ISPA FALL CONFERENCE 2015 Session Descriptions

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Session Descriptions

_{Data to the Rescue:}

Using Assessment Data to Identify Interventions for Students with Reading and Math Difficulties

Matthew K. Burns, PhD

School psychologists are the experts in collecting and analyzing data in most schools. However, school personnel often struggle to use data to make decisions about instruction and intervention design. This interactive session will discuss how to present data to teachers so that they will use them in their decision making, and it will present a system to analyze data for intervention design. Upon completion of the workshop, participants will be able to: identify purposes of assessment and align data to that purpose; be active participants in school-based professional learning communities; and use data to identify appropriate reading and math interventions for large groups, small groups, and individual students.

Combating Pseudoscience and Nonsense in School Psychology:

Applying Scientific Principles to Psychological Assessment and Intervention

Gary L. Canivez, PhD, NCSP

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, & Michal, (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. Workshop participants will: Recognize common myths in educational and school psychological practice; Identify factors or influences that lead to and perpetuate beliefs in common myth; Identify methods or factors that indicate pseudoscientific practices; and Identify and apply scientific principles that guard against beliefs in myths and pseudoscientific “evidence”.

Assessment and Progress Monitoring of Students with Severe and Low Incidence Disabilities

Franci Crepeau-Hobson, PhD, NCSP

Validly and reliably assessing the skills and abilities of students with severe and low incidence disabilities is often challenging. Namely, students with significant motor, visual, hearing, or linguistic limitations are unable to be comprehensively and accurately assessed utilizing many of the widely used cognitive assessments. As such, it is likely that a significant number of children with severe physical, communicative, or sensory impairments are currently assessed in ways that may underestimate their abilities. This session provides a review of the literature examining a variety of tests of cognitive ability that can be used with students with severe and low incidence disabilities. Recommendations for assessment practices for a range of specific low-incidence disabilities are described. In addition, specific process and procedures for on-going progress monitoring will be outlined.

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. Learning objectives include: Understand the need for learning and using an ethical problem solving process; Be familiar with the most common ethics-related concerns reported by school

psychologists; Learn four broad ethical principles which will serve as a framework for all other principles; Know how to confront a colleague about ethically questionable practices; Be familiar with one commonly used problem-solving model.

Classroom Coaching and School Psychology:

Developing Your Toolbox to Positively Impact Instruction

Robert J. Dixon, PhD, NCSP, LP

Response to intervention (RTI) and Multi Tiered Systems of Support (MTSS) emphasize the importance of Tier 1 instructional practices and using supplemental interventions to support the core when needed. Often, student engagement and learning opportunities within the core are overlooked in the rush to provide supplemental services. This session will focus on developing assessment strategies for the school psychologist to enhance consultation and coaching efforts and ultimately improve core instruction practices. Participants will learn: common reasons for learning difficulties in the regular classroom that goes beyond within-child problems, an assessment strategy that focuses on authentic learning opportunities, how to examine the assessment data to frame consultation efforts, and ways to develop action plans and coaching efforts to improve core instruction.

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Transition Planning: Positively Supporting Secondary Students in their Future

Robert J. Dixon, PhD, NCSP, LP

Effective transition planning is gaining greater importance as high schools are being held to ensuring that all graduates are career and college ready. School Psychologists are in an ideal position to positively impact the trajectory of students with disabilities. By focusing on essential tools and practices that can help guide IEP team discussions; participants will identify quality practices through the analysis of various case studies involving high incidence disabilities and apply them to their local schools.

Transforming School Discipline Practices in Illinois

Pamela A. Fenning, PhD

This session will provide overview of current trends in school discipline practices and recent Illinois discipline reform legislation pertaining to exclusionary discipline (e.g., suspension and expulsion) and the reduction of discipline disparities by race, ethnicity, and special education status. System-wide approaches that focus on prevention-oriented practices aligned with multi-tiered systems of support (MTSS) will be emphasized. The role of the school psychologist in leading building and district-level team MTSS efforts as system level intervention agents will be covered. The alignment of school psychologists’ skills in data-based decision-making, advocacy, team facilitation and the planning, monitoring and

implementation of system-level supports will be highlighted. Additionally, the major data-reporting requirements (i.e., the number of suspensions, expulsion, and removals to alternative settings) of Illinois Senate Bill 2793 will be reviewed. Strategies that school psychologists can use to lead school district efforts to comply with Illinois Senate Bill 2793 and advocate for related efforts in the provision of equitable and proactive discipline will be discussed.

