ASPP / PSU Annual Fall Conference

Association of School Psychologists of Pennsylvania & Pennsylvania State University
2019 Fall Conference

November 6 & 7, 2019
Ramada Inn and Conference Center
State College, PA

Once again, it is time to gather in State College, PA for professional growth and collegial sharing. This year we continue to offer a variety of workshops to meet the needs of professionals including school psychologists and many other related professionals. There are opportunities to gather and reconnect with colleagues and network with new ones. Events include the Robert G. Bernreuter lecture, Joseph French lecture, SPOTY lecture, the FREE Annual Beef & Brew, and the ASPP Auction/NASP Children’s Fund Raffle. In all, the Fall Conference is sure to be a valuable time of professional development and not to be missed!! We look forward to seeing you in November!

ASPP Conference Planning Committee – Dr. David Lillenstein, NCSP; Jim Glynn, NCSP; Dr. Shirley Woika, NCSP

Register Online

For more information or to print out a registration form, please see the conference brochure.

Conference Brochure

Thursday November 7th Featured Workshop
7:30 am to 8:30 am – Coffee/Registration
8:30 am to 11:30 am – Robert G. Bernreuter Lecture
11:30 am to 1:30 pm – Lunch on your own
1:30 pm to 4:30 pm – Bernreuter Lecture continued

Robert G. Bernreuter Lecture with Amanda B. Nickerson, PhD - Alberti Center for Bullying Abuse Prevention, University at Buffalo, the State University of New York
Preventing and Intervening with Bullying

Bullying is an issue of concern for individual perpetrators and victims as well as the peer group, family, school, and larger society. This workshop will describe the forms of bullying that youth engage in, the factors that contribute to it, and the short- and long-term outcomes associated with bullying. The focus will be on an evidence-based framework for preventing and intervening with bullying in schools. Resources will be highlighted for implementing comprehensive school-based prevention programming. Participants will also learn strategies for working with perpetrators, victims, and bystanders.

Amanda B. Nickerson, PhD is a professor of school psychology and director of the Alberti Center for Bullying Abuse Prevention at the University at Buffalo, the State University of New York. She is a nationally certified school psychologist, licensed psychologist, fellow of the American Psychological Association, and member of NASP’s School Safety and Crisis Response Committee. Dr. Nickerson’s research focuses on preventing and intervening with school crises, violence, and bullying, as well as the critical role of schools, parents, and peers in promoting social-emotional strengths of children and adolescents. On these topics, Dr. Nickerson has written five books and authored or co-authored over 80 journal articles and book chapters.
Wednesday November 6th Sessions

Wednesday November 6th - 7:30am to 8:30 am — Coffee & Continental Breakfast & Registration

Wednesday November 6th - 8:30 am to 11:30 am — Morning Sessions

Joseph French Lecture with Drs. Nikole Hollins, NCSP and Jason Pedersen, NCSP
Disciplinary Equity: School Psychologists as Change Agents
(NASP Domains 1,2,6,8)

School psychologists are in a unique role in schools, as they can serve as data stewards, consultants, and coaches. When analyzing data sources, school psychologists are often viewed as experts in helping school teams understand and problem solve system-level outcomes. Given the nature of the school psychologists role, there is an opportunity to serve as significant change agents with regard to disproportionality in discipline. National statistics suggest students of color, students with disabilities, and students of varying sexual orientations are more likely to receive disciplinary actions that are exclusionary and perpetuate school-to-prison pipelines. This session will introduce school psychologists to equitable MTSS, as well as ways to self-reflect and determine their abilities to recognize implicit and explicit bias in their school infrastructure. Additionally, participants will be provided with scenarios and data to experience how to engage school teams in problem solving around disproportionality. Concepts including vulnerable decision points, the cultural proficiency continuum, and the ladder of inference will be described. It is expected that participants will gain new knowledge around equity in discipline and acknowledge the importance of their role in mitigating disproportionate outcomes.

