WORKSHOP SCHEDULE
Denver, CO
July 11–13, 2016
MONDAY, JULY 11, 2016
Concurrent Workshops – 8:30–11:45 a.m.
WS01MD:
Student Engagement With School: Practical Approaches for Long-Term
Outcomes
(This session is repeated.)
Jim Appleton, PhD
The importance of academic engaged time for understanding students’ learning difficulties and as a
target of intervention efforts is well understood. In the last 25 years, however, the construct of
student engagement has grown to include aspects of students’ emotion, cognition, and behavior.
Engagement is clearly associated with important outcomes of interest, such as achievement, high
school completion, and postsecondary success, and is a construct that resonates with educators. The
emphasis of this session will be on tiered, practical interventions. The role of student engagement in
early warning systems will briefly be addressed.
Learner Objectives:
This session will help participants
1. state a comprehensive model of student engagement,
2. identify commonly used methods and instruments for assessing student engagement, and
3. analyze interventions to enhance student engagement.
WS02MD:
Bullying Prevention and Intervention: Systems and Strategies
Amanda B. Nickerson, PhD, NCSP
From a social–ecological perspective, bullying involves not only individual perpetrators and victims,
but also the peer group, family, school, and larger society. This workshop will address the prevalence
and consequences of physical, verbal, social, and cyberbullying. The focus will be on best practices
for prevention and intervention, emphasizing how schools can empower adults and peer bystanders
to create a school climate that reduces the likelihood of bullying. Resources will be highlighted for
implementing comprehensive school-based prevention programming. Participants will also learn
strategies for working with perpetrators, victims, and bystanders.
Learner Objectives:
This session will help participants
1. define bullying and its various forms;
2. identify short-term and long-term consequences of bullying;
3. identify best practices for bullying prevention;
4. learn strategies for working with the perpetrators, targets, and bystanders in bullying; and
5. identify resources to support ongoing efforts in bullying abuse prevention and intervention.
WS03MD:
Suicide Prevention: Increasing Competencies for Assessment and
Intervention
Stephen E. Brock, PhD, NCSP, LEP
Teen suicide is a growing health concern. It is the third-leading cause of death for young people ages
15–24, surpassed only by homicide and accidents, according to the U.S. Center for Disease Control
and Prevention.
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Learner Objectives:
This session will help participants
1. describe current suicide statistics with the goal of understanding the magnitude of the
problem,
2. identify variables important to suicide prevention and intervention, and
3. explore empirically supported primary suicide prevention factors as well as approaches to the
identification and assessment of suicide risk.
WS04MD:
DBT in Public Schools: Evidence-Based Intervention to Real World Results
Jim Hanson, MEd
Dialectical behavioral therapy (DBT) is a research-based methodology to teach students and families
emotional, behavioral, cognitive, and interpersonal regulation skills. School-based DBT (SB-DBT) is
an adaptation of standard DBT with adolescents (Rathus & Miller, 2015).
Learner Objectives:
This session will help participants
1. identify which school systems must be in place to implement SB-DBT;
2. apply the necessary theory and examine the skill sets needed to implement SB-DBT
effectively with students;
3. evaluate implementation issues, such as practitioner qualification and training and
supervision, student selection, scheduling, and treatment plans/IEP goals;
4. demonstrate practical tools such as syllabus, agenda, curriculum, and orientation checklists;
5. evaluate real-world student-based and programmatic results from 7 years of implementation
at an urban high school; and
6. differentiate facilitators and obstacles to district and site-based implementation.
Concurrent Workshops – 1:00–4:15 p.m.
WS05MD:
Student Engagement With School: Practical Approaches for Long-Term
Outcomes
Jim Appleton, PhD
The importance of academic engaged time for understanding students’ learning difficulties and as a
target of intervention efforts is well understood. In the last 25 years, however, the construct of
student engagement has grown to include aspects of students’ emotion, cognition, and behavior.
Engagement is clearly associated with important outcomes of interest, such as achievement, high
school completion, and postsecondary success, and is a construct that resonates with educators. The
emphasis of this session will be on tiered, practical interventions. The role of student engagement in
early warning systems will briefly be addressed.
