2020 Convention Workshop DescriptionsThursday Morning, January 30, 2020
Gary Canivez, Ph.D. Dispelling Myths and Combating Pseudoscience in School Psychology Numerous factors influence our susceptibility to beliefs in myths and misconceptions in both our personal and professional lives. Lilienfeld, Lynn, Ruscio, & Beyerstein (2010) wrote about 50 Great Myths of Popular Psychology, many with direct or indirect relations to educational and school psychological practices. Watkins (2009) outlined factors that influence errors in diagnostic decision–making and clinical judgment and Lilienfeld, Ammirati, & David (2012) wrote how pseudoscience also influences our beliefs and practices in school psychology and education. Our defense against these negative influences is constant vigilance and application of science. This workshop identifies common myths in educational and school psychological practice, factors influencing such beliefs, how to recognize pseudoscience, and how to guard against such influences. Learning Objectives: Workshop participants will: 1) Recognize common myths in educational and school psychological practice 2) Identify factors or influences that lead to and perpetuate beliefs in common myths 3) Identify methods or factors that indicate pseudoscientific practices 4) Identify and apply scientific principles that guard against beliefs in myths and pseudoscientific “evidence”
Gary L. Cates, Ph.D., BCBA, NCSP, FBA Conducting Targeted and Useful FBA’s This workshop focuses on the empirically supported do’s and don’ts of conducting a quality FBA. Participants will actively work independently and in small groups on all of the essential components of a functional behavior assessment from start to finish with particular attention on avoiding the common mistakes that are made when conducting FBAs. Participants will discuss and troubleshoot potential barriers to this systematic process relative to their current process.
Sara R. Golomb, Ph.D., NCSP Responding to Child Maltreatment: Guidance for the School Psychologist Professionals who work with children and adolescents are charged with the duty to report any and all suspected child abuse and neglect to the appropriate state agency, a legal requirement referred to as mandated reporting. School based professionals are in a strong position to provide this critical support through early intervention, both to individual students as well as the school system as a whole by collaborating to provide supportive infrastructure. System level preparation includes providing training with regard to the identification of possible indicators of maltreatment, as well as understanding the short and long term implications of child maltreatment on learning and overall student success. In this workshop, participants will review the prevalence and outcomes associated with child maltreatment, along with the legal and ethical foundations of their roles as mandated reporters. Participants also will strengthen their understanding that family-school-community agency collaboration is essential for early intervention with children who have experienced this type of trauma. The session will include multiple scenarios for participants to consider and discuss, and as part of these Report or Do Not Report discussions there will be opportunities to discuss the common barriers to reporting, along with time to process emotions around the situation, thereby decreasing the likelihood of a “disclosure disaster”. Additional time will be allocated to developing self-care practices including locating helpful resources and building supportive networks.
Julie C. Herbstrith, Ph.D. LGBTQ+ 101: An A to Z Competency Workshop for Practitioners
This workshop will increase practitioners’ cultural competence when working with students and families who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ+). Via an interactive, psycho-educational approach, participants will be provided a safe, open space to (a) learn proper terminology to use when describing or addressing LGBTQ+ students and families; (b) identify and address microaggressions and overt discrimination; (c) serve as advocates, allies, and agents of systems change within their schools.
Objectives
This session will increase participants’ awareness, knowledge, and skill level in working with and supporting students and families who identify as lesbian, gay, bisexual, transgender, queer, or other (LGBTQ+).
This workshop will by teach participants how to serve as advocates, allies, and agents of systems change within their schools.
This workshop will facilitate participants’ abilities to create an authentic, informed dialogue with LGBTQ+ students and families.
Julia Ogg, Ph.D., NCSP Promoting Educator Wellness: Reducing Stress Through Evidence-Based Approaches The purpose of this workshop is to introduce evidence-based theories of work stress to provide a platform by which school psychologists can understand what contributes to educator stress. Next, participants will learn how to evaluate and assess the specific factors that contribute to their feelings of stress and burnout through the personal resource allocation model (i.e., resource supply, demands, resource allocation) using well-established tools such as The Energy Compass (Schaufeli, 2017) that have been developed specifically for this purpose. Finally, evidence-based interventions and strategies aligned with differing components of the personal resource allocation model will be introduced, including the following:
Participants in this workshop will develop a well-rounded understanding of what contributes to job-related stress.