Dr. Nikole Hollins, NCSP – School Psychologist/Educational Consultant – PaTTAN Harrisburg
Dr. Jason Pedersen, NCSP – School Psychologist – Derry Township School District

Assessment, Planning, and Intervention for Transition-Age Students
(NASP Domains 2,3,4)

This presentation will focus on increasing school psychologists' skills for assessing, planning, and intervening with transition-age students. Topics covered will include appropriate assessments; how these assessments may inform the transition grid; activities, goals, and SDI's in a student's IEP; as well as brief counseling and consultation techniques. Also discussed will be the role of community agencies in supporting students. Following this presentation, participants will be able to identify assessments and their purpose in guiding intervention, aid IEP teams in designing measurable goals relevant to a student's transition needs, and better understand how and when to involve community agencies. 
Dr. Tina Brown – School Psychologist – Lancaster-Lebanon IU #13
Dr. Amy Roth – Social Worker – Lancaster-Lebanon IU#13

SPOTY 2017: To Tier 3 and Beyond! From Intervention to IDEA Identification 
(NASP Domains 1,2,4,5,6,8,10)

Presented by a school psychologist (SPOTY 2017), behavior analyst, and school attorney, this workshop will discuss the collaboration of the professions to promote student well-being through prevention, intervention, and assessment. With a focus on prevention and intervention endeavors, as well as evaluating and servicing children with emotional and behavioral disabilities in a legally compliant and ethically sound manner, there will be a comprehensive review of intensive behavioral interventions, functional behavioral analyses, positive behavior support plans, legally aligned assessment, and a review of case law trends for the identification of students under the Individuals in Education Improvement Act's (IDEA) category, Emotional Disturbance (ED). While accounting for best practices, ethical obligations, and legal compliance, assessment guidance will be provided for each aspect of this disability category.
Dr. Jessica Dirsmith, NCSP – School Psychologist – State College Area School District (SPOTY ’17)
Rebecca Hall, Esq – Attorney – PREVAIL Educational Solutions & Weiss Burkhardt Kramer
Dr. Eric Bienek, LBS, BCBA-D – Professor – Slippery Rock University

Connecting the Science of Reading to the Practice of School Psychology within an MTSS Framework
(NASP Domains 1,2,3)

The purpose of the presentation is to deepen school psychologists' knowledge of the science of reading and its application to our practice, specifically within an MTSS framework. The presentation will also explore our role as school psychologists in the early screening, identification, and intervention for students with dyslexia. Participants will walk through a case study of a first-grade student, which includes benchmark and progress monitoring data, a review of assessment tools, and how the data was used to guide instructional decision making. Nearly 4 in 10 students lack the skills necessary to be proficient readers. This session will help school psychologists distinguish between a lack of appropriate, scientifically-based reading instruction and a specific learning disability.
Dr. Angela McMasters, NCSP – School Psychologist – Armstrong School District
Trauma from the Inside Out: Brain Development and Practical Strategies for Schools
(NASP Domains 1,2,6)

This presentation will focus on ways to integrate research on trauma, neurocognitive development and school climate to offer practical strategies for school psychologists to advance trauma-informed practices in their districts and schools. The presenters will provide working definitions of trauma and trauma-informed practices. Presenters will provide participants with an understanding of best practices in trauma-informed practices, and provide information related to brain development and how trauma affects learning and the brain. Participants will gain an understanding how individual behavioral responses can represent trauma responses in the brain and how to more effectively engage educators in applying a trauma lens to specific scenarios. Presenters will also discuss secondary trauma and help participants understand how their work with traumatized youth can impact their emotional, physical, and cognitive well-being. Presenters will provide resources for trauma-informed practices, as well as discuss how school climate supports in the commonwealth can help to support school teams in building safer, more supportive school systems.
Dr. Dana Milakovic, NCSP – School Psychologist/Mental Health & Other Drug Specialist – PA Dept. of Education
Dr. Stacie Molnar-Main – School Climate Consultant – PA Department of Education

Administration, Scoring and Interpretation of the Bayley Scales of Infant and Toddler Development
(NASP Domain 1)