Learner Objectives:
This session will help participants
1. state a comprehensive model of student engagement,
2. identify commonly used methods and instruments for assessing student engagement, and
3. analyze interventions to enhance student engagement.
WS06MD:
Promoting Social–Emotional Strengths Through Assessment and
Intervention
Amanda B. Nickerson, PhD, NCSP
As part of a balanced, comprehensive understanding of children’s mental health, it is important to
not only examine the problems that interfere with functioning, but also to assess and build upon
social–emotional strengths. Social–emotional skills create a sense of accomplishment, contribute to
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satisfying relationships, enhance the ability to cope with stress, and promote social and academic
development. This workshop will highlight the advantages of focusing on social–emotional
strengths. Strength-based assessment measures will be reviewed. Participants will be informed about
approaches to developing these strengths at the individual, small group, and school-wide levels.
Learner Objectives:
This session will help participants
1. define social–emotional skills,
2. identify advantages of focusing on social–emotional strengths,
3. review measures that assess strengths of children and adolescents, and
4. learn strategies for developing strengths at the individual, small group, and school-wide
levels.
WS07MD:
Advanced Skills in School-Based Crisis Prevention and Intervention
Melissa A. Reeves, PhD, NCSP, LCP, & Stephen E. Brock, PhD, NCSP, LEP
This advanced level workshop will assist participants in enhancing the crisis procedures already in
place in their school district. Specifically, participants will learn cutting-edge tips on conducting crisis
drill and exercises and how to improve their school’s student evacuation, assembly, and reunification
protocols. In addition, strategies for using social media, dealing with the press, and planning
memorials will be offered. The legal ramifications of crisis response and the spiritual dimensions in
the aftermath of a crisis also will be highlighted.
Learner Objectives:
This session will help participants
1. effectively conduct crisis drill and exercises, including best practices, considerations, and
concerns in conducting armed intruder drills;
2. improve and enhance their school’s evacuation, assembly, and reunification procedures to
include lessons learned from real-life school crises;
3. respond to and use social media to convey accurate information;
4. identify various apps that can support the mental health and recovery needs of students and
the community in the aftermath of a crisis;
5. learn best practices for memorials, including suicide;
6. learn legal statues and legislation that require crisis preparedness; and
7. understand spiritual dimensions that can impact crisis response and recovery.
WS08MD:
Making Ethical Decisions in Challenging Situations
(This session is repeated.)
Franci Crepeau-Hobson, PhD, NCSP
This session covers common ethics-related concerns faced by school psychologists and includes a
discussion of how most school psychologists handle ethical dilemmas. The presentation also
addresses the NASP Principles for Professional Ethics, as well as best practices for approaching and
solving ethical dilemmas in school psychology. The session will also include discussion of ethical
case studies and practice using the problem-solving model promoted by NASP’s Ethical and
Professional Practices Committee.
Learner Objectives:
This session will help participants
1. understand the need for learning and using an ethical problem-solving process,
2. address the most common ethics-related concerns reported by school psychologists,
3. learn four broad ethical principles which will serve as a framework for all other principles,
4. confront a colleague about ethically questionable practices, and
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5. be familiar with one commonly used problem-solving model.
TUESDAY, JULY 12, 2016
Full Day Workshop – 8:30 a.m.–4:15 p.m.
FDTD:
Creating Trauma-Sensitive Schools: Strategies to Help Students and Staff
Colleen Cicchetti, MEd, PhD, & Tara Gill, PhD
Educators know that many students face traumatic challenges in their personal lives that adversely
affect their learning in school. Trauma changes students and their approach to learning. There are
many ways to make our schools more sensitive to the needs of children to positively impact student
development and academic success.
Learner Objectives:
This session will help participants
1. increase their knowledge of the impact of trauma on students including biological, cognitive,
and behavioral symptoms;
2. increase their capacity to explain the importance of adopting a trauma lens for educators;
3. implement specific manifestations and strategies for helping teachers to integrate this lens
into their practices;
4. learn best practices for interventions aimed at addressing impact of trauma for students in a
school setting; and
5. understand the importance of school–community partnerships for delivering traumainformed services to meet needs of students and families.
Concurrent Workshops – 8:30–11:45 a.m.
