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2009 CASP ConventionR E G I S T R AT I O N PA C K E T

E A R LY R E G I S T R AT I O N D E A D L I N E : F E B R UA R Y 6 , 2 0 0 9

March 12-14, 2009Riverside Convention CenterRiverside Marriott

Mission Inn

RegistRation deadlines• Early registration fees: Deadline is February 6, 2009. All

registration forms must be postmarked by that date to receive the discounted rate.

• Late registration fees: All registration forms received between February 7 and March 3, 2009 will be charged a late fee.

• On-site registration: All forms received after March 3, 2009 and at the convention will be charged an additional $20 more than the late registration fees.

• All registration forms received by CASP on or before March 3 will be processed and convention confirmations will be sent. Forms received between March 3 and March 6, 2009 will be processed, however confirmations will not be sent. Please do not send registration forms to the CASP office after March 6, 2009. They will not be processed.

Convention packets for pre-registered attendees will be available beginning at 4 p.m. Wednesday, March 11 at the Mission Inn in Riverside. On-site registration will not be available until 7 a.m. Thursday, March 12. The Convention officially opens at 8:00 a.m., Thursday, March 12. Get into the workshops you want and avoid long lines at the convention by registering now.

PaYMent oPtionsChecks, purchase orders and VISA and MasterCard credit cards are accepted. If paying by check, please mail your payment with your completed registration forms.

• If paying by purchase order you must submit your registration form AND your purchase order or a purchase order number at the same time. Your credit card number is also required to use a purchase order. Should your employer fail to pay your convention registration within 90 days of the end of the convention, your credit card will be charged. Registrations marked with the purchase order option, yet mailed without a purchase order will not be processed.

• CASP does not accept American Express and Discover credit cards.

Registration paid with credit cards or purchase orders may be faxed to the CASP office at 916/444-1597. Or, save time and postage by registering online at www.casponline.org. Sorry, CASP cannot except registrations over the telephone.

RegistRation ConfiRMationTake advantage of early registration by sending in your forms and payment to CASP by February 6, 2009 (postmarked). You will receive a confirmation in the mail listing all registered events, an accounting of monies paid and any balance owed. Badges and tickets to social events for which you registered will be distributed on site. The tickets are necessary to gain entry in the social events; your badge is required to enter paid workshops and all other Convention events. It is recommended that you take your confirmation form to the Convention. Check it against the name badge. Please make sure you have your badge with you at all times. Monitors will be checking badges for entrance into paid workshops.

Making Changes to PRe-RegisteRed eventsIf you wish to make changes to the paid workshops for which you have registered you must do so in writing (by mail or by fax) by March 3, 2009. If you choose to make changes to the paid workshops at the Convention, you will be charged $5 per change. On-site ticket sales for social events will include a $5-per-ticket surcharge.

woRkshoP ClosuRes and CanCellations If a workshop is closed due to space limitations the registrant’s second choice will be applied as listed on the registration confirmation form. If the registrant does not have a second choice for a paid workshop, a refund will be mailed within six-to-eight weeks of the conclusion of the Convention.

If a workshop is cancelled because of the withdrawal of the presenter, insufficient sign-ups or other unforseen circumstances, the registrant’s second choice will be assigned and a new confirmation form will be sent. In the case of a last-minute cancellation, an alternative workshop without the additional “change of workshop” charge or a refund will be offered.

Remember: CASP canot guarantee that workshops will still be open for attendees who wait until the late registration period begins or the start of the Convention to register or make changes in their workshop choices. Early registration is the best way to make sure you receive the workshops you wish to attend.

Refund infoRMation All refund requests must be made in writing. Refund requests postmarked on or before February 28, 2009 will be honored in full. Refund requests postmarked after February 28, 2009 will be subject to a $25 handling fee.

No refunds will be issued for any reasons for participant cancellations once the convention opens, March 12, 2009.

naMe badges Name badges will be provided to all registrants. The badge lists all paid workshops for which you registered. Please wear the badge at all times. It is your admission into paid workshops and to all other Convention activities. Badges will be checked by monitors at all paid workshops. Lost badges will be replaced for a fee of $5.

Registration InformationWelcome back to Riverside.The convention committee is proud to host you in our historic city. This is the 60th annual CASP convention and we are “Advancing Into the Future” with all of you. We worked very hard to bring you the most up-to-date presenters, speakers and workshops available. Of course this could not be accomplished without the support of the personnel in our CASP office.

This convention has a tremendous lineup of talented guest speakers and presenters including Dr. Nancy Mather who will start off our convention on March 12th with her keynote address and workshop. Welcome to Dr. Sam Goldstein who will give a keynote address on Friday, March 13th and will host a workshop. Dr. Jack Naglieri will provide an invited address on nonverbal assessments and present a workshop. A warm welcome back to Riverside to Dr. Cecil Reynolds, who will present a workshop on the BASC-II and one on Preventing School Failure using interventions from the RTI model. Further, you will be treated to workshops by Dr. Randy Kamphaus and Dr. Steven Feifer. Both of these psychologists always provide valuable information we need to be the best we can be in our profession. You will also want to share in the inspirational story of one of our local success stories, Joshua Souder, who got out of his wheelchair and walked across the stage at his high school graduation.

At this convention we are going to try something a bit different: A student-run room located at the Marriott. This room will be staffed with students from around the local area along with a mentor school psychologist. Students from several PPS programs were involved in selecting the presentations that will be held in this room. Thank you to California Baptist University, La Sierra University, University of California at Riverside, University of La Verne, and California State University at San Bernardino for your students’ participation. This room is not just for students however; all are welcome to attend the presentations that will be held there. However, there is one special event that will be held for the students on Thursday afternoon – so students, sign up. This is especially for you!

The convention offers social events such as the PAC Auction & Wine Tasting, the Cultural and Linguistic Diversity Breakfast, and the Awards Luncheon. Look for other events in this booklet. The PAC event promises a surprise too: we are offering a selection of micro-brewed beer along with boutique-style wines from a local winery (check out the labels on the wine bottles!). If you would like to buy an assortment convention logo items go to the CASP website and look at the online store. CASP will have some samples in the Exhibit Hall, too.

Make your reservations early to stay at the historic Mission Inn. The inn has been a stopover point for the working “Joes,” celebrities, and the famous for many years beginning in 1879 when it began as a 12-room, adobe boarding house. You can visit the Presidential Lounge; even sit in the chair built especially for President William Howard Taft’s visit to the Mission Inn.

Downtown Riverside is undergoing some serious renovations that include a remodel of the Fox Theatre, where “Gone With the Wind” was premiered on the west coast. Shop among the antique stores and boutiques in the walking mall that runs from the convention center to city hall. The mall also has WiFi for your use, and dining experiences await you that range from gourmet to fast food. If you are itching to get in some exercise, go climb Mt. Rubidoux. The walk up this mount is a little over two miles – with two paths to choose from – and is about ¾ miles away from downtown; ask your hotel concierge for directions. You can see all the way to Los Angeles on a clear day and get a 360 degree panorama of the whole valley area.

We all know that March is about the time when we are looking at the home stretch of the school year. The convention committee knows you may arrive a bit tired but we want you to leave refreshed, revitalized and ready to Advance Into the Future when you leave us. Have a terrific convention experience, and once again, welcome to Riverside!

Roger McCoyConvention Chair CASP 2009 Convention Sponsor

Advancing Into the Future 1

Convention 09 Registration


page 2 Convention 09 RegistrationBoth pages of this registration for must be completed and included with payment. A check, complete credit card information, or a purchase order with complete credit card information must be included for proper registration payment. Be sure to include the cost of all Special Events you plan to attend and membership fees, as well as a CASP Membership Application, if applicable.