This workshop will familiarize participants with the administration, scoring, and interpretation of the Bayley Scales of Infant and Toddler Development - Fourth Edition (Bayley-4). Participants will learn about the key updates to the fourth edition including the optional digital administration. Administration for items on the Cognitive, Language, and Motor scales of the Bayley-4 will be presented with an emphasis on new items and item modifications. Participants will learn about the new Caregiver Questions and changes to Item Scoring in the fourth edition. The options for administration of the Bayley-4 Adaptive and Social-Emotional areas will also be described. Lastly, participants will learn about the scores obtained and basic interpretation of the Bayley-4.
Selina Oliver, NCSP – School Psychologist/Solutions Analyst – Pearson
Supporting and Assessing English Learners
NASP Domains (1,2,3,8)

The purpose of this presentation is to assist school psychologists in implementing best practice given the diverse needs and backgrounds of the 68,000 English learners (ELs) in Pennsylvania (Pennsylvania Department of Education, 2019). The bulk of the presentation will focus on how and when to assess EL students, including determining acculturation level, language dominance, achievement, cognitive ability, and eligibility for special education services given rule-out criteria. In addition, participants will learn about the acculturation process and typical classroom behaviors seen as a result, along with modifications to make material more accessible in the general education setting. Considerations for team meetings will also be addressed, such as the proper use of interpreters. Case studies, discussion, and role playing will allow for participants to practice applying learned information and process through difficulties in the referral and assessment process. A comprehensive list of resources and handouts aligned with best practice will also be provided.
Gretchen Schwarz – Doctoral Student – Penn State University
Shannon Walsh – Doctoral Student – Penn State University
Corynne Ross – Doctoral Student – Penn State University
Christieanna Tawiah – Doctoral Student – Penn State University
Dr. Shirley Woika – Professor – Penn State University

From BIPs to Classwide Strategies: Supporting Successful Implementation in Classrooms
(NASP Domains 2,4,5,6)

How can school psychologists ensure interventions are implemented with accuracy and quality? What should one do if assessment results point to problems at the classroom rather than student level? How can schools adopt a more preventive approach to supporting classroom practices and behavior? This mini-skills workshop seeks to guide participants in developing and delivering implementation supports to facilitate educators’ implementation of interventions as well as class-wide practices. In the context of a multi-tiered framework for promoting school staff’s implementation success, presenters will focus specifically on selecting implementation support strategies according to anticipated impact and feasibility. Additionally, given the preventive utility of classroom management practices, presenters will describe critical classroom management skills and means of building classroom support systems within schools. To these ends, presenters will summarize empirical literature; present original research findings; and share case studies from urban, suburban, and alternative education settings. This session is designed to assist participants in realizing their unique potential as classroom coaches and consultants, namely in introducing participants to the varied types and intensities of implementation supports school psychologists may leverage in their everyday practice to facilitate successful implementation in classrooms. 
Dr. Brittany Zakszeski – Postdoctoral Fellow – Devereux Center for Effective Schools
Dr. Lyndsie Erdy, NCSP, BCBA-D – Training and Consulting Specialist – Devereux Center for Effective Schools
Dr. Rachel Eisenberg, NCSP – Consulting and Research Psychologist – Devereux Center for Effective Schools

Wednesday November 6th - 11:45 am to 12:30 pm – FREE Luncheon — Atrium/Pool
SPOTY/Awards Presentation

Wednesday November 6th - 12:40 pm to 1:40 pm Lunch Keynote — Grand Ballrooms
NASP Keynote – Dr. Wendy Price, NASP President-elect
Wednesday November 6th - 1:45 pm to 4:45 pm – Afternoon Sessions
Autism: The Bridge Between Practice and Parenting
(NASP Domains 6,7,8)

