2021 ASPP Fall Conference Recorded Sessions

Assessing and Addressing Sensory Processing 
(NASP Domains 2,3,7)
 
Dr. Douglene Jackson, OTR/L - Assessment Consultant - WPS

Sensory integration and processing concerns have been identified in children and youth with various disabilities, with challenges being expressed across school and other related educational environments. Assessment of these concerns can now take place across the lifespan, ranging from 4 months through adulthood, as recent tools are now available. The purpose of this session is to introduce participants to the latest assessment for identifying sensory integration and processing differences that impact function. 

 

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Cognitive Predictors of Indirect Bullying in Adolescents
(NASP Domains 6,10)

Dr. Laura Crothers, NCSP - Professor - Duquesne University
Dr. Jared Kolbert - Professor - Duquesne University
Dr. Ara Schmitt, NCSP - Professor - Duquesne University
Dr. Tammy Hughes - Professor - Duquesne University
 
Few research investigations have specifically examined the cognitive predictors of indirect bullying. However, panelists who have been authors of three studies conducted to examine the relationship of different conceptualizations of cognitive functioning to indirect bullying (relational and social aggression) will each present his or her viewpoint of the contributions of each of the investigations, with the resulting information synthesized for understanding and preventing relational and social aggression by identifying potential perpetrator profiles. The purpose of the presentation is to analyze different cognitive correlates of indirect bullying, and participants will benefit from understanding the different motivations to perpetrate this type of bullying.
 


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Strategic and Intensive Interventions in Mathematics
(NASP Domains 1,3)
 
Dr. Erika Kaurauder, NCSP - Educational Consultant - PATTAN-Harrisburg
Jared Campbell - Educational Consultant - PATTAN-Harrisburg
Dr. Drew Hunter - Educational Consultant - PATTAN-Harrisburg

School psychologists understand the biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. School psychologists, in collaboration with others, use assessment and data collection methods to implement and evaluate services that support academic skill development in children. In this session, school psychologists will enhance their skill sets for: identifying key features of evidence-based strategic and intensive intervention in mathematics, interpretation of CBA and CBM data to inform intervention, research-based practices for intensifying interventions, and aligning intervention to the instructional hierarchy. Additionally, resources for free, open-access strategic and intensive mathematics interventions will be highlighted.
 
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Teacher Support: Tele-Coaching and Motivational Interviewing
(NASP Domains 1,2,3,4,5,6,9)

Dr. Lauren Kaiser - Professor - Millersville University of PA
Katherine Schoener - Student - Millersville University of PA & Harford County Public Schools
Danielle Taylor - Student - Millersville University & Palmyra Area School District
Sadie Wentland - Student - Millersville University & Central Dauphin School District

Teachers need more support than ever before. Collaborative evidence-based strategies exist, and school psychologists are uniquely trained and positioned to deliver those services. This mini-skills session will provide a brief orientation to teacher coaching research, specifically an overview of the Classroom Check-Up Model (CCU), which embeds Motivational Interviewing (MI) as the relational process and change mechanism. This past year, we were all challenged with the abrupt shift to remote instruction and service-delivery, but the CCU and MI piloted via teleconsultation provided evidence that these approaches could be useful in supporting teachers through difficult circumstances and at a distance. Three cases will be presented as examples of how short-term use of the CCU model increased teacher use of behavior-specific praise, opportunities to respond, and student engagement in online or hybrid classrooms. Specific aspects of the CCU process will be modeled, with opportunities to practice MI microskills. Lessons learned from utilizing CCU and MI through tele-coaching, implications, limitations, and possible future directions for research will also be discussed. Participants will leave the session with specific tools for teacher coaching, virtual or in-person, to support teachers and increase student engagement. 
 
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Transforming Social-Emotional Learning with Challenging Students in Difficult Times
(NASP Domains 2,3,4,5,6,7,10) (Ethics - 30 mins)

Phil Tanaglia - Licensed Psychologist/School Psychologist - Evolving Solutions (Private Practice)

This workshop provides hands-on training in a process that will help to quickly assess current conditions with learners, strengthen engagement, and promote social-emotional learning while intervening with challenging students in difficult circumstances and beyond.  In this workshop, participants will experience psychological flexibility for themselves and then use the ACT Matrix (Acceptance and Commitment Therapy and Training) to promote productive learning and mental health by sharing the process with their students and colleagues. Participants will have the opportunity to practice the ACT Matrix point of view and walk away with a powerful tool they can use immediately.
 