Register online with your Visa or MasterCard at www.casponline.org. If not registering online, send forms and payment to:

CASP · 1020 12th Street, Suite 200 · Sacramento CA 95814 · phone 916.444-1595 · fax 916.444-1597

Convention RegistRation

This registration allows your access to General Sessions, Panel Presentations, Special Sessions, Paper and Poster Presentations, and to the Job Faire and Exhibit Hall. All registration forms received after March 3, 2009 and at the Convention will be charged an additional $20 more than the Late Registration Fees.

RegistRant infoRMation

First Name Last Name

Home Address

City State Zip

Home Phone Cellular

Employer Work Phone

Email Address

woRkshoPs

Select the workshops you wish to attend by placing the workshop number (i.e. W-01, etc.) in the spaces below. The prices for the workshops are in addition to the registration fee. Please pay close attention to the times each workshop is offered so your choices do not conflict. CASP will not refund due to scheduling conflicts.


sPeCial events

Tickets for Special Events will be distributed at the Convention. Make sure your selections are listed on your confirmation form. Sign up now and save. Prices will increase $5 per event for tickets purchased at the Convention.

lunch a - NASP President Gene Cash Invited Address

Thursday, March 12 12:00 p.m. — 1:00 p.m.

x Boxed Lunch (optional) $25 per lunch

x Vegetarian Boxed Lunch (optional) $25 per lunch

Subtotal $

student/Practitioner Pizza Party


x Pizza & Beverage $10 per person

Subtotal $

CasP awards luncheon

Friday, March 13 12:00 p.m. — 1:45 p.m.

x Sit-Down Luncheon $30 per person

x Vegetarian Sit-Down Luncheon $30 per person

Subtotal $

Cultural & liguistic diversity networking breakfast

Friday, March 13 7:00 a.m. — 8:30 a.m.

x Tickets $23 per person

Subtotal $

PaC auction & wine tasting

Friday, March 13 6:00 p.m.

x Tickets $25 per person

Subtotal $

Special Events Subtotal $

additional foRMs

q Student Volunteer Form completed and included. See page 37 for instructions.

q Convention Volunteer Form completed and included. See page 38 for instructions.

q CASP Membership Application Form completed and included. See page 40 for instructions.

q Mentor Form completed and included. See page 39 for instructions.

PaYMent

Early Registration Subtotal $ (Before 02/06/09)

Late Registration Subtotal $ (After 02/06/09)

Special Events Subtotal $

Full-Day Workshop Subtotal $

Half-Day Workshop Subtotal $

CASP Membership Fee $

grand total $

SignaturePrint Name

eaRlY RegistRation

Postmark or fax to the CASP office on or before February 6, 2009. Please mark the appropriate box.

q Member $135

q Student Member $75

q Retired Member $90

q Non-Member $215

q Student Non-Member $150

Early Registration Subtotal $

late RegistRation

Postmark or fax to the CASP office on or between February 7 and March 3, 2009. Please mark the appropriate box.

q Member $190

q Student Member $125

q Retired Member $140

q Non-Member $270

q Student Non-Member $200

Late Registration Subtotal $

q Check enclosed payable to CASP

q Purchase order attached

Purchase order number

all purchase orders must include completed credit card information

Credit Card q Visa q MasterCardCard Number

CASP is authorized to charge my credit card for payment for the Grand Total of registration fees

Expiration Date

2 CASP Convention 2009

full-day 6-hour workshops

Member $95 each Non Member $150 each

Thursday, March 12 10:30 a.m. — 6:00 p.m.

1st choice 2nd choice

Friday, March 13 10:30 a.m. — 6:30 p.m.


LEP Workshop 10:30 p.m. — 6:30 p.m.


Full-Day Workshop Subtotal $

half-day 3-hour workshops




Friday, March 13 2:00 p.m. — 5:00 p.m.


Saturday, March 14 2:00 p.m. — 5:00 p.m.


Half-Day Workshop Subtotal $

4 CASP Convention 2009 Advancing Into the Future 5

Registration InformationContentsConvention RegistrationWelcome Registration Information 1Convention Registration Form (2 pages) 2

Convention InformationRegistration Information 5 Hotel and Travel Information 6Session Code Index 7Continuing Education 8

Th ursday, March 12Thursday Overview 10 Session Descriptions 11

Friday, March 13Friday Overview 20 Session Descriptions 21

Saturday, March 14Saturday Overview 31 Session Descriptions 32

Special EventsJob Faire 4 CASP Awards Luncheon 28Student Pizza Party 13 Legislative Committee Meeting 22Affi liates and Region Representatives Activity 12School Psychologists Education Committee (SPEC) Meeting 36 Cultural & Linguistic Diversity Committee Meeting 19Exhibit Hall 36

More...Student Room 9Student Volunteer Form 37Convention Volunteer Form 38 Mentor Nomination Form 39 CASP Membership Form 40 CASP Regions and Affi liates 41 CASP Corporate Members 6

CASP would like to thank its 2009 Convention Supporters

JOB FAIR ELooking for a job?

Or perhaps just wondering what

job opportunities are out there?

Personnel directors from school districts, county offi ces of education and other agencies that hire school psychologists from throughout the state have been invited to post announcements of job openings and collect resumes. Your registration for CASP Convention 2009 allows you access to the Job Faire. Interviews will not be conducted at the Convention; potential employers will simply collect resumes and may contact you after the Convention if this wish to speak to you about job prospects.

Thursday March 12 & Friday March 13, 2009 10:30 - 5:00 p.m.

JOB FAIR E H O U R S

C A S P C O N V E N T I O N 2 0 0 9

RegistRation deadlines• Early registration fees: Deadline is February 6, 2009. All

registration forms must be postmarked by that date to receive the discounted rate.

• Late registration fees: All registration forms received between February 7 and March 3, 2009 will be charged a late fee.

• On-site registration: All forms received after March 3, 2009 and at the convention will be charged an additional $20 more than the late registration fees.

• All registration forms received by CASP on or before March 3 will be processed and convention confi rmations will be sent. Forms received between March 3 and March 6, 2009 will be processed, however confi rmations will not be sent. Please do not send registration forms to the CASP offi ce after March 6, 2009. They will not be processed.

Convention packets for pre-registered attendees will be available beginning at 4 p.m. Wednesday, March 11 at the Mission Inn in Riverside. On-site registration will not be available until 7 a.m. Thursday, March 12. The Convention offi cially opens at 8:00 a.m., Thursday, March 12. Get into the workshops you want and avoid long lines at the convention by registering now.

PaYMent oPtionsChecks, purchase orders and VISA and MasterCard credit cards are accepted. If paying by check, please mail your payment with your completed registration forms.

• If paying by purchase order you must submit your registration form AND your purchase order or a purchase order number at the same time. Your credit card number is also required to use a purchase order. Should your employer fail to pay your convention registration within 90 days of the end of the convention, your credit card will be charged. Registrations marked with the purchase order option, yet mailed without a purchase order will not be processed.

• CASP does not accept American Express and Discover credit cards.

Registration paid with credit cards or purchase orders may be faxed to the CASP offi ce at 916/444-1597. Or, save time and postage by registering online at www.casponline.org. Sorry, CASP cannot except registrations over the telephone.