The purpose of this workshop is to showcase a variety of unique perspectives by illustrating the bridge between practice and parenting. Current research and best practice guidelines on autism assessment and intervention, cultural considerations, and parent involvement will be outlined. Educational professionals who are also parents of students with autism will be sharing personal testimonies and experiences with assessment and intervention. Barriers to implementing best practices in both home and educational settings as well as successful bridging between practice and parenting will be reviewed. Participants will benefit from the practical nature of and parental perspectives offered in this presentation. Moreover, participants will hone skills in supportively delivering an autism diagnosis as well as develop a broader understanding of the Autism Spectrum. 
Dr. Carissa Bowersox, NCSP – School Psychologist – Juniata County School District
Maggie Hackenberger – School Psychologist – Juniata County School District
Jill Condo – Director of Special Education/Mother of Jaxen – Juniata County School District

Social Justice and School Psychology: Exploring the Role of Intersectionality and Equity
(NASP Domains 2,5,8)

Young people across the country are experiencing stress and uncertainty like they never have before. In the midst of an increasingly complex social and political discourse, young people are struggling to find themselves, understand who they are, and learn about the world around them. As school psychologists, parents, caregivers, and educators, we have an ethical and moral responsibility to help young people navigate the world in healthy and safe ways and ensure that their educational and human rights are upheld. In order to build learning in these key areas and have authentic dialogue around the needs of young people, we must also acknowledge the role of hierarchical privilege and power in society. The purpose of this workshop is to highlight the role of school psychologists as key players who are critically poised to protect the educational rights, opportunities, safety and wellness of all students, especially those whose voices have been silenced, identities obscured, or needs ignored. We will explore intersectionality: how students’ sexual, racial and socioeconomic identities affect how they view the world, how we may unconsciously view them, and how intersecting identities interact with privilege and oppression.
Alexis Dunbar – Residence Director – Eastern University
Dr. Yolanda Turner – Professor – Eastern University
Dr. Kirby Wycoff, NCSP – Professor – Eastern University

A Small Piece of the Pie: Understanding Dyslexia in the Context of SLD Assessment
(NASP Domains 1,3,5,10)

Although schools have always been allowed to use the term dyslexia, recent guidance and proposed changes to regulations have encouraged schools to use this term in psychoeducational assessments. However, many practitioners lack necessary training to fully assess symptoms and link them to IDEA disability criteria. Within the field, many find themselves struggling to understand when to test for dyslexia and when to use this terminology in addition to SLD. This presentation provides participants with an overview of dyslexia, assessment practices to identify dyslexia, examples of how to identify dyslexia in an evaluation report, and intervention recommendations. Participants will understand how the terms dyslexia and SLD overlap; how to conduct an assessment for dyslexia incorporating school neuropsychological assessments; and when to report on dyslexia, along with recommendation strategies.
Dr. Meghan Garrett – School Psychologist – Abington School District
Dr. Caitlin Gilmartin – School Psychologist – Colonial School District
Dr. Katherine Palladino – School Psychologist – Abington School District

Promoting Early School Success: Linking Data in Data-based Decision Making
(NASP Domains 1,5,9)

Establishing strong trajectories in early literacy skills at the earliest point possible is important to promoting later achievement and overall school success. Often kindergarten is the first time that early literacy data are systematically collected and analyzed. Beginning these efforts PRIOR to kindergarten may inform summer learning activities as well as instructional planning for the kindergarten year. The purpose of this presentation is to emphasize the importance of data-based decision making processes that link early education to K-5 assessment and instruction and to provide methods for doing so. We present a case examining the predictive validity and classification accuracy of early learning assessment data collected at kindergarten registration with literacy data collected during kindergarten. The session includes demonstration of the early learning assessments that were used as well as demonstration of feasible analytical methods to promote data-based decision making using large data sets of student performance. Participants will be able to offer a strong rationale for collecting early learning data; identify assessments that are feasible, technically adequate, and useful in promoting learning outcomes; and use analytical methods to increase data-based decision making to promote early school success. 
Dr. Robin Hojnoski – Professor – Lehigh University
Dr. Ethan Van Norman – Professor – Lehigh University
Katherine Koller – Doctoral Student – Lehigh University

Managing Chronic Pain in Schools
(NASP Domains 2,4,6)