Developing Effective Interventions for At-Risk Students in Urban Settings

Antoinette Halsell Miranda, PhD, NCSP

As urban schools work to close the achievement gap, it is clear that strong intervention design and implementation is essential to make that happen. While a multi-tiered intervention approach is viewed as best practice, the implementation of interventions in urban schools can be, at times, difficult. This workshop will provide participants with a brief overview of structural, demographic, and cultural challenges that urban schools often experience as well as strategies for overcoming those challenges. Strategies for adapting interventions to an urban environment will be shared with a focus on culturally responsive practice.

Treating Student Anger and Aggression: Cognitive–Behavioral Approaches

Jim Larson, PhD

Participants in this session will explore three Tier 2 counseling procedures for use in the school setting. Through this workshop, you will learn how to describe the cognitive deficits and distortions associated with reactive aggression in school-age individuals and identify procedures for screening and identification of those students most likely to benefit from direct cognitive–behavioral therapy. The workshop will allow you to gain a better understanding of the essential intervention objectives and associated treatment procedures for three evidenced based interventions: the Anger Coping Program (Lochman), the Think First Program (Larson), and the Problem-Solving Discourse Program (Meichenbaum).

Advanced Skills in School-Based Crisis Prevention and Intervention

Rosario C. Pesce, PhD, NCSP

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, 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. The legal ramifications of crisis response and the spiritual dimensions in the aftermath of a crisis also will be highlighted. Also updates on other relevant topics related to crisis prevention and intervention will be presented.

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Assessment and Intervention with the Behavior Assessment System for Children-3 (BASC-3)

Session Descriptions

Friendly Reminders…

The ISPA Conference is provided as n open forum and exchange of ideas and opinions. Opinions that are expressed by presenters and participants do not reflect endorsements by the Illinois School Psychologists Association Governing Board. Please remain tolerant and respectful of others’ opinions.

Your name badge is required at all times and for all conference functions. Seating is on a first-come, first-served basis. Individuals who need special accommodations, be it dietary or other, should make requests in writing by September 26th. Although attempts will be made to accommodate all requests after the deadline, there is no guarantee.

Inquire at the Registration Desk regarding Lost and Found items.

In consideration of others, ISPA requests your cooperation throughout the convention to silence cell phones and respect the need of attendees to limit distractions during sessions.

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ISPA 37th Annual Convention

January 27-30, 2016

Springfield Wyndham

Springfield, IL

Addressing Bullying from a Social Justice Perspective

David Shriberg, PhD

In this interactive session, the most recent research and policy related to bullying prevention and intervention will be provided. Social justice will be offered as a framework for school and district-level bullying prevention efforts. Many applied examples will be shared and session attendees will leave with several practical tools that can be implemented in their daily practice.

Spotlight on Tier 2 Supports:

Evidence-Based Cognitive-Behavioral Interventions for Students with Internalizing Problems

Shannon Suldo, PhD

Best practices in targeted interventions for internalizing disorders (anxiety and depression) entail small group (tier 2) or individual counseling (tier 3) from a cognitive-behavioral framework (Gresham et al., 2013). The purpose of this presentation is to increase practitioners’ awareness of

intervention options that are feasible, easily assessable for school mental health providers, and have strong outcomes data to support

effectiveness when implemented in schools. Multiple such manualized interventions will be described and critiqued. Participants will learn program details (e.g., length, cost, accessibility, outcome data, student age level for whom intervention is appropriate, presenter’s perceptions of pros and cons informed by personal implementation) and review sample session materials from each intervention option, so they can make informed decisions regarding which interventions to incorporate into their daily practice.

