonstrating executive function difficulties will be discussed throughout the presentation.

George M. McCloskey, PhD, is a professor and director of school psychology research in the Psychology Department of the Philadelphia College of Osteopathic Medicine. Dr. McCloskey is the lead author of the text, Assessment and Intervention for Executive Function Difficulties.

Lisa A. Perkins, MS, NCSP, has been employed as a school psychologist in Connecticut public schools for more than 30 years, most recently working in the Westport Public Schools, CT. Ms. Perkins is an adjunct faculty member in the school psychology program at the Philadelphia College of Osteopathic Medicine.

Bob R. Van Divner, PsyD, NCSP, has been employed as a school psychologist in Pennsylvania for more than 10 years and is currently a school psychologist at the Spring Board Academy of the Milton Hershey School and an adjunct faculty member in the Philadelphia College of Osteopathic Medicine school psychology program.

Scaling Up Problem Solving/RTI: Overcoming Challenges to Implementation (WS29)
Thursday, February 26, 2009

12:30–3:30 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 1; Skill Level: III
Members $75; Nonmembers $110

This advanced workshop will focus on scaling up problem solving/RTI (PS/RTI) beyond a single building level. Successful implementation of PS/RTI is driven by professional development, supported by technical assistance and coaching, and informed by data. Participants will be provided with information and experiences to (a) develop a blueprint for a multiyear implementation plan, (b) construct a blueprint of policies and procedures for multisite implementation, (c) identify the critical skills required of personnel to implement and scale up PS/RTI, and (d) use case studies and skill assessments to ensure that multisite teams possess the skills necessary for successful implementation.

George M. Batsche, EdD, NCSP, is professor and codirector of the Institute for School Reform at the University of South Florida, Tampa. He is codirector of the statewide problem solving/RTI project for the Florida Department of Education.

Assessing and Intervening With Posttraumatic Stress Disorder in the School Setting (WS30)
Thursday, February 26, 2009

12:30–3:30 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 7; Skill Level: II
Members $75; Nonmembers $110

This workshop will familiarize participants with contemporary best practices for identifying, assessing, and treating posttraumatic stress disorder (PTSD) in the school setting. From this session, participants will develop an understanding of the nature, prevalence, associated conditions, and etiology of PTSD, as well as the impact of traumatic events and PTSD on school-aged youth. Special emphasis will be placed on the educational consequences of this disorder. In addition, participants will learn how to better identify this significant learning challenge and gain knowledge of school-based interventions for children who suffer from this serious and potentially devastating psychiatric disorder.

Stephen E. Brock, PhD, NCSP, is a professor at California State University, Sacramento, with 18 years of school psychology experience. He is a member of the National Emergency Assistance Team (NEAT) and cochair of the PREPaRE workgroup. He edited Best Practices in School Crisis Prevention and Intervention and is a coauthor of Identifying, Assessing, and Treating PTSD at School.

Advanced Workshop on Supervision and Long-Term Career Development (WS31)
Thursday, February 26, 2009

12:30–3:30 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 10; Skill Level: III
Members $75; Nonmembers $110

This workshop is designed for individuals functioning as administrators of school psychological services who typically delegate assignments, design service delivery, conduct formal personnel evaluations, design corrective actions, recruit and hire, and take ultimate responsibility for services provided by supervisees. Administrative supervisors also provide leadership, conduct program evaluations, serve as change agents, and promote effective educational practices at the district and state levels. Knowledge and skills requisite for leading, managing, recruiting, conducting performance evaluations, addressing multicultural issues, attending to ethical dilemmas, dealing with impaired supervisees, and developing and implementing effective professional development programs will be addressed.
Virginia Smith Harvey, PhD, is professor and director of the school psychology program at the University of Massachusetts–Boston. She is coauthor of Professional Development and Supervision of School Psychologists: From Intern to Expert (2008, with Joan A. Struzziero) and Fostering Independent Learning: Practical Strategies to Promote Student Success (2007, with Louise A. Chickie-Wolfe).

Joan A. Struzziero, PhD, is adjunct professor at Northeastern University, and the University of Massachusetts (both in Boston) and school psychologist in the Scituate Public Schools, MA. Dr. Struzziero is coauthor of Professional Development and Supervision of School Psychologists: From Intern to Expert (2008, with Virginia SmithHarvey) and the Northeastern representative on the Ethics Committee of NASP.