WS09TD:
Cognitive–Behavioral Therapy for Internalizing Disorders
Michael L. Sulkowski, PhD, NCSP
This presentation will cover cognitive–behavioral therapy (CBT) for internalizing disorders such as
anxiety and depression. The following therapeutic treatments will be covered: exposure/response
prevention (E/RP) therapy, behavioral activation, cognitive restructuring, relaxation training, and
social skills training. Participants will learn core elements of CBT as well as how to apply them to
treat internalizing psychopathology in K–12 students.
Learner Objectives:
This session will help participants
1. identify key symptoms of internalizing disorders,
2. match CBT components to treat different internalizing disorders,
3. develop an E/RP hierarchy,
4. identify and dispute cognitive distortions, and
5. know when components of CBT are counterindicated for treating internalizing
psychopathology.
WS10TD:
Play in Early Childhood: Good for Kids, Good for Assessment, Good for
Intervention!
Lisa Kelly-Vance, PhD
The purpose of this presentation is to provide participants with tools for using play assessment and
intervention in early childhood settings with emphasis on a play assessment and intervention system
(PLAIS) that is available free of cost. Participants will first learn the background and rationale for
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using play assessments and interventions. Detailed information will be given about the PLAIS,
which is a comprehensive approach firmly grounded in research and easy to use in practice.
Participants will learn the PLAIS system of assessment (PIECES) and intervention (CLIPS) and how
to access the materials. Applications of play assessments and interventions will be discussed and case
example will help to illustrate the process.
Learner Objectives:
This session will help participants
1. understand the background and rationale for play assessment and intervention,
2. learn a method of play assessment and intervention,
3. apply play assessment and intervention in early childhood settings, and
4. better understand play assessment through case examples.
WS11TD:
Motivational Interviewing: Application to Schools
Jonathan S. Lee, PhD
Motivational interviewing (MI) is founded on the belief that how one interacts with people has
significant effects on their motivations for change. This counseling technique promotes a particular
spirit and specific interviewing strategies that can be applied in a variety of settings to promote
behavior change. The presenter’s research team has worked for a number of years to adapt MI to
the school setting.
Learner Objectives:
This session will help participants
1. describe the tools, examples, and navigational aids of motivational interviewing;
2. explain how to apply the concepts to an educational setting; and
3. demonstrate the entry-level skills of motivational interviewing in a school setting.
Concurrent Workshops – 1:00–4:15 p.m.
WS12TD:
Cognitive–Behavioral Therapy for Externalizing Disorders
Michael L. Sulkwoski, PhD, NCSP
This presentation will cover cognitive–behavioral therapy (CBT) for externalizing problems such as
hyperactivity, impulsivity, disruptive behavior, opposition/defiance, and conduct problems. The
following therapeutic treatments will be covered: identifying physiological triggers, enhancing feeling
vocabulary, cognitive restructuring, and parent behavioral training. Participants will learn core
elements of CBT as well as how to apply them to treat externalizing psychopathology in K–12
students.
Learner Objectives:
This session will help participants
1. identify key symptoms of externalizing disorders,
2. match CBT components to treat different externalizing disorders,
3. create fun games to teach feeling vocabulary,
4. identify and dispute cognitive distortions, and
5. know when components of CBT are counterindicated for treating externalizing
psychopathology.
WS13TD:
They Did What?! Lessons From the Other Side of the Witness Stand
(This session is repeated.)
Matthew W. Bell, EdS, JD
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This incredibly entertaining (hopefully) and humorous (probably) presentation will highlight a
number of court cases and due process hearings in which school psychologists and other district
staff found themselves on the witness stand. How they got there and how you can avoid getting
there will be the focus of the presentation. In addition, the presenter will review recent federal
legislation (e.g., ESSA) and analyze how that legislation may affect the practice of school psychology.
Learner Objectives:
This session will help participants
1. identify and analyze due process concerns in court hearings,
2. extrapolate to best practices for the school environment,
3. analyze recent legislation (e.g., ESSA), and
4. apply recent legislation to their role as school psychologists.
WS14TD:
Advanced Practice With Motivational Interviewing: Application to Schools
Jonathan S. Lee, PhD
This workshop is designed for individuals who have a solid foundation with the spirit and
counseling techniques associated with motivational interviewing (MI). The presenter’s research team
has worked for a number of years to adapt MI to the school setting.