RegistRation ConfiRMationTake advantage of early registration by sending in your forms and payment to CASP by February 6, 2009 (postmarked). You will receive a confi rmation in the mail listing all registered events, an accounting of monies paid and any balance owed. Badges and tickets to social events for which you registered will be distributed on site. The tickets are necessary to gain entry in the social events; your badge is required to enter paid workshops and all other Convention events. It is recommended that you take your confi rmation for to the Convention. Check it against the name badge. Please make sure you have your badge with you at all times. Monitors will be checking badges for entrance into paid workshops.

Making Changes to PRe-RegisteRed eventsIf you wish to make changes to the paid workshops for which you have registered you must do so in writing (by mail or by fax) by March 3, 2009. If you choose to make changes to the paid workshops at the Convention, you will be charged $5 per change. On-site ticket sales for social events will include a $5-per-ticket surcharge.

woRkshoP ClosuRes and CanCellationsIf a workshop is closed due to space limitations the registrant’s second choice will be applied as listed on the registration confi rmation form. If the registrant does not have a second choice for a paid workshop, a refund will be mailed within six-to-eight weeks of the conclusion of the Convention.

If a workshop is cancelled because of the withdrawl of the presenter, insuffi cient sign-ups or other unforseen circumstances, the registrant’s second choice will be assigned and a new confi rmation form will be sent. In the case of a last-minute cancellation, an alternative workshop without the additional “change of workshop” charge or a refund will be offered.

Remember: CASP canot guarantee that workshops will still be open for attendees wnho wait until the late registration period begins or the start of the Convention to register or make changes in their workshop choices. Early registration is the best way to make sure you receive the workshops you wish to attend.

Refund infoRMationAll refund requests must be made in writing. Refund requests postmarked on or before February 28, 2009 will be honored in full. Refund requests postmarked after February 28, 2009 will be subject to a $25 handling fee.

No refunds will be issued for any reasons for participant cancellations once the convention opens, March 12, 2009.

naMe badgesName badges will be provided to all registrants. The badge lists all paid workshops for which you registered. Please wear the badge at all times. It is your admission into paid workshops and to all other Convention activities. Badges will be checked by monitors at all paid workshops. Lost badges will be replaced for a fee of $5.

Advancing Into the Future 76 CASP Convention 2009

Code keY

All presentations at CASP Convention 2009 are identified with a letter before the session number. These letters signify the type of session, as follows:

k Keynote or Invited Addressn Panel Discussionw Workshops (these require an additional fee)

P Paper PresentationsR Poster Presentationss Special Session

Continuing eduCationlCsw/MftCourse meets the qualifications for three or six, depending on the length of the workshop, hours of continuing education credits for MFTs and/or LCSWs as required by the California Board of Behavioral Sciences under Provider Number 1599.(Note: As of the publication of this packet, no regulations were yet available for offering continuing education units for LEPs.)

MCeP approval pending Course has been submitted of the MCEP Accrediting Agency for approval. Check the CASP web site or the convention program for updated approval information.

nCsP CPd Course meets the qualifications for three or six, depending on the length of the workshop, hours of continuing professional development for Nationally Certified School Psychologists. CASP is a provider of CPD for NCSPs under provider number 1025.

Certification of advanced training and specialization (Cats) Some of the workshops offered at CASP Convention 2009 qualify as post-credential training requirements for the three CASP certification programs. Some workshops may address multiple skill areas. Workshops that qualify for one, two or three of the CATS programs are designated with the following:

Functional Analysis and Behavior Intervention: CATS Behavior School Crisis Prevention, Response and Intervention: CATS Crisis Assessment of English Learners: CATS EL (Note: Some papers and panels also qualify for CATS EL)

For more information on the CATS program see the CASP web site at www.casponline.org

strand a: Rti, legal and Professional issuestoPiCs

1. LEP updates2. Legal Issues in School Psychology and Education3. Grant Writing4. Technology5. Professional Partnerships6. Advocacy/Leadership7. New school psychologists, interns, and students8. Report writing9. Foster care, Licensed Childcare Institutions, and Adoption Agency student issues

10. Legally defensible IEPs

strand b: Rti and academic interventiontoPiCs

1. Curriculum and Instruction2. Interventions3. Statewide test issues4. General education: 504, SST, RTI5. Assistive Technology6. Inclusion issues

strand C: neurocognitive developmenttoPiCs

1. Assessment2. Intervention3. Developmental Issues4. Medication issues5. Specialized populations: DHH, TBI, VI, ADHD, Autism, etc.6. Learning differences: abilities and disabilities7. Medical disabilities8. Neuropsychology

strand d: Rti and Mental health, behavioral assessment and interventionstoPiCs

1. Assessment of behavior, social, and emotional issues2. Grief/loss counseling3. School bullying4. Crisis Intervention5. Self harm issues6. Autism Spectrum assessment7. Substance Abuse Issues8. Behavior Analysis- FBA and FAA

strand e: diversity assessment and interventionstoPiCs

1. Gender2. Cultural and Language issues3. GLBTQ issues4. Economically disadvantaged5. Family issues- nuclear, blended, adoption, multi-generational, foster care

skill levels:I BeginningII IntermediateIII Advanced

strands, topics and skill levels indexAt the end of most workshop, panel, paper and poster presentation descriptions is a series of letters and numbers. These codes are used to identify and skill areas that will be discussed during the presentation. The categories are described below.

Session Code IndexHotel and Travel InformationThe Riverside Convention Center, Riverside Marriott Hotel and the Mission Inn are the sites of the 60th Annual CASP Convention.

Riverside enjoys a rich heritage with Spanish and Hispanic influence reflected in the city’s architecture, cuisine, culture and civic life. The city has evolved from a quiet agricultural colony into a dynamic, active city and a hub of higher education, technology, commerce, law, finance and culture. Within walking distance of the Convention site you’ll find downtown Main Street. With the quaint atmosphere of a small town, Riverside’s downtown area and its Main Street pedestrian mall is filled with antique shops, museums, galleries and many fun and exciting restaurants. More than 20 museums and galleries are within a few miles of the Convention site. The Mission Inn, known for its luxurious accommodations and glamorous guests, presents tours of its historic and beautiful grounds.

Many of the local merchants are offering discounts for CASP Convention 2009 attendees. See the Riverside Convention and Visitors Bureau booth for the discount coupons and entertainment ideas.

The Ontario International Airport is 20 minutes away from the Convention site. Complimentary shuttle service is provided to and from the Ontario International Airport to both the Riverside Marriott and Mission Inn. After landing and retrieving your baggage, call the Marriott at 951/784-8000 or the Mission Inn at 951/341-6701 to request a shuttle. Other local hotels also offer shuttle service; call the hotels directly for information.

CASP has negotiated special room rates at both the Marriott Hotel and at the Mission Inn. Room rates at both hotels is $152, plus tax, single or double. To get this rate, reservations must be made by February 17, 2009. The Riverside Marriott is located at 3400 Market Street, Riverside. Phone number is 951/784-8000. Be sure to say you are with the California Association of School Psychologists. The Mission Inn is located at 3649 Mission Inn Avenue, Riverside. For reservations call 951/784-0300 or 800/843-7755. Again, be sure to say you are with the California Association of School Psychologists.

dRiving

The address for the Riverside Convention Center is 3443 Orange Street, Riverside, 92501.

The Mission Inn offers a complimentary hotel shuttle from the Ontario International Airport for overnight registered guests. Reservations must be made 24 hours in advance. The self-parking rate at both the Riverside Marriott Hotel and the Mission Inn is $5 per day. Valet parking is $10 per day at the Marriott; $12 per day at the Mission Inn.There are a number of routes to take to get to CASP Convention 2009 site:

From Ontario International Airport: Take Interstate 10 to Interstate 15 south to Highway 60 east. Proceed on Highway 60 east and exit Market Street. Veer to the right and continue on Market to Fifth Street. At Fifth and Market streets are the Riverside Marriott and the Riverside Convention Center.

