Friday, January 29
thFriday Half-Day Sessions: Afternoon
Improving Student Mental & Behavioral Health: Intervention Points for the School
Psychologist at Tier I
Robert J. Dixon, PhD, NCSP, LP
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 that may be the
trigger of the behavioral problems. This includes attention to reducing the negative risk factors
of mental illness and increasing the positive resilience factors. Interventions points for the
school psychologist will focus on both the classroom system and the school system.
Robert J. Dixon, PhD, NCSP, LP, is a licensed school psychologist and nationally certified school psychologist. He has been practicing school psychology for over 25 years. In the last 15, he has been teaching and directing the School Psychology Program at the University of Wisconsin-La Crosse. In his role as Graduate Educator, he has developed several courses that reflect his interests in Response to Intervention (RtI), Research & Program Evaluation, and Supervision. Over the years he has been a member of school improvement efforts in La Crescent, MN, La Crosse, WI and Onalaska, WI. He serves the National Association of School Psychologists (NASP) as a Delegate (WI) and with the Board of Directors. He keeps current in practice by volunteering his time with a local school district as a co-chair of the Home Involvement in Schooling, serving as a school mental health liaison to an elementary school, and overseeing an assessment service at the university.
WISC-V: How to Interpret!
Peter C. Entwistle, PhD
This workshop will assume prior exposure to the new WISC-V test structure, the new subtests
and administration of the test. Attendees will already be familiar with the new WISC-V subtests,
supplemental scores and methods of computing scores and the iPad administration. This
workshop will focus instead on the interpretation of the test results and links to the K-TEA and
WIAT achievement test results. We will also review the WISC-V Integrated. The goal of the
content revisions in the WISC–V Integrated was to ensure that the subtests and scores provide
additional information regarding the cognitive processes and test-taking behaviors that may
contribute to test performance. Many of the subtests are adaptations or variations of the
WISC–V subtests, with modifications in presentation mode or response format. Comprehensive
literature reviews, as well as expert and advisory panel reviews of the items and subtests, were
conducted at each research stage to examine the content and to evaluate new items and
subtests designed to improve content coverage and relevance. We will review the additional
subsets now available and how to interpret the test findings. We will explore response
processes, and the relationship between WISC-V test findings and the different clinical
populations in the validity sample.
Dr. Peter C. Entwistle, PhD is a licensed psychologist who works for Pearson as a Cognition Consultant. He obtained his Bachelor’s degree with Honors in Social Sciences from London University, a Master’s degree in Education from Harvard, and a Ph.D. from Boston College. Dr. Entwistle has been a practicing psychologist for over 23 years. He has worked as a school psychologist, Chief of Child Psychology at a private psychiatric hospital, a pediatric neuropsychologist for a rehabilitation hospital, and a university professor in counseling and school psychology. He joined the Psychological Corporation, now Pearson, in 2002.
Being Compliant: Applying Illinois Discipline Legislation to YOUR District
Pamela A Fenning, PhD, Miranda Johnson, JD, MPA, and Don Sibley, NCSP
In this interactive session, practical applications of recently passed Illinois discipline legislation
(Illinois Public Act 098-1102 and Illinois Public Act 099-0456) will be highlighted. The workshop
will focus on the specific role of school psychologists in ensuring legislative compliance as well
as facilitating school teams to engage in sustainable prevention-oriented discipline practices. As
part of this interactive work, participants are asked to bring, to the degree and extent possible,
their most recent school and/or district discipline data (e.g., Schoolwide Information System;
May et al.,2006; or Skyward). The discipline data that should be brought to the workshop, if
available, are: (1) the top three behavioral infractions; (2) the school locations and times for
behavioral incidents; (3) the percentage of students in the school/district who have generated
0-1, 2-5 and 6 or more discipline referrals to date during the school year, in total and
disaggregated by race/ethnicity; and (4) the number of suspensions and expulsions in the
school/district, in total and disaggregated by race/ethnicity (May et al., 2006). Participants are
also encouraged to bring any systemwide academic universal screening results for the school
year (e.g., Aimsweb, 2014). Further, participants should bring their most recent written
discipline code of conduct/handbook, and a list of academic, behavioral and social emotional
supports at the school/ district level provided to all students (tier 1), some students (tier 2) and
a few students (tier 3) as part of multi-tiered systems of supports. In addition, a list of teams
that address behavior, academic and social-emotional needs at the school/district level would
be useful. These data and resources will be considered in creating a school/district plan to
support compliance with the new Illinois discipline legislation and to advocate for best practices
in school discipline. The plan will be developed with recognition of the local context and needs
of the school/districts with which the participants are affiliated.