Cognitive-Behavioral Therapy With Depressed Adolescents (WS32)
Thursday, February 26, 2009

12:30–3:30 a.m.; Half-Day
CPD Credit Hours: 3
PPD: 7; Skill Level: II
Members $75; Nonmembers $110

Major depression during adolescence is a common and increasingly important public health problem. Research indicates that cognitive, social, biological, and environmental factors interact in placing youth at risk. In this workshop, an integrative cognitive-behavioral model of vulnerability will be presented. Cognitive-behavioral strategies for working with these challenging youth will be discussed, and research on the effectiveness of these strategies will be reviewed. Particular attention will be given to strategies for treating suicidal, aggressive, impulsive, and oppositional youth.

Mark A. Reinecke, PhD, is a professor of psychiatry and chief psychologist at Northwestern University, Chicago. He is a former president of the Academy of Cognitive Therapy, a diplomate of the American Board of Professional Psychology, and a fellow of the American Psychological Association. His work focuses on childhood depression.

NASP Program Approval: Online Submission Procedures (WS53)
Thursday, February 26, 2009

12:30–3:30 a.m.; Half-Day
CPD Credit Hours: 3
PPD: 1; Skill Level: I
Members $40; Nonmembers $55

NASP approval of specialist and doctoral school psychology programs requires that programs submit documentation meeting the NASP (2000) training standards. All programs submitting for new approval/reapproval must now use online submissions developed by the National Council for Accreditation of Teacher Education (ANCATE). The workshop will provide 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 /reapproval in the next few years.

Enedina García Vázquez is the chair of the NASP Program Approval Board. She was training director of the school psychology program at New Mexico State University (NMSU), Las Cruces, for nine years.

Susan Bartels, PhD, NCSP, is the director of the graduate program in school psychology at Towson University, MD, and was employed as a school psychologist in a public school system for 18 years. Dr. Bartels is a member of the NASP Program Approval Board.

Update on Legal Issues Impacting the School Psychologist (WS33)
Thursday, February 26, 2009

12:30–3:30 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 10; Skill Level: III
Members $75; Nonmembers $110

Julie J. Weatherly will provide workshop participants with an overview of hot topics in special education law. The overview will include a discussion of, and update participants on, recent court and federal agency decisions, as well as any relevant statutory or regulatory action related to IDEA, NCLB, and/or Section 504.

Julie J. Weatherly owns Resolutions in Special Education, Inc., located in Mobile, AL, and is an attorney with the Weatherly Law Firm in Atlanta, GA. For more than 20 years, she has worked with educational agencies nationwide in complying with IDEA and Section 504. In June 1996, Julie appeared on 60 Minutes to discuss the cost of meeting the legal requirements of the IDEA.

Friday and Saturday Workshop

Interventions in the Basic Skill Areas of Reading, Math, and Written Language (WS57)
Friday and Saturday, February 27–28, 2009

9:30 a.m.–4:30 p.m. Friday and 8:30 -11:30 a.m. Saturday; Two-Day
CPD Credit Hours: 9
PPD: 1; Skill Level: III
Members $149; Nonmembers $199

This intensive 2-day workshop is designed to examine learning disorders from a brain-based educational perspective. There will be a discussion of various subtypes of reading, written language, and mathematics disorders in children, with numerous evidence-based interventions offered to address each subtype. A hybrid neuropsychological assessment model, deemed the 90-minute learning disorder’s evaluation, will provide practitioners with a multimethod approach to assessment by integrating the tenets of both norm-referenced testing and curriculum-based measurement. The use of neuropsychological assessment within a four-tiered response-to-intervention model will be featured as the primary means to assess and remediate learning disorders in children.

Steven G. Feifer, DEd, NCSP, ABSNP,is a nationally renowned speaker in the field of learning disabilities and has conducted more than 150 seminars for educators and psychologists throughout North America. He has coauthored six books on learning disorders in children and is dually trained as both a school psychologist and a school neuropsychologist

Friday Workshops

Helping Older Struggling Readers (WS38)
Friday, February 27, 2009

9:00 a.m.–12:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD 3; Skill Level: I
Members $75; Nonmembers $110

Many secondary students are struggling students because they are struggling readers. This session will explore 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.