From Palm Springs: Take Interstate 10 west to Highway 60 west. Exit Market Street, turn left. Go to Fifth Street and turn left. The Convention Center is on the left-hand side after the Marriott.

From Los Angeles: Take Interstate 10 east to Interstate 15 south to Highway 60 east. Proceed on Highway 60 east and exit at Market Street. Veer to the right and continue on Market to Fifth Street. At Fifth and Market streets are the Riverside Marriott and the Riverside Convention Center.

From Orange County and Beach Cities: Take Highway 91 east and exit at University and turn left. At Market turn right and turn right again at Fifth Street. The Convention Center is on the left-hand side.

From San Bernardino/Victorville: Take Interstate 215 south which will become Highway 91 west. Exit at Mission Inn Avenue, turn right, go to Market Street, and turn right. Go to Fifth Street and turn right. The Convention Center is on the left-hand side.

From San Diego: Take Interstate 15 north to Interstate 215 north to Highway 60 west. Exit Market Street and turn left. Go to Fifth Street and turn left. The Convention Center is on the left-hand side after the Riverside Marriott.

CASP would like to thank its Corporate Members

Advancing Into the Future 98 CASP Convention 2009

thuRsdaYN-03 10:30 a.m. – 12:00 p.m.achievement Motivation: thinking outside the Pizza boxBriana Barrett, Lily Sais, Blair Landon, Brian P. Leung

P-06 2:00 p.m.-2:50 p.m.best Practice for intervention & assessment of african american students Tracy S. Catalde, Michael D. Elium

P-09 3:00 p.m.-3:50 p.m.Cyberbullying: what schools Can do to Prevent and interveneNatalie Cyhanenko and John Michael Gomez

speaking of Pizza boxes… 4:00 p.m.Please join students and working professionals as they talk to each other about what to expect after getting that school psychology position over pizza and beverages. This is a chance for students to get a good understanding of school psychology from working professionals; and for working professionals to do a little mentoring. Just $10 for all the pizza you can eat! Sign up for this special event on the Registration Form.

fRidaYN-08 10:30 a.m. – 12:00 p.m.universal screening: who, what, when, where, why, and howErin Dowdy, Randy W. Kamphaus, Katie Eklund, Doug Miller

P-12 2:00 p.m. – 2:50 p.m.identifying the de-motivating factors in academic achievementSusana E. Sanchez, Sheryman A. Copan, Brian P. Leung

P-17 3:00 p.m.-3:50 p.m.Positive Psychology take 2: the Role of Psychological well-being in adolescent Mental health assessmentMichael Furlong, Katie Eklund, and Camille Jones

P-19 4:00 p.m.-4:50 p.m.intervention outcomes for students with emotional disturbance and behavior ProblemsJohn Michael Gomez & Natalie Cyhanenko

satuRdaYP-29 8:30 a.m. – 9:20 a.m.school suicide Postvention: suggested Procedures during the aftermath of a student suicide.Ellie Martinez and Stephen E. Brock

P-26 9:30 a.m. – 10:20 a.m.Rti implementation: Planning, getting started, and ResultsKrista Barton and Danielle Linklater

P-27 10:30 a.m. – 11:20 a.m.neuropsychological assessment and intervention: Crafting a place for cognitive assessment in the era of response to interventionRyan J. McGill

Introducing: Th e

Student Room

For CASP Convention 2009, the Convention Committee has established a Student Room in the Marriott Hotel. Students from Riverside-area universities have culled the panels and papers approved for this Convention and have scheduled them for their room. While not as inclusive as the students suggested, we put as many sessions in this ballroom as we could fi t. These sessions are of special interest to students, although all convention attendees are invited to participate.

Sessions scheduled for the Marriott Regency Salon are:

this special event on the Registration Form.

Monitors will be places at each paid workshop to check the badge and record the name of each person attending. That means the badge you receive when checking into the Convention will be checked at the door of each paid workshop. This will take a little time, so please plan to get to your workshops a few minutes early.

At the end of the workshop, the monitors will distribute attendance certifi cates, which will include the name of the workshop, the instructor and the number of hours of continuing education. Attendees are to fi ll in their own names on the certifi cate. CASP will store the attendance records for three years.

Continuing eduCation units foR lCsws/MftsThe California Association of School Psychologists is licensed to offer continuing education credits for school psychologists and others with Licensed Clinical Social Workers and Marriage and Family Therapists licenses. Since in 1997, MFTs and LCSWs must complete 36 hours of continuing education for each biennial license renewal. CASP is a Board of Behavioral Sciences approved provider of CE units, under provider number 1599. Approved workshops listed in this packet are delineated with LCSW/MFT after the course description. This means the: Course meets the qualifi cations for (three or six, depending on the length of the workshop) hours of continuing education credit for MFTs and/or LCSWs as required by the California Board of Behavioral Sciences.

Attendance sheets and evaluation and CE credit forms will be available at each qualifying workshop. A fee of $10 per workshop will be charged if you are applying for LCSW/MFT credits. The fee may be paid either at the cashier’s booth in the registration area or by mailing payment and forms to the CASP Offi ce at 1020 12th Street, Suite 200, Sacramento CA 95814. Failure to sign the attendance sheets or to turn in the necessary forms will result in no certifi cate being issued. Please mail forms for all Saturday workshops — the Registration Area closes at noon.

Note for Licensed Education Psychologists: As of the printing of this document, the Board of Behavioral Sciences has not issued regulations on continuing education needed to renew licenses. Therefore, CASP and all others licensed as providers by the BBS, cannot offer continuing education units for LEPs. AS soon as those procedures are established, CASP will post the new regulations on its web site.

MandatoRY Continuing eduCation foR PsYChologists (MCeP)California licensed psychologists are requires to comply with mandatory continuing education requirements regulated by the Board of Psychology. Psychologists renewing licenses since 1997 need 36 hours of CE credit.

The California Association of School Psychologists, under license number CAL009, is approved by the MCEP Accrediting Agency to offer mandatory continuing education for psychologists.

Specifi c Convention workshops have been submitted to MCEPAA for approval. These workshops are noted with “MCEP approval pending” in the registration packet. Please visit the CASP web site, at www.casponline.org, to determine which workshops have received MCEP approval.

A fee of $15 will be charged for MCEP credits for each qualifying workshop. Attendance sheets and evaluation and credit forms will be available at each MCEP-designated workshop. The fee may be paid either at the cashier’s booth in the registration area or by mailing payment and forms to the CASP Offi ce at 1020 12th Street, Suite 200, Sacramento CA 95814. Failure to sign the attendance sheets or to turn in the necessary forms will result in no certifi cate being issued.

national CeRtified sChool PsYChologists Continuing PRofessional develoPMent (nCsP CPd)CASP recently won approval as a provider of continuing professional development hours for National Certifi ed School Psychologists, under provider number 1025. Selected workshops qualify for this designation and NCSPs can receive up to six hours of Continuing Professional Development. The designation NCSP CPD at the end of the description of these workshops signifi es that the workshop qualifi es for NCSP hours. Attendance sheets and evaluation forms will be available at the qualifying workshops. A fee of $10 per workshop will be charged for those applying for NCSP CPD. The fee may be paid either at the cashier’s booth in the registration area or by mailing payment and forms to CASP 1020 12th St., Suite 200, Sacramento, California, 95814. To receive a letter stating the CPD hours were earned, applicants must sign the attendance sheets and the evaluation forms. Please mail all forms for the qualifying Saturday workshops; the registration area will close at noon.