Supporting Students’ Mental Health at Tier 1 in a Multi-Tiered Framework:

Schoolwide Well-Being Promotion and Early Identification

Shannon Suldo, PhD

The purpose of this presentation is to present best practices in promotion of student mental health and identification of student in need of supplemental services. To set the stage, participants will become familiar with best practice models of a multi-tiered framework for school mental health that includes universal (Tier 1), targeted (Tier 2), and indicated/individual and crisis services (Tier 3). Addressing the Tier 1 level, participants will learn specific positive psychology approaches to promoting all children’s happiness through schoolwide and classwide strategies that target improvements in the factors correlated with children’s subjective well-being, including positive teacher-student relationships evident in school’s with a healthy climate, as well as students’ personal levels of gratitude, optimism, and use of character strengths. Then, participants will learn specific strategies for identifying which children in a school are in need of supplemental services to reduce or prevent symptoms of mental health problems. Universal strategies to be compared and contrasted include review of relevant data in archival records, teacher ratings scales and nomination procedures, and brief student self-report surveys.

DSM-5: What School Psychologists Need to Know

Renée M. Tobin, PhD

This session provides essential information for using the Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5) to inform practice in school settings. Changes from the previous edition of the DSM (i.e., DSM-IV-TR) will be detailed. New diagnostic criteria and categories in DSM-5 with a focus on the disorders commonly encountered in children and adolescents will be discussed. These DSM-5 categories will be linked to special education regulations and eligibility determination. A major focus of the session will be on integrating these changes and their implications into school psychology practice. This session will help participants: Understand the new structure and organization of the DSM-5; Learn about new and updated diagnostic categories and their criteria in DSM-5; Relate DSM-5 diagnostic categories to special education law and eligibility determination, and Integrate updates to DSM-5 diagnostic categories and criteria into service delivery in the schools.

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Americans with Disabilities Act

ISPA and the Chicago Marriott Schaumburg want to ensure a fully accessible site to all participants. Please

advise ISPA via email ([email protected]) or notation on your registration form by September 26th

if you are in need of any services or special considerations, including but not limited to physical assistance,

use of an interpreter, and specific dietary needs. ISPA intends to make this conference accessible and

beneficial to all.

Tax Deductions for Educational Purposes

Under the Tax Reform Act of 1986, the cost of education (including tuition fees, travel, and lodging) is fully

deductible to institutions. Educational costs may be deductible to individuals. Consult your tax advisor for

details.

Cancellations and Changes

Refunds are only available until September 10, 2015. NO refunds will be issued after this date. All

cancellations and changes must be made in writing. No cancellations or changes will be accepted by phone.

Substitutions are acceptable with prior notification to ISPA. ISPA reserves the right to substitute qualified

faculty.

Chicago Marriott Schaumburg

Schaumburg, Illinois

1-847-240-0100 1-800-228-9290

ISPA Fall Conference attendees will be offered a single/double room rate of $124 per night plus taxes. Please indicate that you are with the Illinois School Psychologists Association Fall Conference. The special room rates are available

until midnight, September 10, 2015.

All reservations must be made through the hotel.

Reserve your rooms early to ensure room availability.

Fall Conference Fees

ISPA Student/Intern Non-

Members Retiree members

Prior to September 26th Single Day $179 $139 $279 Both Days $289 $209 $389 After September 26th Single Day $209 $169 $309 Both Days $319 $239 $419

ALL pre-registrations must be received by September 26th to ensure proper processing. ISPA will

accept your information by fax, mail (checks only), or on the web. Registrations received after

September 26th will be considered on-site registrations.

3 Easy Ways To Register:

1.ONLINE at www.ilispa.org

2. FAX completed form, if paying by credit card, to 847-864-7580

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Matthew K. Burns

, PhD.,is the Associate Dean for Research for the College of Education and a Professor of School Psychology at the University of Missouri. He has published over 150 articles and book chapters in national publications, and has co-authored or co-edited 12 books. He is also the Editor of School Psychology Review and Past Editor of Assessment for Effective Intervention. Dr. Burns is one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions, and has published extensively on response to intervention, academic interventions, and facilitating problem-solving teams. In addition Dr. Burns was also a practicing school psychologist and special education administrator before becoming an academic, and served on the faculty of the University of Minnesota for 10 years and Central Michigan University for 5 years.