Learner Objectives:
This session will help participants
1. practice the tools and navigational aids of motivational interviewing,
2. analyze these advanced practice with MI as applied within educational settings, and
3. integrate those skills within a practice model in the schools.
WEDNESDAY, JULY 13, 2016
Concurrent Workshops – 8:30–11:45 a.m.
WS15WD:
Assessment, Identification, and Treatment of Dyslexia: School Psychologists
Ahead of the Pack
Stephen E. Brock, PhD, NCSP, LEP
Dyslexia is a learning disorder characterized by difficulties in reading.
Learner Objectives:
This session will help participants
1. state a comprehensive overview of dyslexia, including an update for recent changes to
diagnostic criteria made by DSM-5,
2. explore special education eligibility issues associated with this diagnosis,
3. discuss the psychoeducational and diagnostic evaluations necessary when determining if a
student has dyslexia, and
4. analyze evaluation results in determining the appropriate interventions.
WS16WD:
Motivational Interviewing and Classroom Management
Jonathan S. Lee, PhD
Adoption and implementation of evidence-based practices (EBPs) is widely recognized as a barrier
to effective service delivery, and coaching has emerged as an approach to improve EBP
implementation fidelity in school settings.
Learner Objectives:
This session will help participants
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1. describe a fully developed coaching model that clearly and comprehensively specifies the
process, as well as the necessary outcomes required for related service providers to
effectively influence teacher implementation of EBPs;
2. identify the associated student educational outcomes the EBPs are designed to influence;
and
3. explain the motivational interviewing navigation guide (MING), a five-step coaching model
used to increase motivation to adopt an EBP and improve implementation of the
intervention’s critical features.
WS17WD:
They Did What?! Lessons From the Other Side of the Witness Stand
Matthew W. Bell, EdS, JD
This incredibly entertaining (hopefully) and humorous (probably) presentation will highlight a
number of court cases and due process hearings in which school psychologists and other district
staff found themselves on the witness stand. How they got there and how you can avoid getting
there will be the focus of the presentation. In addition, the presenter will review recent federal
legislation (e.g., ESSA) and analyze how that legislation may affect the practice of school psychology.
Learner Objectives:
This session will help participants
1. identify and analyze due process concerns in court hearings,
2. extrapolate to best practices for the school environment,
3. analyze recent legislation (e.g., ESSA), and
4. apply recent legislation to their role as school psychologists.
WS18WD:
Behavior Screening in Schools: Using Population-Based Data to Guide
Interventions
Katie R. Eklund, PhD, NCSP, & Steven Kilgus, PhD, NCSP
While schools commonly use multitiered models of support for academics, practitioners receive less
training and experience developing models for behavioral and emotional support. Systematic
screening can be used as a first step in a multitiered system of support by linking assessment results
to evidence-based interventions. This workshop will provide an overview of universal screening for
emotional and behavioral risk and how practical and accurate screening methods can help better
inform schools about where to focus resources for children who demonstrate a variety of behavioral
and emotional problems. Participants will learn how to implement and use school-wide screening
and problem identification data to make decisions about behavioral interventions. Participants will
also learn how to collect and track school-wide academic, discipline, and behavioral data to evaluate
the impact of screening and early intervention efforts.
Learner Outcomes:
This session will help participants
1. identify the impact of student behavioral and emotional problems on school functioning,
2. make data-based decisions for prevention and early intervention services based on screening
and problem identification data, and
3. use best practice considerations for selecting and implementing multiple gate behavioral
assessment and intervention strategies to meet the needs of youth at risk for social,
emotional, and behavioral concerns in the school setting.
Concurrent Workshops – 1:00–4:15 p.m.
WS19WD:
Assessment of Emotional Disturbance: Linking Conception to Identification
Stephen E. Brock, PhD, NCSP
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This session will focus on the Individuals With Disabilities Act’s (IDEA) emotional disturbance
(ED) special education eligibility criteria.
Learner Objectives:
This session will help participants
1. explore the question “what is emotional disturbance?” by deconstructing the IDEA criteria
and reviewing the new DSM-5 criteria,
2. identify how to assess each of the five critical components of ED and the three limiting
conditions of identification,
3. review associated definitions/conceptualizations for social maladjustment (SM), and
4. develop strategies for differentiating between ED and SM.