Debra Berlin has provided professional development to thousands of educators throughout North America for more than 20 years. She has worked for the Florida Center on Reading Research as a coach, consultant to publishers and school districts, and curriculum presenter, and she has served as the 6–12 reading director in Fort Lauderdale, FL.

Culturally Sensitive Classroom Management and Behavior Support in Secondary Schools (WS39) [D]
Friday, February 27, 2009

9:00 a.m.–12:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 5; Skill Level: II
Members $75; Nonmembers $110

Culturally sensitive classroom management and behavior support help improve classroom climate and engage students in learning. This workshop will provide school psychologists with the knowledge and skills to consult and collaborate more effectively with secondary teachers in these areas. Participants will learn approaches to creating culturally and developmentally responsive classroom structures, curriculua, and instruction; methods of increasing motivation and engagement; and strategies to promote prosocial, appropriate behavior. This workshop will use direct instruction, small group activities, and case studies to help participants integrate information, and particular attention will be paid to the needs of individuals in multicultural school settings.

Emily S. Fisher, PhD, is the assistant director of the school psychology program at Loyola Marymount University, Los Angeles. Her research interests focus on supporting students at risk for academic and social/emotional problems, training teachers in classroom management and behavior support, and working with teachers to promote inclusion.

Genevieve M. Thomas, MA, is an intern in the school psychology program at Loyola Marymount University, Los Angeles. She has a master’s degree in special education and has worked in a diverse public high school in South Los Angeles. She is interested in developing programming to support secondary students’ academic and emotional needs.

Brian P. Leung, PhD, is the director of the school psychology program at Loyola Marymount University, Los Angeles. He has worked as a school psychologist in urban and suburban settings and was a training specialist for the California State Department of Education. His research interests focus on program evaluation, motivation and achievement, and resiliency.

What You Always Needed to Know About Psychiatric Medications and Children (WS40)
Friday, February 27, 2009

9:00 a.m.–12:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 1; Skill Level: II
Members $75; Nonmembers $110

This workshop reviews the psychiatric medicines most commonly used in children and adolescents, including the stimulants and the nonstimulant Strattera for ADHD, the selective serotonin reuptake inhibitors (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 SSRIs and suicide, and stimulants and the heart.

Kevin T. Kalikow, MD, is a child psychiatrist who has been in private practice for 25 years. He teaches at New York Presbyterian Hospital and New York Medical College and is the author of Your Child in the Balance: An Insider’s Guide for Parents to the Psychiatric Medicine Dilemma.

Gifted Students: Perspectives for School Psychologists (WS41)
Friday, February 27, 2009

9:00 a.m.–12:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD 3; Skill Level: I
Members $75; Nonmembers $110

Workshop participants will be able to deepen their knowledge about the diverse academic and social-emotional needs of gifted students. In addition, workshop participants will become familiar with the unique needs of gifted students from culturally/linguistically diverse backgrounds. The various services generally provided to gifted students in public school systems will be discussed during the workshop. The various private organizations that service gifted students will also be presented to workshop participants. Information will be provided to workshop participants through lecture, review of case studies, and information packets.

Tiombe-Bisa Kendrick, NCSP, completed graduate school at Barry University, Miami, FL. Ms. Kendrick has been employed with Miami-Dade County Public Schools, FL, as a school psychologist since 2005. She works closely with gifted students and has presented on the needs of gifted students at various conventions.

Determining Special Education Eligibility in a Response-to-Intervention System (WS42)
Friday, February 27, 2009

9:00 a.m.–12:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 1; Skill Level: III
Members $75; Nonmembers $110

This workshop presents procedures for using an assessment of a student’s response to intervention (RTI) as part of a multidisciplinary evaluation to determine special education eligibility. The components of the IDEA requirements for the identification of specific learning disabilities will be operationalized for school psychologists and assessment teams. Workshop components will include assessment of a student’s dual discrepancy of academic level and rate of improvement, procedures for ruling out lack of instruction and other disabilities and conditions, and writing the evaluation report. Participants will assess their school district’s readiness to implement RTI in terms of overall efforts for school improvement.

Joseph F. Kovaleski, DEd, NCSP, is a professor of educational and school psychology and director of the program in school psychology at the Indiana University of Pennsylvania. He is also co–principal investigator for the Pennsylvania RTI project through the Pennsylvania Training and Technical Assistance Network (PaTTAN).