The ACT Matrix as developed by Dr. Kevin Polk will be presented as a visual-verbal tool that promotes psychological flexibility and resilience for meeting challenges, overcoming obstacles, and coping with the daily struggles of living and learning. The Matrix is an evidence-based approach that establishes a collaborative point-of-view for school psychologists, teachers, specialists, administrators, and learners of all ages. It is easy to implement and promotes psychological safety for both individuals and groups.

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Gender Support Plans: Development & Implementation 
(NASP Domains 2,4,6,7,8,10)

Shannon Dressler - School Psychologist - Upper St. Clair School District
Dr. Dan Beck - Assistant Principal - Upper St. Clair School District High School 
 
This presentation will provide participants with a basic understanding of terms used in the LGBTQ community regarding sexual orientation and gender expression to enable more credible and comfortable discussion between students and adults. Participants will also be offered a legal basis regarding the basic rights of people in the LGBTQ community to better understand the rationale for implementing Gender Support Plans. Additionally, presenters will share first-hand experiences of how they mobilized stakeholders in an effort to emphasize the process of creating a Gender Support Plan over the actual document itself, thus helping school teams avoid unilateral decision making. Finally, the presentation will provide a sample template that is currently used in the development and implementation of a Gender Support Plan for students that identify as transgender or nonbinary at the high school level. 



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Remote School Psychology: Best Practices in Tele-Assessment 
(NASP Domains 1,10)
 
Stephanie Taylor - Clinical Director - Presence Learning, Inc.

Tele-Assessment provides advantages, but it is also fraught with potential pitfalls. With more assessments being delivered online, school psychologists need to understand the pros and cons and how to ensure validity and reliability. The goal of the session is to walk away understanding all the good and bad of tele-assessment, understanding how to account for and mitigate the bad, and the space for more research. 


 
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Keynote Speaker - Dr. Laurie Klose - NASP President
 “Engaging Hearts and Minds and NASP Update“
 
The keynote will include NASP updates and resources. Dr. Klose will also discuss how Engaging Hearts and Minds of children and youth, adults with whom we work, and systems in which we serve can provide a foundation for engaging in meaningful and effective services and proactive change.'



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Data-Driven School: How to Implement Equitable MTSS
(NASP Domains 1,5,8,10) (Ethics - 30 mins)
 
This session will provide participants with advanced training and guided practice in using a system-level problem-solving model for creating a data-driven school. Attendees will have opportunities for discussion and guided practice in using data-analysis teaming forms within a team meeting and in interpreting data typically documented on such forms. Strategies for identifying and developing data leaders within schools who can facilitate this type of systems-level data-driven equitable decision making will also be discussed.
 
Dr. Jason Pedersen, NCSP - School Psychologist - Derry Township School District

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Joseph French Lecture: Enhancing Mental and Behavioral Health Supports within MTSS
(NASP Domains 4,6,10) 

Dr. Rachel Eisenberg, NCSP - Consulting & Research Psychologist - Devereux Center for Effective Schools
Dr. Laura Rutherford, NCSP - Consulting & Research Psychologist - Devereux Center for Effective Schools
Dr. Lisa Thomas, NCSP - Assistant Director - Devereux Center for Effective Schools
Dr. Lyndsie Erdy, NCSP - Training & Consulting Specialist - Devereux Center for Effective Schools

This presentation will guide practitioners to locate, critically analyze, and select evidence-based programs and to identify feasible strategies for implementation. Following NASP’s guidelines for tiers of school-based mental and behavioral health supports, attendees will learn about indirect service delivery approaches through coordination of social emotional learning programs, universal screening tools and procedures, coordination of trauma-informed practices through PBIS implementation, data analysis to address disparities, facilitation of the selection and implementation of advanced tier student interventions, and efficient function-based intervention planning. For each approach, presenters will address (a) the evidence base for the approach, (b) available options and resources for implementing the approach, (c) steps for implementing the approach, and (d) a case example illustrating the implementation of the approach.

 

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What does OCD really look like: A panel with OCD Pennsylvania
(NASP Domains 2,4,6)

Laura Merclean, LCSW - Board Member - OCD Pennsylvania
Dr. Nick Flower - Clinical Psychologist & President, OCD Pennsylvania
Elizabeth Richie - Retired Educator, OCD Survivor and OCD Advocate
Andrea Sheckler, LPC - Private Practice & Board Member, OCD Pennsylvania

This Presentation will have three distinct parts: The first section will cover a comprehensive overview of OCD. The second section will discuss evidence-based treatment protocols for OCD and what they entail. This section will also discuss how the treatment protocol components can be translated in IEP and 504 plans. The third section will go over case examples and discuss practical tools and translation for teachers and school counselors. Finally, the presentation will end with a Q and A, giving the participants an opportunity to dialogue with the OCD specialists.
 