Gary L. Canivez

, PhD., NCSP is Professor of Psychology at Eastern Illinois University and principally involved in the Specialist in School Psychology program. Dr. Canivez was formerly a school psychologist for 8 years in the Phoenix, AZ metropolitan area (Deer Valley Unified School District and Tempe Elementary School District), was on the adjunct faculty of Arizona State University and Northern Arizona University, and was president of the Arizona Association of School Psychologists. He presently teaches an undergraduate course in psychological measurement and graduate courses in advanced psychological measurement; individual intellectual assessment; child psychopathology; and social, emotional, and behavioral assessment. Dr. Canivez was Associate Editor of Psychological Assessment; is a consulting editor for Psychological Assessment, School Psychology Quarterly, and the Journal of Psychoeducational Assessment; and has been an editorial board member or reviewer for numerous other professional journals such as School Psychology Review, Psychology in the Schools, Applied Neuropsychology, Developmental Psychology, and Behavior Research Methods. He has also served as a grant reviewer for the Israel Science Foundation, the Swiss National Science Foundation, and the Kuwait Foundation for the Advancement of Sciences. The author of over 75 research and professional publications and over 200 professional presentations and continuing professional development workshops, Dr. Canivez specializes in psychological

assessment and measurement pertaining to intelligence, achievement, personality, and psychopathology; and his research has been supported by the National Institutes of Health/National Institute of Mental Health. He is a Charter Fellow of the Midwestern Psychological Association and a Fellow of the American Psychological Association. Complete information including downloadable article and book chapter reprints may be obtained at the web site of Dr. Canivez (www.ux1.eiu.edu/~glcanivez).

Franci Crepeau-Hobson,

PhD., NCSP is an Associate Professor and Director of the School Psychology Program at the University of Colorado Denver. She teaches graduate courses in psychological assessment, crisis intervention, and ethical and professional foundations. She also supervises practica in assessment and school psychology. Dr. Crepeau-Hobson has served as a consultant for the College Board Services for Students with Disabilities Unit. Her research is in the areas of crisis intervention, youth suicide, and disabilities and psychological assessment.

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.

Pamela Fenning

, PhD., is a professor at Loyola University Chicago, and a licensed clinical and school psychologist in Illinois. Her research and clinical interests focus 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.

Antoinette Halsell Miranda

, PhD., graduated from the University of Cincinnati in 1986 with a Ph.D. in school psychology. She is currently an associate professor and former director of the school psychology program at The Ohio State University. Dr. Miranda has extensive experience working in urban areas and has been involved in a number of collaborative projects with Columbus City Schools during her tenure at The Ohio State University. She has been a consultant in urban elementary and high schools on ways to increase the academic achievement of their students. Before coming to OSU, she worked as a school psychologist in New York City Public Schools. At OSU, she teaches a variety of courses including diversity, urban issues in education, consultation, and behavioral interventions. Her research is focused on issues of diversity such as: developing effective interventions with at-risk children in urban settings, consultation services in urban settings, and the development of racial identity and its relationship to academic achievement. She has a chapter in Best Practices in School Psychology-V entitled “Best Practices in Urban School Psychology.” She presents at the local, state, and national levels on topics related to early childhood, diversity, urban issues, and racial identity.

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Jim Larson

, PhD., is a licensed psychologist with over 30 years of experience in the school, community, and youth diversion settings, including 14 years as a school psychologist in the Milwaukee Public Schools. He is Professor Emeritus at the University of Wisconsin-Whitewater where he directed the School Psychology Program for 21 years. He has presented both nationally and abroad subject of child and adolescent anger and behavioral concerns and has been the recipient of multiple university awards for teaching excellence. In addition, he has authored many journal articles and book chapters on the subject of youth violence prevention. Dr. Larson is the author of Think First: Addressing Aggressive Behavior in Secondary Schools and co-author of Helping School Children Cope with Anger: A Cognitive-behavioral Intervention (with John Lochman, Ph.D.).

Rosario C. Pesce

, PhD., NCSP is a school and clinical psychologist and School Psychology Coordinator of Clinical Training at Loyola University Chicago. He is retired from the J. Sterling Morton High Schools where he served as Student Assistance Program Coordinator along with other positions. He was appointed to the Illinois Children’s Mental Health Partnership and serves on the School Age Policy and Practices

Committee. He was on the writing team for the Illinois State Board of Education’s social emotional learning standards and is Past-President of the Illinois School Psychologists Association. He has published on school gang prevention and school/community mental health services. He a member of the NASP School Safety and Crisis Response Committee and is a co-author of PREPaRE WS#1, 2nd_{Ed., Crisis Prevention and} Preparedness: Comprehensive School Safety Planning (2011) and School Crisis Prevention and Intervention: The PREPaRE Model (2nd_ed.)(in press).