Thursday Afternoon, January 30, 2020
Gary Canivez, Ph.D. Ethics, Test Standards, and Test Interpretation Ethics guide school psychology practice in all areas for beneficence and nonmaleficence. All professional associations have ethical principles and standards, many of which are the same or similar. Ethical standards of the National Association of School Psychologists (NASP, 2010) and the American Psychological Association (APA, 2010) include both general and specific ethical principles and standards that relate to test use and APA produced Guidelines for Test User Qualifications (Turner, DeMers, Fox, & Reed, 2001) that interface with ethics so are also important to consider. This workshop details the specific ethical principles and test standards that relate to test use so that school psychologists remain mindful of their implications and act in accordance. Weiner (1989) cogently noted, psychologists must “(a) know what their tests can do and (b) act accordingly. …expressing only opinions that are consonant with the current status of validity data—is the measure of his or her ethicality” (p. 829). Ethical standards related to general competence, test selection, test administration, test scoring, and test interpretation will be addressed with examples and discussion. Test standards address psychometric fitness of tests or procedures that guide ethical practice. Details of what is necessary to practice ethically sound assessment and test interpretation will be provided. Learning Objectives: Workshop participants will: 1) Articulate how ethics generally and specifically apply to test selection, administration, and interpretation. 2) Describe why measurement principles and test standards are important to consider in the selection, administration, and interpretation of psychological tests. 3) Recognize the four broad measurement principles (reliability, validity, utility, norms) that provide the empirical foundation for ethical test score/discrepancy interpretations.
Gary L. Cates, Ph.D., BCBA, NCSP, FBA Effective Behavioral Intervention Plans: From Start to Finish This workshop focuses on a data supported process of developing, implementing, and evaluating empirically supported individualized behavioral interventions. Participants will be exposed to the critical components of BIPs that need to be addressed to systematically develop effective individualized interventions. Participants will work both independently and in small groups constructing and critiquing interventions as they relate to specific challenging behaviors. Participants will discuss and troubleshoot potential barriers to implementation of this process relative to current practices within their schools.
Responding to Child Maltreatment: Guidance for the School Psychologist Professionals who work with children and adolescents are charged with the duty to report any and all suspected child abuse and neglect to the appropriate state agency, a legal requirement referred to as mandated reporting. School based professionals are in a strong position to provide this critical support through early intervention, both to individual students as well as the school system as a whole by collaborating to provide supportive infrastructure. System level preparation includes providing training with regard to the identification of possible indicators of maltreatment, as well as understanding the short and long term implications of child maltreatment on learning and overall student success. In this workshop, participants will review the prevalence and outcomes associated with child maltreatment, along with the legal and ethical foundations of their roles as mandated reporters. Participants also will strengthen their understanding that family-school-community agency collaboration is essential for early intervention with children who have experienced this type of trauma. The session will include multiple scenarios for participants to consider and discuss, and as part of these Report or Do Not Report discussions there will be opportunities to discuss the common barriers to reporting, along with time to process emotions around the situation, thereby decreasing the likelihood of a “disclosure disaster”. Additional time will be allocated to developing self-care practices including locating helpful resources and building supportive networks.
Julie C. Herbstrith, Ph.D. LGBTQ+ 101: An A to Z Competency Workshop for Practitioners This workshop will increase practitioners’ cultural competence when working with students and families who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ+). Via an interactive, psycho-educational approach, participants will be provided a safe, open space to (a) learn proper terminology to use when describing or addressing LGBTQ+ students and families; (b) identify and address microaggressions and overt discrimination; (c) serve as advocates, allies, and agents of systems change within their schools. Objectives This session will increase participants’ awareness, knowledge, and skill level in working with and supporting students and families who identify as lesbian, gay, bisexual, transgender, queer, or other (LGBTQ+). This workshop will by teach participants how to serve as advocates, allies, and agents of systems change within their schools. This workshop will facilitate participants’ abilities to create an authentic, informed dialogue with LGBTQ+ students and families.
