2010 Convention Handouts

The following handouts were distributed during workshops at CASP Convention 2010. Please click on the number and title of the workshop you would like to review. Several have more than one handout.

If using these documents for any research activities please give credit to authors.

Workshops

W-01

Assessing Students with Visual Impairments

With the increased frequency of “miracle babies” (those who survive the remarkable odds of prematurity), most psychologists can anticipate the need to provide consultation and assessment services for children with sensory impairments such as blindness or VI. This workshop will address the knowledge base, challenges, and skills associated with providing competent service for students who experience the many varieties of vision impairment.

Participants will be introduced to issues basic to the development and education of students with VI. They will explore circumstances under which assessment would be either mandated or helpful, review and practice appropriate assessment instruments (including some Piagetian measures), review standards and examples of psychological reports, apply this knowledge to specific issues of potential co-morbidity, and consider time management issues in a time-limited world. As much as possible, this will be a hands-on workshop.

Betty Henry, PhD, NCSP, is a school psychologist at the California School for the Blind. She is a former CASP president, Sandra Goff Award recipient, regional representative, CPD chair, and CASP representative on Larry P. assessment issues. She has presented this workshop for a variety of school districts.

D, 5, I-III

LCSW/MFT, NCSP CPD

W-12

A Bilingual (English & Spanish) Psychoeducational Assessment MODEL Grounded in Cattell-Horn Caroll (CHC) Theory: Introduction & Application of through Case Study Discussion

The Individual with Disabilities Education Act mandates nondiscriminatory assessment for children who are culturally and linguistically diverse. Because of the overrepresentation of English Language Learners (ELL) in Special Education programs in California, the focus of this workshop will be the psychoeducational assessment of Spanish and English speaking children that are classified as ELL. This workshop will present a Tier III bilingual assessment through MODEL (Multiple sources of information, 0bservations, Data driven hypotheses, English proficiency, Language of assessment) that incorporates Cattell-Horn Caroll (CHC) based instruments. The premise of this model is that a learning disability is manifested in L1 (primary language) and L2 (secondary language). The presenters will present cognitive assessments that are available in English, Spanish, and Nonverbal modalities that utilize CHC as the underlying theory. By incorporating these assessments into the model, the examiner is in a better position to analyze L1 and L2 assessment data and gain a clearer understanding of strengths and weaknesses and provide linguistically appropriate interventions. The presenters will demonstrate the application of the model through case study presentation and discussion. In addition, a “best practice” bilingual psychoeducational report will be presented.

Pedro Olvera, Psy.D.,L.E.P., is the director of the School Psychology program at Azusa Pacific University (APU). He teaches coursework in the area of bilingual assessment. Before joining APU, he was a bilingual school psychologist for the Santa Ana Unified School District where he conducted bilingual assessments. Lino Gomez-Cerrillo, M.A., is a bilingual school psychologist for the Chaffey Joint Union High School District. He has developed a district assessment model for English learners. He consults with district administrators and school psychologists for assessing students that are culturally and linguistically diverse.

E, 2, III

LCSW/MFT, NCSP CPD

W-14

Writing Behavior Support Plans:

Expanding our Role to Invest in All Students

This workshop will assist school psychologists expand their role to include behavior consultation and the development of behavior support plans in their schools. As we continue to work to “help schools invest in all students,” we must support staff and parents in meeting the needs of students with challenging behaviors. These three Sonoma County SELPA Behavior Specialists, who are all experienced school psychologists, will walk through the process of developing a Behavior Support Plan (BSP). Participants will be able to use this thorough but simple process to develop a legally defensible but “teacher and parent friendly” behavior support plan. The components of a BSP will be presented including identifying target behaviors, antecedents of behavior, interventions and strategies, the function of behavior and the functionally equivalent replacement behavior, instructional strategies, reinforcement systems and reactive strategies. In addition, several data collection systems will be presented.

Mary Ann Carpenter, Ph.D., LEP, MFT, has been a practicing school psychologist since 1990. For the last five years, she has worked as a behavior specialist for the Sonoma County SELPA, where she consults with districts, conducts FBAs, writes BSPs and provides trainings. She received the CASP Outstanding School Psychologist award in 2009. Michelle Fourré is a school psychologist and a practicing behavior specialist. She conducts BSPs, writes FBAs and provides consultation and training through the Sonoma County SELPA. She just completed four years serving on the CASP Board as the Region 1 Representative and received the Region 1 Outstanding School Psychologist Award in 2008. Rose Velásquez is currently a behavior specialist with the Sonoma County SELPA. She has been a school psychologist for 18 years. She also has experience as an administrator for special education and regular education programs. Rose received her advanced training in Applied Behavior Analysis from Cal State, Los Angeles.