Cecil R. Reynolds

, PhD., ABN, ABPdN, earned his Doctoral Degree from the University of Georgia in 1978 under the tutelage of Dr. Alan S.

Kaufman, with a major in School Psychology and minors in Statistics and in Clinical Neuropsychology. He served an internship divided between the Medical College of Georgia (Pediatric Neurology section and Neurological Surgery section) and the Rutland Center for Severely Emotional Disturbed Children. Prior to joining Texas A & M University in 1981, Dr. Reynolds was on faculty at the University of Nebraska-Lincoln, where he served as Associate Director and Acting Director of the Buros Institute of Mental Measurement, after writing the grants and proposals to move the Institute to Nebraska following the death of its founder, Oscar Buros. His primary research interests are in all aspects of psychological assessment with particular emphasis on assessment of memory, emotional and affective states and traits, and issues of cultural bias in testing. He is the author of more than 300 scholarly publications and author or editor of over 50 books including The Energetic Brain, The Clinician’s Guide to the BASC, Clinical Applications of Continuous Performance Tests, Handbook of School Psychology, the Encyclopedia of Special Education, and the Handbook of Clinical Child Neuropsychology. He is the author of several widely used tests of personality and behavior including the Behavior Assessment System for Children and the Revised Children's Manifest Anxiety Scale. He is senior author of the Test of Memory and Learning, the Clinical Assessment Scales for the Elderly, and co-author of several computerized test interpretation systems. He is senior author of the Reynolds Intellectual Assessment Scales (RIAS). He maintained a clinical practice treating trauma victims and individuals with Traumatic Brain Injury for 25 years before retiring from clinical work at the end of 2003. Dr. Reynolds is a diplomate in Clinical Neuropsychology of the American Board of Professional Neuropsychology, of which he is also a past president, is a diplomate of the American Board of Pediatric Neuropsychology, and was a diplomate in School Psychology of the American Board of Professional Psychology, prior to retiring his diplomate in 2004. He was elected a Distinguished Practitioner and Fellow of the National Academies of Practice in 2012. He is a past president of the National Academy of

Neuropsychology, APA Divisions 5 (Evaluation, Measurement, and Statistics), 40 (Clinical Neuropsychology), and 16 (School Psychology). He is a Fellow of APA Divisions 1, 5, 15, 16, 40, and 53. Dr. Reynolds taught courses primarily in the areas of psychological testing and diagnosis and in neuropsychology in addition to supervising clinical practica in testing and assessment. He served as Editor in Chief of Archives of Clinical

Neuropsychology (1990-2002), official journal of the National Academy of Neuropsychology, Editor of Applied Neuropsychology (2004-2008), and in January of 2009 began a 6 year term as editor in chief of the prestigious APA journal Psychological Assessment and in April of 2015 became Editor of Archives of Scientific Psychology. He serves on the editorial boards of 11 other journals in the field. He has served as Associate Editor of School Psychology Quarterly and of the Journal of Special Education. Dr. Reynolds has received multiple national awards recognizing him for excellence in research including the Lightner Witmer Award and the early career awards from APA Divisions 5 and 15. He is a co-recipient of the Society for the Psychological Study of Social Issues Robert Chin Award and a MENSA best research article award. In 1999, Dr. Reynolds received the Senior Scientist Award from APA Division 16 (School Psychology). In 2000, he received the National Academy of Neuropsychology’s

Distinguished Clinical Neuropsychologist Award, the Academy’s highest award for research accomplishments. He received the NASP 2003 Lifetime Achievement Award in Neuropsychology. He received the Buros Institute Distinguished Reviewer Award in 2006. His service to the profession and to society has been recognized as well through the President's Gold Medal for Service to the National Academy of

Neuropsychology as well as the Academy’s Distinguished Service Award, and the University of North Carolina at Wilmington 50th_Anniversary

Razor Walker Award for Service to the Youth of North Carolina. He was named Alumnus of the year at the University of NC at Wilmington and has also been elected to the academic hall of fame at the University of Georgia. In 2010 he received the Jack I. Bardon Award for Lifetime

Distinguished Service Contributions to school psychology. In 2014, he received the APA Div. 5 Samuel Messick Award for Distinguished Contributions to Measurement Science and the Div. 12 Award for Distinguished Contributions to Clinical Assessment. He is currently an Emeritus Professor of Educational Psychology, Professor of Neuroscience, and Distinguished Research Scholar at Texas A & M University and practices forensic neuroscience in Austin Texas.