CeRtifiCation of advanCed tRaining and sPeCialiZation (Cats).Some workshops will help meet the post-credentialed training requirements for the CATS in School Crisis Prevention, Response and Intervention, Functional Analysis and Behavior intervention and the Assessment of English Learners. Those workshops will be designated with CATS-Crisis, CATS-Behavior, or CATS-EL respectively at the end of the description.

aMeRiCans with disabilities aCtIf you require any special assistance (such as an interpreter or wheelchair-accessible accommodations) covered under the Americans with Disabilities Act of 1990, please send a request in writing no later than February 6th, 2009.

Send the request to California Association of School Psychologists, Attn: ADA, 1020 12th Street, Suite 200, Sacramento, California, 95814, or email [email protected].

School psychologists know the importance of professional growth and continuing education. Some have also found that they need or would like proof that they have attended paid workshops at CASP Conventions. As a result of many requests, CASP has initiated a new program in which all those attending workshops receive attendance certifi cates.

Continuing Education Certifi cates

Thursday, March 12


Thursday, March 12


GEnERAL SESSIOn

K-01 Keynote Speech 8:30 a.m.Let’s Stop Monkeying Around: What We Know about Reading Disabilities

Nancy Mather

This keynote will focus on the fundamental facts we know about reading disabilities. The speaker will touch upon: the history of reading assessment; the need for comprehensive assessment, including assessment of cognitive and linguistic processes; the importance of identifying strengths and weaknesses for selecting instructional interventions; the role of RTI and ability-achievement discrepancies in the identification process; the importance of using differentiated instructional methodologies; and the need for highly trained, competent reading teachers.

Dr. nancy Mather is a professor at the University of Arizona in the department of Special Education, Rehabilitation, and School Psychology. She specializes in the areas of assessment, reading, writing, and learning disabilities. She has served as a learning disabilities teacher, a diagnostician, a university professor, and an educational consultant. She

has published numerous articles and conducts workshops on assessment and instruction nationwide. Dr. Mather is a co-author on the Woodcock-Johnson III and has co-authored two books on interpretation and application of the WJ III: Woodcock-Johnson III: Reports, Recommendations, and Strategies (Mather & Jaffe, 2002) and Essentials of WJ III Tests of Achievement Assessment (Mather, Wendling, & Woodcock, 2001). In addition, she has recently co-authored the books: Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management (2nd ed.) (Mather & Goldstein, 2008), Evidence-based interventions for students with learning and behavioral challenges (Morris & Mather, 2008) and Essentials of Assessment Report Writing (Lichtenberger, Mather, Kaufman, & Kaufman, 2004).

Dr. Mather will hold a workshop W-30 Useful Features of the WJ III® for Accurate SLD Identification on Thursday from 2:00 p.m. to 5:00 p.m.

Dr. Mather is sponsored by Riverside Publishing.

Preceding Dr. Mather’s address, CASP President Doug Siembieda will make his presidential address.

Douglas Siembieda is the Director of Special Education for Los Alamitos Unified School District. Mr. Siembieda is the current president of the California Association of School Psychologists (CASP), as well as a member of the California Crisis Specialty Group. Mr. Siembieda also serves on the faculty in the school psychology program at Loyola Marymount University.

K-03 10:30 a.m. – 12 p.m.Nonverbal Assessment of Ability: Is the Glass Half Full?

Jack Naglieri

Nonverbal assessment of ability has been promoted as an effective tool for measuring ability, particularly for culturally and linguistically diverse populations as well as those who are hard of hearing and have deafness. The question that is often asked is “Does a nonverbal test of ability measure half of ability?” In this session Dr. Nalieri will review the concepts of verbal and nonverbal abilities and how nonverbal tests of ability have been conceptualized. A careful analysis of the research on nonverbal tests, especially for fair assessment, will be provided and related to the problem of under-representation of minorities in gifted programs and over-representation of minorities in special educational settings. The session will include research on nonverbal tests such as the Universal Nonverbal Intelligence Test, Naglieri Nonverbal Ability test, and Wechsler Nonverbal Scale of Ability.

Jack A. naglieri, PhD, is Professor of Psychology at George Mason University in Fairfax, VA . Prior to his current position he was Professor of School Psychology and Psychology at the Ohio State University where he taught from 1982 to 2000. He also is a Fellow of American Psychological Association (APA) Division 16, recipient of American Psychological Association Division 16 2001 Senior Scientist Award, and holds an appointment as a senior

Research Scientist at the Devereux Foundation’s Institute for Clinical Training and Research (ICTR). Dr. Naglieri is the co-author of the Devereux Early Childhood Assessment (DECA) and the Devereux Early Childhood Assessment Clinical Form (DECA-C). He is also the author of the Cognitive Assessment System (Naglieri & Das, 1997), the CAS Scoring Aide (Naglieri, 2002), the General Ability Measure for Adults (Naglieri & Bardos, 1997), Naglieri Nonverbal Ability Test (Naglieri, 1996), Devereux Scoring Assistant (LeBuffe, Naglieri, & Pfeiffer, 1996), Devereux Scales of Mental Disorders (Naglieri, LeBuffe, & Pfeiffer, 1994), Devereux Behavior Rating Scales School Form (Naglieri, LeBuffe, & Pfeiffer, 1994), Draw A Person: Screening Procedure for Emotional Disturbance (Naglieri, McNeish, & Bardos, 1990).

Dr. naglieri is sponsored by Pearson.

MoRning sessions

General SessionK-01 Let’s Stop Monkeying Around: What We Know about Reading Disabilities 8:30 a.m. 11

Invited AddressesK-03 Nonverbal Assessment of Ability: Is the Glass Half Full? 10:30 a.m. – 12:00 p.m. 11K-06 Make a Difference: Be the Difference! 12:00 p.m. – 1:00 p.m. 12

Full-Day WorkshopsW-06 Comprehensive Assessment within an RtI Framework 10:30 a.m. – 6:00 p.m. 12

W-23 Beyond Autism 101 Building your Autism Toolkit: Social and Behavioral Issues 10:30 a.m. – 6:00 p.m. 13

W-24 Integrating RtI with Cognitive Neuropsychology: A Scientific Approach to Reading 10:30 a.m. – 6:00 p.m. 13

W-28 School Psychology from Front to Back: Screening, Intervention, 10:30 a.m. – 6:00 p.m. 14 and Progress-Monitoring

Panel DiscussionsN-01 RTI and Action Research 10:30 a.m. – 12:00 p.m. 14N-03 Achievement Motivation: Thinking Outside the Pizza Box 10:30 a.m. – 12:00 p.m. 14N-04 Cross-Cultural Communication with Families of Children who have Disabilities 10:30 a.m. – 12:00 p.m. 15N-10 Writing Useful and Defendable Psychological Reports 10:30 a.m. – 11:30 a.m. 15N-15 CASP Board of Directors Candidates’ Forum 10:30 a.m. – 11:30 a.m. 15

PapersP-02 Using Academic Interventions to Improve Outcomes 10:30 a.m. – 11:20 a.m. 15P-07 Understanding Adolescent Depression: Consulting a Parent 10:30 a.m. – 11:20 a.m. 15P-10 Enhance Intervention with Youth At-Risk for Gang Membership 10:30 a.m. – 11:20 a.m 16