Rosario C. Pesce, Ph.D., NCSP Advanced Skills in School-Based Crisis Prevention and Intervention This advanced level workshop will assist you in enhancing the crisis procedures already in place in your school district. Specifically, learn cutting-edge tips on conducting emergency exercises and crisis drills in the school setting, reunification, as well as the role that mental health staff have in preparing for such events. In addition, strategies for using social media, dealing with the press, and planning memorials will be offered. Also updates on other relevant topics related to crisis prevention and intervention will be presented.
Friday Morning, January 31, 2020
Moving from Intuition-Based to Evidence-Based Interventions: Using "What Works" to Enhance Your Consultation Skills To achieve positive educational outcomes, school psychologists can assist and consult with educators to advance “what works” in school, home, and life. By moving beyond, “I think this works,” to leveraging rich educational research history, school psychologists can work with teachers to incorporate best practices and positively impact the educational outcomes in the school environment. Participants will: • Define effect size in relationship to the choice of educational interventions. • Describe specific high impact educational practices at the school, family, and individual level • Develop consultation approaches using “what works”
Melissa Hanke, Ph.D. Enhancing Inclusion Opportunities in Preschool through Multi-Tiered Services and Supports (MTSS) The purpose of this workshop is to provide information about current practices for early childhood Multi-Tiered Services and Supports (MTSS). The goal is to enhance inclusion opportunities for preschool students. Participants will learn about current early childhood MTSS Models. Early childhood curricula, screening and play-based assessments, progress monitoring, team problem solving and academic and social emotional interventions will be discussed. Participants will learn about effective consultation models for parents and teachers of children in early childhood programs.
Julia A. Ogg, Ph.D., NCSP Promoting Educator Wellness: Reducing Stress Through Evidence-Based Approaches The purpose of this workshop is to introduce evidence-based theories of work stress to provide a platform by which school psychologists can understand what contributes to educator stress. Next, participants will learn how to evaluate and assess the specific factors that contribute to their feelings of stress and burnout through the personal resource allocation model (i.e., resource supply, demands, resource allocation) using well-established tools such as The Energy Compass (Schaufeli, 2017) that have been developed specifically for this purpose. Finally, evidence-based interventions and strategies aligned with differing components of the personal resource allocation model will be introduced, including the following:
Participants in this workshop will develop a well-rounded understanding of what contributes to job-related stress, how to evaluate what is contributing to their own stress or those they work with, and gain knowledge of practical, evidence-based strategies that match with their identified key sources of stress.
Cecil R. Reynolds, Ph.D., ABN, ABPdN The Why and How of Performance Validity Testing in Children and Adolescents: The Pediatric Performance Validity Test Suite (PdPVTS) The importance of performance validity and effort assessment in child and adolescent evaluations is increasingly recognized, and this is reflected in the rapidly developing literature on this topic. Contemporary research has provided information regarding the prevalence of invalid test performance among children and youth, the frequency that performance validity tests are used during pediatric evaluations, potential factors underlying children and youth’s failure to provide their best effort on testing, and the development of objective methods of assessing the performance validity in pediatric populations. This training provides an overview of the current literature on pediatric performance validity assessment, with an emphasis on the need for evaluating effort in clinical and school settings when making diagnostic decisions about children and youth based on scores from maximum performance tests such as measures of IQ, academic achievement, and a variety of neuropsychological tests. The training will also provide a detailed introduction to the Pediatric Performance Validity Test Suite (PdPVTS), a new digital performance validity measure developed specifically for use with children and adolescents. Learning Objectives: At the end of the training, participants will be able to: 1. Explain the rationale and importance of including performance validity assessment in pediatric neuropsychological, psychoeducational, and related diagnostic evaluations whether the evaluation is completed for clinical or forensic purposes. 2. Define the unique details of the development of measures of effort and performance validity. 3. Describe the development and psychometric characteristics of the Pediatric Performance Validity Test Suite. 4. Administer and interpret the newly available Pediatric Performance Validity Test Suite.
Friday Afternoon, January 31, 2020 Brea Banks, Ph.D. Behaviorally Focused Treatment Goals for Social and Emotional Problems The development of treatment goals that center on referral concerns and client goals is an essential first step that facilitates the use of effective therapeutic techniques and progress monitoring. Writing goals that are behaviorally focused may prove difficult when clinicians are presented with referral concerns or goals that are vague or are primarily focused on social and emotional problems. As part of the session, the presenter will discuss strategies to help develop such treatment goals. Session content will specifically focus on use of targeted interview questions, baseline data collection, and linking goals to progress monitoring techniques.