The rates of pediatric chronic pain suggest that a large number of school-age children will experience a chronic pain syndrome during the course of their school career. This presentation will introduce school psychologists to primary and secondary pain syndromes, biopsychosocial conceptualization of chronic pain syndromes, treatment and management of pediatric chronic pain. Participants will become familiar with strategies to improve outcomes pertaining to school reintegration of students with chronic pain. Empirically supported interventions will be characterized in the context of a multi-tiered system of support (MTSS) framework.
Dr. Paul Jones – Postdoctoral Fellow/School Psychologist – Nemours/AI DuPont Hospital for Children, Wilmington, DE
Dr. Katherine Salamon – Psychologist - Nemours/AI DuPont Hospital for Children, Wilmington, DE

Adolescent Opiate Crisis: Impact on Assessment
(NASP Domains 4,6)

Although typically thought of as an adult issue, opiates greatly impact American schools. Learn more about the prevalence rate, the impact on achievement, and the issues relating to the assessment of ability, achievement, and social-emotional functioning. Opiates are now the leading cause of death for people under 50. The rate of overdose for teenagers surged 20% in 2015 alone. Opiate addiction impacts school attendance and availability for learning. Many times, individuals with addictions experience co-morbid disorders that may require special education services. Understanding the impact of addictions and drug use on the assessment process is crucial for school psychologists.
Selina Oliver, NCSP – School Psychologist/Solutions Analyst – Pearson
School Psychologists and Mental Health: Assessing and Addressing the Needs of Students with Internalizing Symptoms in the Schools
(NASP Domains 4,8)

In accordance with the National Association of School Psychologists (NASP) position statement (NASP, 2015) regarding the role of school psychologists as mental health providers, this presentation aims to increase and refine practitioner’s skills in the development, delivery, and monitoring of mental and behavioral health services for students who exhibit symptoms of one or more internalizing disorders. After a comprehensive review of various measures utilized in the assessment of internalizing disorders with a focus on available anxiety assessment tools, we will examine data collection aspects of an evaluation. More specifically, we will discuss the role of teachers as informants as well as direct data collection processes, including the use of functional behavioral assessment, from a behavioral analytic perspective. Further, we will examine how the information gathered can be aligned with measurable goals in IEPs or 504 accommodations as well as what appropriate tiered-level school-based interventions can be considered. Lastly, we will introduce considerations that should be given when assessing internalizing symptoms in culturally and linguistically diverse students. Participants will gain knowledge to better inform their practice in evaluating students with internalizing disorders and skills needed to decide on adequate support and measurable goals for progress monitoring purposes.
Dr. Anne Frank Webb – School Psychologist – Bald Eagle Area School District
Dr. Lito Eleni Michalopoulou – School Psychologist – Penn State University
Theoni Mantzoros – Doctoral Candidate – Penn State University

School Law for School Psychologists: Beyond Special Education
(NASP Domain 10)

School psychologists, by the nature of their positions, are well versed in the basics of the Individuals with Disabilities Education Act, the Americans with Disabilities Act, and Section 504 of the Rehabilitation Act. They are much less informed about the rights of students in general. How are school psychologists to protect the rights of special education students if they are uninformed on the rights of all students?   This mini-skills workshop will provide participants with a review of legal issues and case law in educational settings. Scenarios related to the legal issues surrounding immigrant status, student freedom of expression, educator liability in threat assessment, and service animals in schools will be presented, and attendees will apply legal principles to determine an appropriate and legally defensible course of action. Participants will increase their knowledge of the educational rights of all students and will be provided with resources to share this knowledge with others through the provision of teacher in-service training.
Dr. Shirley Woika – Professor – Penn State University
Dr. Anne McGinnis – Attorney/School Psychologist/Psychologist – New York


4:50 pm to 5:50 pm – Trainers Meeting — Conference Center
4:50 pm to 6:30 pm – Student Committee — Conference Center
4:50 pm to 6:30 pm – Executive Board Meeting — Conference Center

5:00 pm to 7:30 pm – Poster Sessions — Ballrooms

6:30 pm to 8:30 pm – Always FREE and Always FUN Dick Hall Annual Beef & Brew
ASPP Auction/NASP Children’s Fund Raffle Ticket Sales/Drawing — Ballrooms