Dr. Pamela Fenning is a professor at Loyola University Chicago, and a licensed clinical and school psychologist in Illinois. Her research and clinical work focuses on multi-tiered academic and behavioral interventions at the high school level, equity and ethnic disproportionality in school discipline policy, evaluation of alternative to suspension programs, high-risk behaviors of adolescents, competency training in school psychology professional preparation programs and support of military families. She serves as the chair of the National Association of School
Psychologists (NASP) Professional Positions Committee.
Miranda Johnson is a faculty member at Loyola University Chicago School of Law and the associate director of Loyola’s Education Law and Policy Institute. In that role, she has presented in various settings on prevention-oriented approaches to school discipline and organized training programs for school administrators on school discipline issues. She teaches experiential learning classes in education law and supervises law students in the representation of parents and students in school discipline and special education cases. Prior to working at Loyola,
she was a staff attorney at Advocates for Children of New York, an organization promoting access to better educational services for New York City school children. She holds a JD from New York University School of Law and a Master in Public Affairs from Princeton University’s Woodrow Wilson School of Public and International
Affairs. Before law school, she taught social studies at a residential high school in Colorado and conducted research in Tanzania on a Fulbright Scholarship.
Don Sibley, NCSP, is currently an adjunct faculty member at Loyola University Chicago in the School of Education and at Northern Illinois University in the School Psychology department. As a faculty member in the Loyola School of Education Don teaches in the Special Education and School Psychology programs. At Northern Illinois he taught in the Department of Education teacher preparation program prior to joining the School Psychology program four years ago. Prior to joining the School of Education at Loyola Don was employed as a school psychologist in
Arlington Heights School District 25 for 34 years. As a school psychologist in District 25 Don was actively engaged in the supervision of school psychology interns and practicum students. Don was one of a small group of school psychologists and school administrators who, in the 1990’s, began implementing what is now known as RtI/MTSS. Don is a Past President of the Illinois School Psychologists Association and is currently Co-Chair of the ISPA Governmental Affairs Committee.
The Evidence for Executive Function Assessment and Intervention with the BRIEF2
Steven C. Guy, PhD
Over approximately the past 15 years, the BRIEF has become the standard for measuring the
integrity of executive functions in a student’s everyday life. More recently, attention has
turned to how to support and enhance executive functions, and a body of evidence for
interventions using the BRIEF to measure outcomes is quickly developing. In this presentation,
we will review contributions of the BRIEF to both assessment and intervention to enhance
students’ executive functioning. Recent enhancements to the second edition of the BRIEF, the
BRIEF2, will be reviewed. Evidence for the BRIEF2 to assess executive functions, to guide
interventions, and to measure outcomes is presented including findings in an array of clinical
populations (e.g., ADHD, TBI, ASD), associations with relevant outcome measures (e.g.,
academic performance, social skills) and biological markers (e.g., neuroimaging), sensitivity to
change with treatments, and relationships with performance-based neuropsychological
measures.
Dr. Steven C. Guy is a pediatric neuropsychologist in private practice in Columbus, Ohio and works with children and adolescents with a wide variety of developmental and acquired conditions. He completed his undergraduate work at Judson College in Elgin, Illinois and his graduate work at DePaul University in Chicago, Illinois. Dr. Guy completed his internship at Children’s Hospital in Columbus, Ohio and a two-year postdoctoral fellowship in neuropsychology at Mt. Washington Pediatric Hospital in Baltimore, Maryland. He has worked in both inpatient and outpatient hospital settings as well as in private practice in the Baltimore/Washington DC area. He has held positions of clinical instructor at both The Ohio State University and in the Division of Pediatric
Neurology/Department of Pediatrics at the University of Maryland Medical Center. Dr. Guy has completed research in the area of lead poisoning, the effects of chronic illness on family functioning, memory abilities, learning disabilities and in the area of executive/regulatory functioning. He is also one of the coauthors of the Behavior Rating Inventory of Executive Function (BRIEF Parent, teacher and Self-report). His current research interests include learning disabilities and pervasive developmental disorders and he is continuing his research developing methods designed to assist in the assessment of executive function.