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Continuing Professional Development

Continuing Professional Development credits are available for participants in all breakout sessions. ISPA CPD’s meet continuing education guidelines for NASP and the state of Illinois. ISPA is also approved as an Illinois Division of Professional Regulation CEU provider for Counselors, Social Workers, and Clinical Psychologists. Participants will be awarded credits based upon the total length of each session.

Activities must address and reflect the four continuing professional development purposes:

 Advance holder’s knowledge and skills

 Develop knowledge and skills

 Address knowledge, skills, & goals of school improvement plan

 Address needs of students with disabilities

David Shriberg

, PhD., is a Professor of School Psychology at Loyola University Chicago. Dr. Shriberg is the Editor of Journal of Educational & Psychological Consultation, the lead editor of School Psychology and Social Justice: Conceptual Foundations and Implications for Practice (Shriberg, Song, Miranda, & Radliff, 2012), a Contributing Editor of NASP’s Communiqué, a former president of Trainers of School Psychologists, a book series editor for the American Psychological Association, and the founder and former co-chair of NASP’s social justice interest group. His scholarly work focuses on topics related to social justice, bullying, leadership, and ways in which families, schools, and communities can collaborate to support the academic and social-emotional development of students. To date, he has edited six books, guest-edited three special topic journal issues, authored over four dozen articles and book chapters, and has made approximately 100 presentations at the local, regional, national, and international level.

Shannon Suldo

, Ph.D., is a Professor in the School Psychology Program at the University of South Florida. She received her Ph.D. in School Psychology from the University of South Carolina in 2004, following a predoctoral internship at the Kennedy Krieger Institute/Johns Hopkins University School of Medicine. She is a Licensed Psychologist in the state of Florida and continues to provide school-based mental health services to youth in the Tampa area. She serves as an Associate Editor of School Psychology Review, and is on the editorial boards of Journal of School Psychology, Journal of Happiness Studies, and School Mental Health. She has extensive research and clinical experiences in school-based mental health services, including: empirical links between student mental health and academic success; conceptualizing and measuring student mental health in a dual factor model that considers psychopathology and well-being; evidence-based interventions for promoting positive indicators of student well-being and reducing symptoms of mental health problems (e.g., anxiety, depression); school-wide strategies to identify youth with mental health problems; and factors that limit and facilitate school psychologists’ provision of school mental health services. She also studies the stress, coping strategies, and mental health of high school students in accelerated courses, and is Principal Investigator of a large federal grant to identify student-level and environmental factors that predict academic and emotional success among students in Advanced Placement and International Baccalaureate courses. Her research accomplishments have been recognized by an Early Career Scholar award by Division 16 (School Psychology) of the American Psychological Association (APA).

Renée M. Tobin

, PhD.,is Professor of Psychology at Illinois State University and a licensed school psychologist. She completed her doctorate at Texas A&M University. Dr. Tobin is co-author of the book, DSM-5 Diagnosis in the Schools. Her research and practice focus on promoting children’s social-emotional development, particularly in school settings.

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Please print or type. Please fill out carefully. Return this entire page to assure proper registration. If needed for additional registrants, please photocopy.

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ONE DAY REGISTRATION

STEP #1 Choose which day you will attend

STEP #2 Choose break-out sessions (rank 2 choices for your day of attendance) STEP #3 Total your one day registration fee (refer to previous page)

THURSDAY OR FRIDAY

(MORNING) (AFTERNOON) (MORNING) (AFTERNOON)

___Burns (Data to the Rescue) ___Burns (Data to the Rescue) ___Canivez (Combating Pseudoscience) ___Crepeau-Hobson (Ethical) ___Dixon (Transition) ___Dixon (Coaching) ___Crepeau-Hobson (Assessment & PM) ___Dixon (Transition) ___Larson (Anger & Aggression) ___Fenning (Discipline) ___Dixon (Coaching) ___Halsell Miranda (At-Risk) ___Reynolds(BASC-3) ___Larson (Anger & Aggression) ___Halsell Miranda (At-Risk) ___Suldo (Tier 2 Supports) ___Shriberg (Bullying) ___Pesce (Crisis) ___Suldo (Mental Health) ___Tobin (DSM-5)