PostersR-01 Reducing ADHD-Like Behaviors with a Token Economy 10:30 a.m. – 12:00 p.m. 16R-02 The Effects of the Strong Kids Curriculum 10:30 a.m. – 12:00 p.m. 16R-03 Application of a RtI Model with Korean English Learners (ELs) 10:30 a.m. – 12:00 p.m. 16R-04 Home-School Notes: Homework Completion Intervention 10:30 a.m. – 12:00 p.m. 16R-10 Framework for Reading Skills Analysis 10:30 a.m. – 12:00 p.m. 16

afteRnoon sessions

Paid Half-Day WorkshopsW-03 Larry P.: Fear of the “N” Word 2:00 p.m. – 5:00 p.m. 16W-16 Treatments and Interventions for Youth with Bipolar Disorder 2:00 p.m. – 5:00 p.m. 17W-25 Cognitive Characteristics of Children with Autism 2:00 p.m. – 5:00 p.m. 17W-30 Useful Features of the WJ III® for Accurate SLD Identification 2:00 p.m. – 5:00 p.m. 17W-31 IDEA, RTI and SLD Diagnosis: A Rational Solution 2:00 p.m. – 5:00 p.m. 18W-32 Legal and Ethical Issues for School Psychologists 2:00 p.m. – 5:00 p.m. 18

Panel DiscussionsN-16 Useful Reading Assessments Within an RTI Model 2:00 p.m. – 3:30 p.m. 18N-02 Assessment and Intervention for… Self-injurious Behaviors 3:30 p.m. – 5:00 p.m. 19

Special SessionP-36 LEP Discussion 2:00 p.m. – 2:50 p.m. 19

Paper PresentationsP-06 Best Practice For Intervention & Assessment of African American Students 2:00 p.m. – 3:00 p.m. 19P-09 Cyberbullying: What Schools Can Do to Prevent and Intervene 3:00 p.m. – 3:50 p.m. 19P-35 RTI – Does it Work for EL & Poverty Kids 3:00 p.m. – 3:50 p.m. 19

EventsStudent Pizza Party 13 CASP Candidates’ Forum 15School Psychologists Education Committee (SPEC) Meeting 36 Affiliates/Region Representatives Activity 12Cultural and Linguistic Diversity Committee Meeting 19


Th ursday, March 12


Th ursday, March 12W-23 10:30 a.m. – 6:00 p.mBeyond Autism 101 Building your Autism Toolkit: Social and Behavioral Issues

Sherry FrittsBev Long

This workshop will focus on the social characteristics and behavioral needs of students on the spectrum. Social supports, formal social skills training will be discussed. A framework for determining which students are most likely to benefi t from formal training will be presented. So, too, will be a fl exible, yet powerful, process that school psychologists can used to guide educators through the behavioral needs of these students will be presented.

Sherry Fritts, PhD, is assistant director at the Diagnostic Center, Central California, a division of the California Department of Education. Prior to that, she served as a school psychologist in the Clovis Unifi ed School District, with efforts focused on assisting children and adolescents with special needs in the areas of emotional disturbance, autism, and severe mental or physical disabilities. Dr. Fritts is the Region III representative on the CASP Board of Directors. Bev Long, MA, has worked at the Diagnostic Center, Central California, since 1980 in a number of capacities: diagnostic classroom teacher; speech pathologist with residential students; speech pathologist on transdisciplinary diagnostic team; and education specialist on transdiciplinary team. Since 1985 she has taught classes at Fresno Pacifi c University on language development and disorders and Brain-based research in the special education department. She currently presents in-service trainings throughout the Central Valley and at regional conferences and conventions. Her trainings cover a diverse range of topics including Autism, Literacy, Behavior, Social Skills, Severe Disability issues and Preschool issues.

Strand D · Topic 6 · Skill level II · LCSW/MFT

W-24 10:30 a.m. – 6:00 p.m.Integrating RtI with Cognitive Neuropsychology: A Scientifi c Approach to Reading

Steven G. Feifer

The importance of integrating RtI with cognitive neuropsychological assessment in the identifi cation and remediation of reading disorders in children will be illustrated. Both proponents of RtI and proponents of cognitive neuropsychology fi rmly agree that he discrepancy model is not a reliable or valid method to identify learning disorders in school. They also agree that earlier intervention and the use of evidence-based intervention techniques must permeate the thinking behind any educational reform. Lastly, they acknowledge that the core factors illustrated by the National Reading Panel (2000) including phonemic awareness, phonics, fl uency, vocabulary, and comprehension are vital components of the reading process. Therefore, cognitive neuropsychological assessment attempts to pinpoint specifi c processing defi cits to explain why a student may have diffi culty acquiring a particular academic skill. This workshop will provide practitioners with a multi-method approach to assessment and intervention by integrating the tenets of both norm reference testing, and curriculum-based measurement, within a tiered intervention model. Outcomes of this workshop shall include: 1) Discuss the pitfalls of relying solely upon an IQ/Achievement discrepancy model, or solely upon a curriculum-based measurement model, to evaluate reading disorders in young children; 2) Introduce a brain-behavior model of reading integrating the tenets of the National Reading Panel’s fi ve more components of reading, 3) Discuss four subtypes of reading disabilities from a brain-behavioral perspective, and link more than 20 evidence-based interventions appropriate for each, and 4) Introduce the 90-minute dyslexia evaluation as a more viable means to assess and remediate reading disabilities in children.

Steven G. Feifer, D.Ed., NCSP, is dually trained as a nationally certifi ed school psychologist from James Madison University, and holds a neuropsychology certifi cate from the Fielding Institute. He also serves on the American Board of School Neuropsychology. He is a nationally renowned speaker in the fi eld of learning disabilities, and has conducted numerous seminars and trainings for educators and psychologists on utilizing neuropsychological instruments to assess and remediate learning disorders in children. He currently works for the Public Schools in Maryland.

Strands B & C · Topics 1 (B) and 1 & 8 (C) · Skill level IIILCSW-MFT · NCSP CPD

Come to the Student Room in the Marriott Hotel for a special look at school psychology today. Students are invited to a series of roundtable discussion on topics of interest to them – and to discuss them with working school psychologists who may have a different perspective on these important topics than their professors.

Students: Come hear what working school psychologists tackle on a daily basis

Practitioners: Come hear what students are taught about school psychology

Both: Eat Pizza!

Students + Practitioners + Pizza

= Unique Understanding of School Psychology

WHen: Thursday, March 12th at 4:00 p.m.Where: Student Room, Marriott HotelWhy: Aren’t you a little curious about what awaits you in

the schools?

See the Convention Registration Form to sign up for this networking opportunity.

Practitioners + Pizza = Unique Understanding

of School Psychology

K-06 12:00 p.m. – 1:00 p.m.

Make a Diff erence: Be the Diff erence!

Ralph E. (Gene) Cash, Ph.D., NCSPNASP President

NASP is an association for all school psychologists, regardless of the degrees they hold, the philosophy of their training program, the service delivery model they employ, their racial/ethnic/linguistic/cultural/social background, or their feelings about various types of assessments and instruments. Moreover, NASP is confi dent that all school psychologists can make a positive difference in the lives of students and their families. The purpose of this presentation is to celebrate the diversity within our profession, to present strategies which can help make a difference in your professional functioning, and to challenge you to think about how you (who you are and what you do) can be the difference you wish to see in those whom you serve.