Observational Assessment of Students With Attention and Behavioral Problems (WS43)|
Friday, February 27, 2009

9:00 a.m.–12:00 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 1; Skill Level: I
Members $75; Nonmembers $110

This workshop will be a hands-on presentation of systematic direct observations of students with attention and related behavioral problems. Presenters will demonstrate several different observational methods applicable to school settings, including the newly revised Achenbach System of Empirically Based Assessment (ASEBA) direct observation form. Participants will practice the different coding systems via videotaped cases. Participants will learn (a) how to conduct systematic observations of students’ on-task behavior and classroom behavioral problems, (b) how to integrate observations with data from other sources for diagnostic decisions and intervention planning, and (c) how to use direct observations for progress monitoring in a response-to-intervention framework.

Stephanie H. McConaughy, PhD, is a research professor in the Department of Psychiatry, University of Vermont, Burlington. She is a Vermont-licensed practicing psychologist and a nationally certified school psychologist. Her research and publications have focused on assessment of children’s behavioral and emotional problems, clinical interviewing, and prevention of school-based behavioral problems.

Robert J. Volpe, PhD, is an assistant professor in the Department of Counseling and Applied Educational Psychology at Northeastern University, Boston. His current research seeks to understand why many children with ADHD have academic difficulties and how best to assess and treat these problems.

Evaluating Fidelity of RTI Interventions and Processes: Research to Practice (WS48)
Friday, February 27, 2009

9:00 a.m.–4:30 p.m.; Full-Day
CPD Credit Hours: 6
PPD:7; Skill Level: I
Members $99; Nonmembers $169

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 systemic 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.

Jeffrey P. Braden, PhD, has authored or coauthored more than 300 professional publications and given more than 300 invited addresses, refereed presentations, and workshops in the United States, Canada, Greece, Ireland, Turkey, Israel, and Australia. His research includes an evaluation of North Carolina’s RTI pilot program.

Lauren B. Joyce is a fourth-year graduate student at North Carolina State University, Raleigh. She assisted Dr. Braden in an evaluation of North Carolina’s RTI pilot program.

Working Memory and Academic Learning: Assessment and Intervention (WS49)
Friday, February 27, 2009

9:00 a.m.–4:30 p.m.; Full-Day
CPD Credit Hours: 6
PPD:3; Skill Level: III
Members $99; Nonmembers $169

After discussing working memory models and the relationship that working memory has with academic learning, assessment procedures will be reviewed, with information on the latest working memory batteries. Evidence-based strategies and interventions for working memory deficits will be discussed, along with instructional practices that support working memory limitations. The learning objectives are (a) to describe working memory components and working memory’s role in cognitive processing; (b) to identify the relationships working memory has with reading, mathematics, and written language; (c) to explain how standardized instruments can be used to assess working memory; and (d) to describe research-based effective strategies and interventions for working memory deficiencies.

Milton J. Dehn, EdD, NCSP, a former school psychology trainer, is a private-practice school psychologist. He is also the cofounder and program director of Schoolhouse Tutoring, an agency that provides tutoring and remedial instruction. His publications include Essentials of Processing Assessment and Working Memory and Academic Learning: Assessment and Intervention.

Working Effectively With Adolescents in a School Setting (WS50)
Friday, February 27, 2009

9:00 a.m.–4:30 p.m.; Full-Day
CPD Credit Hours: 6
PPD:7; Skill Level: III
Members $99; Nonmembers $169

Adolescence is a profoundly complex juncture in development requiring that a new balance be forged between continuity and change, tradition and innovation, attachment and individuation. This workshop will utilize a multimodal approach (including lecture, discussion, structured exercises, case presentation, role-play, and the presentation of music, poetry, and film clips) to conceptualize a humanistic approach to working with middle and high school students. This approach enables clinicians to strategize and intervene with courage, creativity, and compassion when it comes to addressing the wide range of issues and concerns that contemporary adolescents are confronted with.

Brad Sachs, PhD, is a family psychologist and best-selling author whose most recent books include When No One Understands: Letters to a Teenager on Life, Loss, and the Hard Road to Adulthood and The Good Enough Teen: Raising Adolescents With Love and Acceptance (Despite How Impossible They Can Be).