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Effective, Efficient, and Equitable: Classwide Intervention
(NASP Domains 1,3,5,6)

Dr. Drew Hunter - Educational Consultant - PATTAN-Harrisburg
Dr. Erika Kaurauder, NCSP - Educational Consultant - PATTAN-Harrisburg
Jared Campbell - Educational Consultant - PATTAN-Harrisburg

The purpose of this workshop is to train participants on how to implement classwide intervention. Classwide intervention is an efficient and equitable instructional practice that improves the accuracy of screening decisions and student academic performance when the majority of students in a classroom are below the risk criterion on a screening measure. Participants will learn how to use screening data to determine when classwide intervention should be implemented and how to use screening data to match an appropriate classwide intervention to the stages of the learning hierarchy. Protocols for interventions will be provided and modeled to the participants. 
 
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Carl DiMartino Ethics Lecture: Emotional Disturbance: Ethically and Legally Compliant Intervention, Assessment, and Identification Practices for Multidisciplinary Teams During the Post Pandemic Era
(NASP Domains 1,4,5,6,10) (Ethics - 90 mins)

Dr. Jessica Dirsmith, NCSP - Professor - Duquesne University
Rebecca Heaton Hall, Esq. - Attorney - Weiss Burkhardt Kramer
 
Emotional Disturbance assessment practices remain variable among school psychologists. Individual practices vary and bias can impact decisions from the time the child is referred for intervention to the point when the multidisciplinary team determines special education eligibility. Further complicating matters, COVID-19 and related consequences including school closures and remote instruction have resulted in an increase in mental health needs among youth and have impacted many facets of education including physical presence in a school building.  School psychologists are charged with determining what level of emotional and behavioral needs constitute eligibility under IDEA, despite atypical schooling circumstances with limited legal guidance. These differences among other factors make Emotional Disturbance eligibility determination complex for multidisciplinary teams. Accounting for ethically and legally compliant practices as well as best practices in prevention, intervention, and assessment, the presenters will tackle this complex IDEA category. Participants will learn about ethical decision making when faced with challenging situations such as evaluating students during the post-pandemic era. They will learn to achieve a high level of collaboration and legal compliance, adhering to ethical guidelines when intervening, evaluating, and making eligibility determinations for students with social, emotional, and behavioral needs.  Emphasis will be placed on professional ethical obligations including reduction of disproportionate practices, bias reduction in assessment, and best practices in assessment, all through a legally compliant lens.

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Level Up Consultation for the Black Community - Ethical and Culturally Competent Practices
(NASP Domains 2,8,10) (Ethics - 90 mins)

Tiffany Jenkins -- School Psychologist/independent - Authentically Black Services, LLC
Dr. Keeshawna Brooks, NCSP - Professor - Chicago School of Professional Psychology
Dr. Tierra Ellis, NCSP - CEO, Ellis Psychological Services/Co-owner, Authentically Black Services, LLC
Chastity Saucer, LCSW - Doctoral Candidate in School Psychology - University of Texas at Austin 

In response to the impact of COVID-19 and the civil unrest in the Black community, it is important for practitioners to provide ethical and culturally competent services. This presentation plans to support practitioners in 1) engaging in culturally competent consultation pedagogy to validate the lived experience of Black school psychology graduate students and their clients, 2) identifying ecologically-centered consultation strategies, and 3) defining allyship and social justice agency by using the lens of culturally competent consultation.

 

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Applications of Transdiagnostic Mental Health Innovations
(NASP Domains 4,6,8,10)

Dr. Brittany Zakszeski, NCSP - Training & Consulting Specialist - Devereux Center for Effective Schools
Dr. Barry McCurdy, NCSP - Professor - Philadelphia College of Osteopathic Medicine

As schools look to enhance their advanced-tier systems of support for mental and behavioral health needs, advances in transdiagnostic theory and practice offer direction and advantages over problem-specific (focal treatment) approaches. This session will introduce participants to the principles and practical applications of transdiagnostic approaches (including core dysfunction, common elements, and principle-guided paradigms) as they relate to school-based mental and behavioral health service delivery at Tiers II and III within multi-tiered systems of support frameworks. Beginning with transdiagnostic theories of mental health processes, covering common empirically supported approaches to prevention and intervention, and ending with a focus on usable transdiagnostic innovations in the realm of school-based efforts, this session will equip participants with the foundational knowledge of both theory and applied research to critically analyze current mental and behavioral health systems and plan system development within their own organizations. 


 
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