Ralph Eugene (Gene) Cash is a Florida licensed psychologist and a Nationally Certifi ed School Psychologist (NCSP). After graduating from the University of Tennessee and earned both his master’s degree and Ph.D. in school psychology from New York University. Dr. Cash moved to Florida in 1976, where he worked for the Broward County Public Schools as a school psychologist for three years and as an administrator for a

year. He was in private practice full-time from 1981 to 2003 and now handles the administration of that practice, emphasizing psychoeducational and child custody evaluations; treatment of mood and anxiety disorders; and individual, marital, and family therapy. He is an associate professor of psychology at the Nova Southeastern University (NSU) Center for Psychological Studies, at which he has been named “Specialist Professor of the Year” two consecutive years, and he is the director of the NSU School Psychology Assessment and Consultation Center (SPACC). He is a past president, Children’s Services Fund representative to the Executive Board, and member of the Ethics Committee of the Florida Association of School Psychologists (FASP); co-founder, past president and current treasurer of the FASP Children’s Services Fund, Inc., FASP’s charity arm; a member of the Florida Suicide Prevention Coordinating Council as well as NSU’s Suicide Prevention Task Force; President of the National Association of School Psychologists (NASP); the former Florida representative to the NASP Delegate Assembly; and a former Southeast Regional Delegate Representative to the NASP Executive Council.

Optional boxed lunches are available for this noontime invited address, but must be paid for in advance with your Convention Registration Form. Price per lunch is $25. See the Convention Registration Form for details.

FULL-DAY WORKSHOPS

W-06 10:30 a.m. – 6:00 p.mComprehensive Assessment within an RtI Framework

Mike VanderwoodAnne-Marie Foley

The purpose of this workshop is to show how a response-to-intervention approach based on the problem-solving model can be used to help students and simultaneously provide the necessary information for a comprehensive assessment. This workshop will: (1) examine the empirical reasons for changing the assessment process for LD eligibility determination, (2) review recent research about the most appropriate assessment techniques, (3) examine legal requirements for identifi cation of LD, (4) demonstrate the advantages of integrating RtI data in LD assessments, and (5) use California case studies to show how the model has been successfully implemented.

Mike Vanderwood, PhD, is an associate professor at the University of California-Riverside. He worked as a school psychologist in Iowa using RTI and currently conducts research about using RTI with EL students. He has helped implement RTI in districts in fi ve different states. Anne-Marie Foley is the lead school psychologist in Rialto Unifi ed School District. She has played a key leadership role in implementing an RTI model in several elementary schools within the district and has used the RTI to create comprehensive LD assessments.

Strand A · Topics 2 & 8 · Skill level IIILCSW/MFT · MCEP approval pending· NCSP CPD

CASP Convention 2009

think local.a f f i l i at e l e a d e R s a n d R e g i o n

R e P R e s e n tat i v e s a C t i v i t Y

Want to know what the local trends are in school psychology? Interested in joining or starting a local school psychology association in your area?

CASP has 18 local affi liates devoted to bringing the best and the latest in school psychology to their local school psychologists. They meet regularly for workshops, networking and socializing.

Find out more by joining affi liate leaders and region representatives at a special reception. An election for the CASP Affi liate Representative (the liaison between all affi liates and the CASP Board of Directors) will be held. Refreshments will be served.

THURSDAY, MARCH 12 • 5:00 - 7:00 P.M.

Thursday, March 12


Thursday, March 12


N-04 10:30- a.m. – 12:00 p.m.A Glimpse into the Future: Cross-Cultural Communication with Families of Children who have Disabilities

Diandra Rene’ Benton Jessica Dishmon Vanessa Jeannette Ornelas Michelle Wu Weng Valerie Cook-Morales

This panel will draw upon their research and experiences in the schools to illustrate both effective and ineffective cross-cultural communication with culturally and linguistically diverse families of children who have disabilities. They will engage the audience in an analysis of those interactions. As a result, participants will strengthen their awareness of the unconscious choices we make as practitioners and the impact of those choices on outcomes for students. Participants will leave with guidelines for best practices for communication with African-American, Latino, and Asian-American families, parents, and caregivers of students with disabilities.

Diandra Rene’ Benton, Jessica Dishmon, Vanessa Jeannette Ornelas, and Michelle Wu Weng are school psychology trainees from San Diego State University. Valerie Cook-Morales, PhD, is a professor at San Diego State University.

Strand E · Topic 2 · Skill Level I · CATS-EL

N-10 10:30 a.m. – 12:30 p.m.Writing Useful and Defendable Psychological Reports

Michael Hass Jeanne Anne CarriereJeffery J. Riel, Esq.

Written reports are often the only way others know of our work. In high stakes cases, reports are the foundation for disagreement and can make or break a case. This panel will discuss strategies for writing reports that are easily understood by parents and educators, as well as easy to defend when assessment practices are called into question. Panel members will discuss: 1) writing reports that emphasize meaning and interpretation over simply reporting data; 2) legal issues and report writing pitfalls; 3) using questions to focus assessments and writing; 4) best practices in presenting progress monitoring and traditional assessment data.

Michael Hass, PhD, is professor and coordinator of Graduate Programs in School Psychology at Chapman University in Orange. Jeanne Anne Carriere is a school psychologist with the Long Beach Unified School District. Jeffery J. Riel, Esq., is legal counsel for the Anaheim Union High School District.

Strand A · Topic 8 · Skill Level I

N-15 10:30 – 11:30 a.m.CASP Board of Directors Candidates’ Forum

Who will be the next CASP president-elect? Who is running for representative for Regions I, III, V, VII and IX? John Brady, 2008-2009 president-elect, and the next CASP president, will introduce the candidates and moderate the forum. These candidates will be the decision makers for

the association next year and, in some cases, years to come. Be sure to stop by and hear their ideas for the future of CASP.

Regular CASP members may turn in their ballots at the convention. Ballots will be mailed to all regular members weeks before the convention. Come meet the candidates for your board of directors!

PaPeRs

P-02 10:30 – 11:20 a.m.Using Academic Interventions to Improve Social, Emotional and Behavioral Outcomes

It is the purpose of this paper to highlight the effectiveness of using academic strategies with students who have social-emotional and behavioral needs. Research will be reviewed relative to the impact of an academic focus on emotionally challenged students along with a case study. Participants will benefit by learning ways to incorporate academic strategies with students who have behavior problems.

Heather Wheeler, M.A., school psychologist intern, California State University, San Bernardino; R. Brett nelson, PhD, professor, California State University, San Bernardino; Diana nelson, Ed.S., Riverside Unified School District; and Tony Wu, PhD, Los Angeles Child Guidance Clinic.

Strand D · Topic 1 · Skill Level II

P-07 10:30 – 11:20 a.m.Understanding Adolescent Depression: Consulting a Parent

The purpose of this workshop is to offer guidance designed to assist school psychologists in informing parents on issues related to depression including causes, prevalence, co-morbidity, and effective interventions. It is anticipated that at the conclusion of this session participants will gain a better understanding of the nature of adolescent depression and how to consult parents with teenagers suffering from its symptoms.