C, 8, II

LCSW/MFT, NCSP CPD

W-16

Legally Savvy – But Practical and Reasonable – Reports and IEPs

Attorneys can tell you exactly those practices on which they can or cannot build a legal defense, but can you really apply those practices to every student, every time? This workshop focuses on the intersection of best educational practices and best legal practices. The workshop will cover the basic premise of the law, compliant and powerful assessment reports and IEPs, common mistakes and traps, and daily practices that are reasonable and practical to implement in the real world. While no case is legally impenetrable, attendees will be able to make a daily practice that will decrease legal exposure, produce documents that can withstand legal scrutiny, and improve student outcomes. Attendees will not be expected to give up their identity as educators, sell their soul, or live under constant paranoia. These principles have been used effectively to prevent and prevail in legal action, as well as dramatically reduce district legal costs.

Eric Beam, Ed.D, is currently the coordinator of psychological services for Antelope Valley Union High School District and the Region 8 Representative for CASP. He received his Doctor of Education degree from the University of California at Los Angeles’ Educational Leadership Program. He received his MS/CAGS from Northeastern University in school psychology and his BS in Psychology from UMass Amherst.

W-23

Emotional Disturbance: Defining the Disability, Differential Diagnoses, and Assessment

The Federal and State disability laws are written in such a nebulous way that they create a lot of uncertainty and wavering when school psychologists perform assessments of ED, write the report, and provide eligibility recommendations to the IEP team. This leads to some students receiving a label of ‘ED’ that may not be warranted when a more descriptive qualifier may be more appropriate. The goals of this workshop are to: help school psychologists and other education professionals gain a better understanding of the diagnosis of Emotional Disturbance and associated disorders; better define the disability by understanding terms and parameters of the disability; and provide information for possible dual diagnoses and proper diagnosis of the disability according to the CA education code of laws. By breaking down the components of each eligibility qualifier this presentation hopes to provide each person with a better understanding of what ED ‘looks like.’ Information will be presented for possible dual diagnoses such as Conduct Disorder, Oppositional Defiance Disorder, learning disabilities, and ADHD.

Roger McCoy, M.S., received his Masters degree from California Baptist University of Riverside, CA in Marriage and Family Therapy. He received his school psychologist credential from La Sierra University in Riverside, CA. For the past five years Mr. McCoy has worked for the Riverside County Special Education Local Plan Area. In this capacity his main caseload consists of pupils who attend nonpublic schools and have severe behavioral difficulties.

C, 1, II-III

LCSW/MFT, NCSP CPD

W-27

Stress, Trauma, and the Brain: How to Assess, Designate, and Serve

The purpose of this workshop is to deepen our understanding of students who display natural, albeit challenging, responses to stressful and traumatic experiences. Participants will learn that stress and trauma are more common for our students than imagined, that their impact on the brain and nervous system has a direct and negative effect on learning and behavior, and that when left unresolved, affective problems arise (i.e. depression, anxiety, substance abuse, and self-mutilation). When school psychologists understand the relationships between stress, trauma, the brain, and subsequent functioning, they will develop interventions that work not only in the short-term but also in the years to come. Simple yet powerful ways to intervene successfully across academic and behavioral domains will be highlighted.

Regalena "Reggie" Melrose, PhD, is a credentialed school and licensed clinical psychologist with 18 years experience. She worked at length for the Long Beach Unified School District in various capacities: as a school psychologist, mental health coordinator, and ED consultant. Her most recent position was as an adjunct professor at California State Univerity, Long Beach, teaching child development from a neuroscientific perspective. She has written several books on the effects of stress and trauma on children, including, Why Students Underachieve and You Can Heal Your Child. She is currently in private practice in long beach helping to heal the effects of stress and trauma in children, adolescents, and adults.