Total Thursday Fees $_________ Total Friday Fees $___________

TWO DAY REGISTRATION

STEP #1 Choose break-out sessions for each day

STEP #2 Indicate break-out session choices (rank 2 choices for each day) STEP #3 Total your two day registration fees

THURSDAY AND FRIDAY

(MORNING) (AFTERNOON) (MORNING) (AFTERNOON)

___Burns (Data to the Rescue) ___Burns (Data to the Rescue) ___Canivez (Combating Pseudoscience) ___Crepeau-Hobson (Ethical) ___Dixon (Transition) ___Dixon (Coaching) ___Crepeau-Hobson (Assessment & PM) ___Dixon (Transition) ___Larson (Anger & Aggression) ___Fenning (Discipline) ___Dixon (Coaching) ___Halsell Miranda (At-Risk) ___Reynolds(BASC-3) ___Larson (Anger & Aggression) ___Halsell Miranda (At-Risk) ___Suldo (Tier 2 Supports) ___Shriberg (Bullying) ___Pesce (Crisis) ___Suldo (Mental Health) ___Tobin (DSM-5)

Two Day Total $_________________

PAYMENT TOTALS

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Sessions At A Glance

Thursday AM

8:30am-11:45am 15 minute break 3 CPDs

Thursday PM

1:00pm-4:15pm 15 minute break 3 CPDs

Friday AM

8:30am-11:45am 15 minute break 3 CPDs

Friday PM

1:00pm-4:15pm 15 minute break 3 CPDs

Data to the Rescue:

Using Assessment Data to Identify Interventions for Students with

Reading & Math Difficulties

Burns

Data to the Rescue:

Using Assessment Data to Identify Interventions for Students with

Reading & Math Difficulties

Burns

(repeat from Thursday AM)

Combating Pseudoscience & Nonsense:

Applying Scientific Principles to Psychological Assessments &

Interventions

Canivez

Making Ethical Decisions in Challenging Situations

Crepeau-Hobson

Transition Planning:

Positively Supporting Secondary Students in Their Future

Dixon

Classroom Coaching & School Psychology:

Developing your Toolbox to Positively Impact Instruction

Dixon

Assessment & PM of Students with Severe & Low Incidence Disabilities

Crepeau-Hobson

Transition Planning:

Positively Supporting Secondary Students in Their Future

Dixon

Treating Student Anger & Aggression:

Cognitive-Behavioral Approaches Larson Transforming School Discipline Practices in Illinois Fenning

Classroom Coaching & School Psychology:

Developing your Toolbox to Positively Impact Instruction

Dixon

(repeat from Thursday PM)

Developing Effective Interventions for At-Risk Students in Urban Settings

Halsell Miranda

(repeat from Friday AM)

Assessment & Intervention with the BASC-3

Reynolds

(Sponsored by PEARSON)

Treating Student Anger & Aggression:

Cognitive-Behavioral Approaches

Larson

Developing Effective Interventions for At-Risk Students in Urban Settings

Halsell Miranda

Spotlight on Tier 2 Supports:

Evidence-Based Cognitive-Behavioral Interventions for Students with Internalizing Problems

Suldo

Addressing Bullying from a Social Justice Perspective

Shriberg

Advanced Skills in School-Based Crisis Prevention & Intervention

Pesce

Supporting Students’ Mental Health at Tier 1 in a

Multi-Tiered Framework:

Schoolwide Well-Being Promotion & Early Identification

Suldo

DSM-5:

What School Psychologists Need to Know

(12)

Friday, October 2nd

7:30-8:30am Registration 8:30-11:45am Break-Out Sessions

12:00-1:00pm Lunch-Included in Registration Fee

1:00-4:15pm Break-Out Sessions

Saturday, October 3rd

Governing Board Meeting

9:00am-12:00pm

All are welcome!!!

Thursday, October 1st

7:30-8:30am Registration 8:30-11:45am Break-Out Sessions

12:00-1:00pm Lunch-Included in Registration Fee

1:00-4:15pm Break-Out Sessions

4:15-6:00pm ISPA Networking Event Illinois School Psychologists Association PO Box 664

Wheaton, IL 60187-0664

PRESORTED STD U.S.POSTAGE