Therapy Techniques to Help Kids Cope with Parent Divorce and Separation
Jeremy Jewell, PhD
While many have debated the historic, economic, and sociological factors contributing to the
high rates of divorce, few would argue that divorce has a significant impact on the psychological
functioning of both parents and their children. Though not without controversy, there is also a
substantial literature indicating that divorce is related to poor outcomes on children’s
psychological and educational functioning as well. This workshop will review research-based
individual and group therapy techniques to improve coping in children and teens experiencing
parent divorce and separation. Specific techniques embedded in the Kid First and Teen First
divorce treatment programs will be highlighted.
Dr. Jeremy Jewell is a dually licensed Clinical and School Psychologist who is currently a Professor at Southern Illinois University Edwardsville and Director of the Clinical Child and School Psychology graduate program. He is co-author of Great Myths of Child Development, the Kid First and Teen First divorce treatment programs, and dozens of published book chapters, research studies, and more. Dr. Jewell is author of the Children First Parenting Education program, which is attended by more than 45,000 divorcing parents in Illinois each year. For more information regarding Dr. Jewell, visit his website at www.doctorjewell.com.
Restorative Justice: An Introduction to School Based Practice Implications for School
Psychologist
Kathy Pluymert, PhD, NCSP
This presentation will provide an introduction and overview of restorative justice in school
settings. Participants will be introduced to the foundational principles of restorative justice and
why Illinois schools are required to incorporate restorative justice models in schools. The way
in which restorative justice practices fit into the larger context of school discipline in school
settings together with foundational research findings that support the use of restorative justice
in school discipline models and positive effects on student outcomes will be shared. Finally,
implementation questions such as: “How does restorative justice fit into the larger context of
Multi-tiered systems of support (MTSS) and positive behavior supports (PBIS)?”and “How do
social emotional learning (SEL) standards and SEL instruction support the goals and outcomes of
restorative justice in schools?” will be addressed.
Kathy Pluymert, PhD, NCSP, LCPC, is currently serving as the principal for Conyers Learning Academy, a
therapeutic day school and early childhood center serving CCSD #15. Prior to becoming a building principal, Kathy served in various administrative positions in the district Department of Instruction, working in the district’s curriculum and instruction programming, with a focus on district-wide RTI and PBIS implementation. She also served as the district school psychology coordinator for 3 years. Kathy has over 35 years’ experience as an educator, having worked as a district level administrator, school psychologist, program coordinator, teacher, university faculty, and supervisor. Kathy’s primary research and publication focus has been in the areas of
implementing and evaluating innovative programming including Multi-Tier Systems of Support, Positive Behavioral Supports and School Based Mental Health. She has published chapters on Problem Solving, and School Based
Mental Health service delivery in the last 3 editions of Best Practices in School Psychology. She has served as an invited speaker and frequent conference presenter in the areas of Common Core State Standards Implementation, Response to Intervention, Positive Behavioral Supports, and Systems Based Organizational Development.
Throughout her career, Kathy has served in professional associations supporting school psychologists. She is a Past-President of ISPA and served for 20 years as a leader in National Association of School Psychologist, having been a member of the Executive Board for over 15 years and has received numerous Presidential Awards to recognize her contributions and leadership. She has been a Delegate, Committee Chair, Program Manager, and Secretary of NASP. Most recently, she has provided leadership in the areas of Professional Standards and Strategic Planning and Organizational Development.
Helping Transgender Students Succeed at School and at Home
Todd A. Savage, PhD, NCSP
Participants in this session will heighten their awareness of definitional and other issues related
to transgender gender identity as they pertain to both school and home milieus. Participants
will expand their knowledge base about various experiences and challenges faced by
transgender student at home and school, as well as how school psychologists can effectively
address these matters.
Todd A. Savage, PhD, NCSP earned his doctorate in school psychology from the University of Kentucky in 2002. Having worked as a consultant for several education-related agencies, he joined the school psychology faculty at New Mexico State University in 2004. Since 2008, Dr. Savage has been on the school psychology faculty at the University of Wisconsin-River Falls, where he currently holds the rank of associate professor. He teaches courses on diversity and inclusion; consultation; assessment; public policy and advocacy; and school crisis prevention, preparedness, and intervention. His research interests include culturally-responsive practice; social justice in school psychology; issues of sexual orientation and gender identity as they pertain to the schooling process; and school crisis response. He has published multiple articles and chapters in a variety of sources, in addition to providing professional development focused primarily on lesbian, gay, bisexual, and transgender student matters as well as the PREPaRE school crisis prevention and intervention curriculum published by the National Association of School Psychologists (NASP). Dr. Savage’s NASP service includes terms as New Mexico Delegate; Leadership Development Workgroup chair and co-chair; and Program Manager for the Professional Development Program Area.