D, 3, I-III

LCSW/MFT, NCSP CPD

W-28

The Changing Face of Autism: New Data and New Ideas and the ASRS

This presentation will provide an overview of historical and current definitions of Autism Spectrum Disorders, discuss the core social learning problems that comprise these conditions, review symptom presentation at different ages as well as the current diagnostic protocol. The presentation will include a discussion of data from the largest epidemiological/standardization sample completed thus far comparing children with Autism Spectrum Disorders to those with other developmental problems and to a large normative sample. These data as well as data from other research sources demonstrate a changing pattern of core symptoms in Autism Spectrum Disorders. Current information will be provided concerning the most widely used and well-developed instruments to diagnose Autism and Aspergers Disorders and to complete a thorough assessment of typically occurring comorbid problems. Emphasis will be placed on the ASRS, the first nationally standardized, norm-referenced instrument designed to identify symptoms, behaviors, and associated features of Autism Spectrum Disorders in individuals age 2 through 18. The presentation will conclude with a brief review of current treatment modalities and future challenges.

Sam Goldstein, PhD, is an assistant clinical instructor at the University of Utah School of Medicine, affiliate research professor at George Mason University and on staff at the University Neuropsychiatric Institute. He is clinical director of the Neurology Learning and Behavior Center where he conducts evaluations and consultations as well as providing treatment services to approximately 300 individuals each year. Dr. Goldstein has authored 27 texts as well as over forty book chapters and peer reviewed research articles. His recent books include a text for children Some Kids Just Can't Sit Still (Specialty Press, 2009) and with Jack Naglieri and Sally Ozonoff Assessment of Autism Spectrum Disorders (Guilford, 2008), with Robert Brooks Raising A Self-Disciplined Child (McGraw-Hill, 2007) and Understanding and Managing Children’s Classroom Behavior: Creating Sustainable, Resilient Classrooms (Wiley, 2007) and with Nancy Mather, Learning Disabilities and Challenging Behaviors (Brookes, 2008). With Dr. Jack Naglieri he is co-editing the Encyclopedia of Child Development (Springer Publishers). Additionally, he and Dr. Naglieri are developing five new assessment measures evaluating autism, impairment, executive functioning, resilience and learning disabilities. The first to be released the Autism Spectrum Rating Scales (MHS) will be published in early 2009. In 2008, he lectured to thousands of professionals and the lay public in the U.S. and Europe.

LCSW/MFT, NCSP CPD

(Not presented due to presenter conflict.)

Invited Addresses

K-05

BFF: Be Friendship Focused

This program is a very user-friendly children’s character building empowerment program: (With a sense of fun, kids learn effective life skills that improve self-confidence, build and maintain healthy friendships, and move through bullying and other forms of relational aggression.) Participants will learn the following:

• What underlies bullying and other forms of relational aggression whether a child is an aggressor, target, or bystander
• What motivates children to change behaviors
• What parents and teachers should and should not do regarding their child’s issues with peer conflicts
• Learn new possibilities for effecting positive change in youngsters. Ms. Grant will discuss various techniques and exercises that help children to acquire self-mastery over their own behaviors and outlook. By shifting perceptions and learning the true value of friendship, including how to be a good friend to others, a natural resiliency or stronger personal foundation is formed.

Kristine Grant, LMFT, CPC, recently designed a BFF: Be Friendship Focused 10-week group program for children prior to entering middle school. Ms. Grant is considered an expert on child/adolescent behaviors. As a former director of Special Education and adjunct faculty professor for National University, currently, Ms. Grant maintains a private practice in Encinitas along with her position as a school psychologist for the Vista Unified School District. A national speaker on anti-bullying, along with her BFF manual, Ms. Grant has designed character building A-Z power cards for children. See her website: www.KristineRoseGrant.com for details.

Special Sessions

SS-02

Standing Out and Landing Your First Job as a School Psychologist

The goal of this free workshop is to help interns stand out and become more successful at marketing themselves as they prepare for the prospective job as a school psychologist. The presenters will discuss developing a cover letter and resume, how to contact potential employers, interviewing tips, and how to follow up after an interview. Sample templates will be distributed along with sample interview questions.

Vhenus Belisle, Ed.S., is a school psychologist in Los Alamitos and Orange County Association of School Psychologists president. In 2008, she recognized for Outstanding Service by her district’s Board of Education and Administration. She was honored for her support and dedication to special needs students with a CAC Award from her district’s SELPA. Pedro Olvera, Psy.D.,.EP, is the director of the School Psychology program at Azusa Pacific University (APU). He teaches coursework in the area of bilingual assessment. Before joining APU, he was a bilingual school psychologist for the Santa Ana Unified School District where he conducted bilingual assessments.