WS20WD:
School-Based Threat Assessment: Establishing a Multidisciplinary Threat
Assessment Protocol
Shawna Rader Kelly, EdS, NCSP, & Melissa A. Reeves, PhD, NCSP, LPC
School psychologists play a critical role in evaluating threats to school safety. This session will
explore one school district’s process for developing, implementing, and evaluating a
multidisciplinary threat assessment procedure for evaluating threats and aggressive behaviors.
Emphasis will be given to the role that various team members play in a collaborative assessment
model. Examples of materials will be shared to illustrate how the assessment protocol is
implemented in one school district.
Learner Objectives:
This session will help participants
1. cite evidence illustrating the need for school-based threat assessment in order to advocate
for the use of a multidisciplinary assessment process in their schools,
2. identify types of threatening and aggressive behavior that can be evaluated within a
multidisciplinary threat assessment framework in a school setting,
3. reference key findings from relevant threat assessment research and apply those findings to
the development of interventions and safety plans,
4. identify critical members of a school-based threat assessment team and articulate the role of
each member in the multidisciplinary assessment process, and
5. determine key activities and next steps towards developing a threat assessment protocol or
refining an existing threat assessment protocol in their schools.
WS21WD:
Making Ethical Decisions in Challenging Situations
Franci Crepeau-Hobson, PhD, NCSP
This session covers common ethics-related concerns faced by school psychologists and includes a
discussion of how most school psychologists decide to handle ethical dilemmas. The presentation
also addresses the NASP Principles for Professional Ethics, as well as best practices in approaching and
solving ethical dilemmas in school psychology. The session will also include discussion of ethical
case studies and practice using the problem-solving model promoted by NASP’s Ethical and
Professional Practices Committee.
Learner Objectives:
This session will help participants
1. understand the need for learning and using an ethical problem solving process,
2. be familiar with the most common ethics-related concerns reported by school psychologists,
3. learn four broad ethical principles which will serve as a framework for all other principles,
4. know how to confront a colleague about ethically questionable practices, and
5. be familiar with one commonly used problem-solving model.
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WS22WD:
Using Brief Tools to Inform and Monitor Tier 2 Behavioral Interventions
Katie R. Eklund, PhD, NCSP, & Steven Kilgus, PhD, NCSP
Once a student is found to be at risk for behavioral and emotional concerns and in need of
intervention, it is necessary for schools to make decisions regarding which Tier 2 and 3 supports will
best fit that student’s needs. Once these supports are selected and implemented, schools must then
determine whether the student has sufficiently responded to intervention. As such, schools must
engage in both problem analysis and progress monitoring to obtain data to inform these decisions.
This session will review evidence-based problem analysis and progress monitoring tools and
procedures, as well as potential interventions to address student needs.
Learner Objectives:
This session will help participants
1. identify the purpose of behavioral problem analysis assessment at Tiers 2 and 3 as well as list
relevant tools suitable for use in schools,
2. understand the importance of progress monitoring within multitiered systems of support,
3. identify psychometrically defensible monitoring tools, and
4. link assessment data to common Tier 2 and 3 behavioral interventions.
PREPaRE Workshops
Tuesday, July 12, 8:00 a.m.–2:00 p.m.
TOT1TD: PREPaRE Workshop 1 Training of Trainers (ToT): Crisis Prevention and
Preparedness: Comprehensive School Safety Planning
Prerequisite: Completion of Workshop 1
Provides workshop participants with the information and practice needed to become a PREPaRE
trainer for Workshop 1: Crisis Prevention and Preparedness.
Tuesday, July 12, 12:30–5:00 p.m. and Wednesday, July 13, 8:00 a.m.–4:00 p.m.
TOT2TWD: PREPaRE Workshop 2 Training of Trainers (ToT): Crisis Intervention and
Recovery: The Roles of School-Based Mental Health Professionals
Prerequisite: Completion of Workshop 2
Provides workshop participants with the information and practice needed to become a PREPaRE
trainer for Workshop 2: Crisis intervention and Recovery.
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