PREPaRE Workshop #1: Crisis Prevention and Preparedness: The Comprehensive School Crisis Team (WS51)
Friday, February 27, 2009

9:00 a.m.–4:30 p.m.
Full-Day Workshop
Members $99; Nonmembers $169
Continuing Professional Development Credit Hours: 7
Professional Practice Domain: 7
Skill Level: II

This 1-day workshop provides a review of 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.

PLEASE NOTE: This Crisis Prevention and Preparedness workshop (PREPaRE Workshop #1) and the Crisis Intervention and Recovery workshop (PREPaRE Workshop #2—WS56) are separate, yet complimentary, sessions. To become a Workshop #1 or Workshop #2 trainer, one must first have completed the associated workshop [i.e. you must successfully complete WS #1, Crisis Prevention and Preparedness, to be eligible for the Workshop #1 Training-of Trainers (ToT) workshop; and you must successfully complete WS #2, Crisis Intervention and Recovery, to be eligible for the Workshop #2 Training-of Trainers (ToT) workshop.] While it is recommended that individuals become trainers for both Workshop #1 and Workshop #2, it is permissible to be a trainer for one workshop and not the other. Both PREPaRE ToT workshops will be offered at the NASP Summer Conferences.

Stephen E. Brock, PhD, NCSP, is a professor at California State University, Sacramento; the current California NASP delegate, a member of the National Emergency Assistance Team; and past NASP Executive Council member and coordinator of the NASP Crisis Management in Schools Interest Group. Dr. Brock is the author of the PREPaRE Crisis Intervention and Recovery workshop and Co-chair of the PREPaRE curriculum workgroup. He was also lead editor of the NASP book Best Practices in School Crisis Prevention and Intervention. Dr. Brock is the author of over 170 publications and has made over 75 state and national conference presentations.

Theodore A. Feinberg, EdD, NCSP, is the former NASP Assistant Executive Director, and has an extensive background in crisis consultation and counseling with children, adolescents, schools, families and associations. Dr. Feinberg’s responsibilities at NASP included school crisis prevention and intervention, program development, advocacy, government/public relations, membership, national certification, public policy initiatives, interagency networking as well as professional standards and ethics.

Shane R. Jimerson, PhD, NCSP, is a professor at the University of California, Santa Barbara, and is a past coordinator of the NASP Crisis Management in Schools Interest Group. Dr. Jimerson is the author of numerous publications as well as coeditor of The Handbook of School Violence and School Safety, Best Practices in School Crisis Prevention and Intervention, and The Handbook of International School Psychology. He is a co-author of the PREPaRE Crisis Prevention and Preparedness workshop.

Richard A. Lieberman, NCSP, coordinates the Suicide Prevention Unit of the Los Angeles Unified School District and is a lecturer at Loyola Marymount University. Mr. Lieberman has authored numerous book chapters and articles on crisis intervention, suicide prevention and self-injury. He is a founding member and past Chair of the Crisis Prevention and Intervention Workgroup (which developed the PREPaRE curriculum), and currently Chair of NASP's National Emergency Assistance Team.

Amanda B. Nickerson, PhD, NCSP, is a professor at the University at Albany, SUNY, past coordinator of the NASP Crisis Management in Schools Interest Group and serves on the Advisory Committee on Campus Security. She has published in the areas of school crisis prevention/intervention, emotional/behavioral disorders, and family and peer relationships. She is a co-author of the PREPaRE Crisis Prevention and Preparedness workshop.

Melissa A. Reeves, PhD, NCSP, is a school psychologist and adjunct faculty member at Winthrop University. She has consulted with and trained various school districts across the country in the areas of crisis prevention and intervention, and served on the Colorado Society of School Psychologists’ Crisis Response Team. She is a former Colorado NASP Delegate and is the lead author of the PREPaRE Crisis Prevention and Preparedness workshop and Chair of the PREPaRE curriculum workgroup.

What Every School Psychologist Should Know About Reading Achievement (WS44)
Friday, February 27, 2009

1:30–4:30 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 3; Skill Level: I
Members $75; Nonmembers $110

Achievement in reading is essential to school success. This session will explore what all school psychologists should know about the reading process, from early language acquisition through adolescent reading. Based on the most recent brain research, it will examine why students fail to learn to read and the role of schools in preventing reading difficulties and accelerating reading growth.