Robert J. Dixon, Ph.D., NCSP, LP Positive Ethics & School Psychology: Soaring Without Getting Your Wings Clipped Positive ethics is grounded in positive psychology and seeks to anchor our professional decisions on overarching positive ethical principles. Discussion and participant interactions will focus on reviewing ethical principles in light of gaining skills, experience, and competence rather than highlighting the potential trouble and consequences of poor decisions. We will highlight applications to your professional life that will help you from getting your wings clipped. This session meets the 3-hour ethical practice/legal regulations requirement for NCSP renewal. At the end of this workshop, participants will be able to: • Describe the foundation of positive ethics. • Apply a positive ethics approach to ethical decision making and risk management • Develop a professional growth framework to reinforce best practices in the schools.
Melissa Hanke, Ph.D. Enhancing Inclusion Opportunities in Preschool through Multi-Tiered Services and Supports (MTSS) The purpose of this workshop is to provide information about current practices for early childhood Multi-Tiered Services and Supports (MTSS). The goal is to enhance inclusion opportunities for preschool students. Participants will learn about current early childhood MTSS Models. Early childhood curricula, screening and play-based assessments, progress monitoring, team problem solving and academic and social emotional interventions will be discussed. Participants will learn about effective consultation models for parents and teachers of children in early childhood programs.
Wendy L. Price, Psy.D., NCSP Assessing Self-Injurious Behaviors: A Primer for School Psychologists This workshop will provide foundational information regarding self-injurious behavior (SIB), including definitions, prevalency rates, causes, and an overview of evidence based treatments for SIB (CBT and DBT). The workshop will also introduce participants to the HIRE model: a tool for the informal assessment of SIB developed by Buser and Buser (2013). Participants will also receive instruction in developing a school wide protocol for assessing/supporting self-injurers.
Facilitated by Members of the ISPA Governing Board and Leaders from Across Illinois STUDENT & INTERN SESSION: You’re Hired! Tips to a Successful First Few Years as a School Psychologist This session will begin with some essential strategies to transition from the life of a graduate student to that of an employed school psychologist. Strategies to enter the job market and successfully interview for a position will be reviewed. It will also include a panel of school psychologists and supervisors to answer student questions regarding getting and keeping your first job as a school psychologist. Panelists will also discuss what employers are looking for in successful school psychologists, and they will offer strategies to succeed in your few first years of employment.
Saturday Morning, February 1, 2020
Brea Banks, Ph.D. The Provision of Culturally Responsive Psychological Services As the U.S. becomes increasingly diverse, school psychologists must think critically about the cultural responsiveness of their psychological services, as we are charged to respond to the needs of children and adolescents using a lens of social justice and inclusion. In fact, guidelines set forth by the American Psychological Association and National Association of School Psychologists encourage practitioners to engage in behavior that promotes diversity and inclusion. As part of this session, the presenter will discuss strategies that practitioners may employ across their training and professional careers to engage in practices that are culturally responsive. Session content will primarily focus the importance of self-reflection and examination, while attendees will also be encouraged to consider the impact of traditionally implemented therapeutic techniques on individuals, groups, and families holding marginalized identities.
Gary L. Cates, Ph.D., BCBA, NCSP, FBA Developing Tier 3 Interventions for Academic Concerns This workshop focuses on a data driven process to develop, monitor, and modify instruction for individual students with academic skills deficits. Focusing primarily on issues warranting Tier 3 or Special Educational level services, participants will be provided with multiple examples of how the process applies to reading, writing, and mathematics. Next participants will be provided with scenarios to practice both individually and in small groups. Finally, participants will discuss and troubleshoot potential barriers to implementation of the process within their respective schools.
Robert J. Dixon, Ph.D., NCSP, LP Improving Student Mental and Behavioral Health: Opportunities at Tier 1 Schools are faced with a number of challenges that require our attention: academic, behavioral, and more recently mental health. Rather than focus exclusively on behavioral compliance, school psychologists can positively impact the mental health of students, which may be the trigger of the behavioral problems. Participants will • identify strategies to reduce the negative risk factors of mental illness, • explore ways to increase positive resilience factors among students, and • discuss specific interventions points that target both the classroom system and the school system levels
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