Using Case Studies for Evaluating Candidates in School Psychology Programs (WS54)
Friday, February 27, 2009

1:30–4:30 p.m. Half-Day Workshop
CPD Credit Hours: 3
PPD: 1; Skill Level: II
Members $40; Nonmembers $55

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 will examine 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 gain knowledge of 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.

Sawyer A. Hunley, PhD, NCSP, chairs the National Certification Evaluation System Board for NASP and is the director of the University of Dayton school psychology program.

Joseph S. Prus, PhD, NCSP, is professor and director of the school psychology program and chair of the Department of Psychology at Winthrop University, Rock Hill, SC. He chaired the NASP Program Approval Board from 1993 to 2005 and currently serves as a board member. He also serves as NASP representative to NCATE.

Executive Function: Concepts and Assessment with the BRIEF (WS45)
Friday, February 27, 2009

1:30–4:30 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 4; Skill Level: II
Members $75; Nonmembers $110

This skills-oriented workshop focuses on developing an understanding of fundamental concepts for inclusion of an executive function model in everyday practice. Methods of assessing individuals’ profiles of strengths and weaknesses in domains of executive function will be reviewed. Participants will learn broadly about current performance tests and rating scales, with an emphasis on the Behavior Rating Inventory of Executive Function (BRIEF). The primary goal of the workshop is for participants to understand executive function concepts and to appreciate and interpret BRIEF profiles with common clinical populations.

Peter K. Isquith, PhD, is a licensed psychologist with a specialty in pediatric neuropsychology. His primary area of research is the development and disorders of self-regulation, and he is coauthor of several measures of executive function across the lifespan. He is a full-time independent practitioner in Vermont and New Hampshire.

Update on Psychiatric Disorders in Children and Adolescents (WS46)
Friday, February 27, 2009

1:30–4:30 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 1; Skill Level: III
Members $75; Nonmembers $110

This workshop reviews the psychiatric disorders that school psychologists most frequently encounter, including attention deficit hyperactivity disorder, depression, bipolar disorder, Asperger’s syndrome, obsessive–compulsive disorder, social anxiety disorder, and panic disorder. The workshop reviews the diagnostic criteria for the disorders, explores the relationships 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.

Kevin T. Kalikow, MD, is a child psychiatrist who has been in private practice for 25 years. He teaches at New York Presbyterian Hospital and New York Medical College and is the author of the book Your Child in the Balance: An Insider’s Guide for Parents to the Psychiatric Medicine Dilemma.

Advanced Workshop on Issues Related to Implementation of RTI at the Secondary Level (WS47)
Friday, February 27, 2009

1:30–4:30 p.m.; Half-Day
CPD Credit Hours: 3
PPD: 3; Skill Level: II
Members $75; Nonmembers $110

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 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.

Mark R. Shinn, PhD, has been supporting schools nationwide to implement a problem-solving model since 1980. He has edited four books on curriculum-based measures (CBM) and effective interventions. He teaches at National-Louis University, Chicago, and is the project director for Illinois ASPIRE North, a state- and federally funded project supporting implementation of problem-solving models (including response to intervention) in Illinois.

Saturday Workshop

Best Practices in the Administration and Interpretation of the NEPSY II (WS52)
Saturday, February 28, 2009

8:30–11:30 a.m.; Half-Day
CPD Credit Hours: 3
PPD:1; Skill Level: III
Members $75; Nonmembers $110

This workshop presents an overview of the theoretical basis and subtests of the NEPSY-II assessment (ages 3–16), with demonstration of selected subtests. Scoring and effect sizes in special populations will be reviewed. Interpretation will be emphasized. Sample cases will be reviewed, and recommendations will be discussed. Research with NEPSY-II will be reviewed. Recommended audience: diagnosticians, school psychologists, and trainers with advanced experience in assessment. Participants will demonstrate knowledge of the theoretical basis of NEPSY-II, its subtests, and its application to children in special populations. Participants will have awareness of subtest administration and interpretation. Participants will have some knowledge of recent research.

Sally L. Kemp, PhD, earned her doctorate in developmental psychology (with a subspecialization in neuropsychology) from Columbia University, New York. She coauthored NEPSY, A Developmental Neuropsychological Assessment and the revision, NEPSY-II (Korkman, Kirk, & Kemp, 1998, 2007). In semiretirement, Dr. Kemp is an adjunct professor in the Department of Health Psychology, University of Missouri–Columbia.