Hung To, Yelena novakovskiy, Luke Anderson, students; Stephen E. Brock, PhD, associate professor, California State University Sacramento; Sacramento, CA

Strand D · Topic 1· Skill Level I

W-28 10:30 a.m. – 6:00 p.m.School Psychology from Front to Back: Screening, Intervention, and Progress-Monitoring

Randy Kamphaus

Principles and methods of universal behavioral and emotional screening for prediction of child outcomes and identification of risk will be presented, as well as the evidence in support of such practices, and investigations in progress in the Los Angeles Unified School District and elsewhere. A proposed structure for early intervention, progress monitoring, comprehensive evaluation and classification services will be described, including use of the Behavioral and Emotional Screening System for Children (BESS), BASC-2 Progress Monitor forms and software, BESS software, and the BASC-2 Intervention Guide (IG; Vannest, Reynolds, & Kamphaus, 2008). Participants will be able to: Demonstrate conceptual knowledge of scientific research that supports the use of an objective method of selection of students for evidence-based intervention practices (i.e. universal screening methods), demonstrate knowledge of standards of evidence that are commonly applied to the process of selecting interventions, demonstrate mastery of the use of BASC-2 Intervention Guide classroom guides and parent tip sheets, demonstrate mastery of use of BASC-2 Progress Monitoring Forms for assessing response to intervention in internalizing and externalizing domains, and demonstrate mastery of BASC-2 software for data-based decision making practices.

Randy W. Kamphaus, Ph.D. is dean of the College of Education and Distinguished Research Professor at Georgia State University in Atlanta. He has received the Russell H. Yeany research award and Lifetime Achievement awards from the University of Georgia, College of Education, an outstanding reviewer award from the Buros Institute, and has twice received college-wide teaching awards, among other citations for his contributions to psychology and education. He has served as principal investigator, co-investigator or consultant on federally funded research projects dealing with behavioral and emotional screening, early intervention and prevention of behavior problems, child classification methods, prevalence of ADHD and Conduct Disorder in Latin America, and aggression reduction in schools. As a licensed psychologist and a Fellow of the American Psychological Association (APA), he has contributed extensively to his profession, and he is Past-President of the Division of School Psychology for the APA. Dr. Kamphaus has authored or co-authored 12 books including Clinical Assessment of Child and Adolescent Intelligence and Clinical Assessment of Child and Adolescent Personality and Behavior (with Dr. Paul Frick), five psychological tests (with Dr. Cecil Reynolds), and more than 70 scientific journal articles and book chapters. He has also participated in scholarship in the field through work as an editorial board member, associate editor, and newsletter editor. Dr. Kamphaus is editor of the official journal of the School Psychology Division of the APA, School Psychology Quarterly.

LCSW/MFT · NCSP CPD

Panel disCussions

N-01 10:30- a.m. – 12:00 p.m.RTI and Action Research: Connecting Process to Practice in Developing Consultation and Program Evaluation Skills

Jackie M. Allen Veronica E. EscofferyDesiree Castellon Janine Bauman

As implementation of Response to Intervention (RTI) becomes widespread practice within the educational system school psychologists will play an important role in assisting educators to develop sound educational interventions for student success. Educational accountability requires school psychologists to develop skills in research, program evaluation, and consultation. This panel discussion will demonstrate how trainers at one university teach program planning and evaluation using Action Research to advance graduate student skills in consultation and enhance their practice and knowledge of the skills they will need to be effective multidisciplinary team members in the implementation of the RtI model within the education mainstream.

Jackie M. Allen, PhD, is an associate professor and School Psychology Program chair at the University of LaVerne; Veronica E. Escoffery, PhD., is a school psychologist with the Newport-Mesa Unified School District and adjunct professor with the University of LaVerne; Desiree Castellon and Janine Bauman are students with the School Psychology Program, University of LaVerne.

Strands A & B · Topics 7-A, 2-B · Skill levels I & II

N-03 10:30- a.m. – 12:00 p.m.Achievement Motivation: Thinking Outside the Pizza Box

Briana Barrett Lily SaisBlair Landon Brian P. Leung

There are many different reasons why students may appear unmotivated and most of these reasons require much more than the traditional offer of a pizza party. While many of these motivational factors seem obvious (e.g. the teacher makes a topic interesting) they are often absent from classrooms. Other motivational factors may not be as obvious but may in fact be more important (e.g. students do not feel connected or accepted by their teacher or school). This presentation will highlight motivation on an Individual Factors Level (classroom, teacher, home) in addition to System Level Factors (school and community). This presentation will provide suggestions specific to each level that can be used to help elementary and secondary students.

Briana Barrett, Lily Sais, Blair Landon, all students at Loyola Marymount University; and Brian P. Leung, PhD, professor, Loyola Marymount University.

16 CASP Convention 2009 Advancing Into the Future 17

Thursday, March 12Thursday, March 12Kenya Bratton, M.S., is a Diplomate of ABSNP. She is a school psychologist in the Sweetwater Union High School District. Her area of research is culturally responsive assessment and teaching practices. DiAnna Toliver, M.S., is a school psychologist in the Chula Vista Elementary School District and Adjunct Faculty member at San Diego State University’s Counseling and School Psychology Program. Her area of research is the development and monitoring of interventions on all levels and culturally responsive assessment and teaching practices.

LCSW/MFT · NCSP CPD

W-16 2:00 p.m. – 5:00 p.m.Treatments and Interventions for Youth with Bipolar Disorder

Shelley Hart Stephen E. Brock

Bipolar disorder is a growing concern for mental health care professionals who work with children, such as school psychologists, and has been estimated to occur in between 1-5% of the school age population under the age of 18-years-old. While awareness of this disorder is increasing, less information is known about how to work with these children and adolescents in the educational setting. Participants in this workshop will: (1) Develop a deeper understanding of how this disorder affects the child/adolescent in an educational environment; (2) Gain knowledge regarding psychopharmacological interventions, as it will be important for school psychologists to be familiar with the types of medications being prescribed, to understand how these medications will impact a student’s educational experience (e.g., side effects) and to recognize when and what information should be communicated to a prescribing physician; (3) Gain knowledge regarding empirically based psychosocial interventions, including an overview of what types of interventions are efficacious, describing the techniques involved in these interventions, and discussing how these techniques might be translated into use in an academic setting; (4) Participate in a robust discussion regarding established deficit areas that a psychologist would likely want to examine during an assessment and linking those to appropriate interventions on an IEP.

Shelley R. Hart, NCSP, received her M.A. from California State University, Sacramento and practiced as a school psychologist for several years before enrolling at the University of California, Santa Barbara to pursue her PhD in School Psychology. Ms. Hart is currently lead author on the forthcoming book, Identifying, Assessing, and Treating Bipolar Disorder at School. Stephen E. Brock, PhD, NCSP, received his doctorate from the University of California, Davis. A past CASP president, he is currently an associate professor in the School Psychology training program at CSUS. He has numerous publications and is co-author of Identifying, Assessing, and Treating Bipolar Disorder at School. Previously honored by CASP as one of California’s Outstanding School Psychologists, Dr. Brock received a NASP presidential award in 2004.

Strand D · Topic 1 · Skill level II · LCSW/MFT · NCSP CPD

W-25 2:00 p.m. – 5:00 p.m.Cognitive Characteristics of Children with Autism: Guidelines for Assessment and Programming

Judith Burkhartsmeyer

The purpose of this workshop is to address the neurologically based cognitive patterns and characteristics of children across the spectrum of autistic disorders. These result in atypical communication skills, social understanding and interest, and behavior. Areas of strength will also be discussed. Implications for assessment and programming will be highlighted, including a review of educational interventions cited in the CDE/DDS report ASD: Guidelines for Evidence-based Interventions. The role of the school psychologist as assessor, consultant and service provider for student with autism will serve as the focus. Participants will: understand how autism impacts a student’s cognitive development, behavior, social interactions; provide assessment tools and strategies, behavioral support and skills training resources; and be familiar with necessary educational and behavioral supports for students with autism.

Judith Burkhartsmeyer, NCSP, is the assistant director of the Diagnostic Center, Southern California. She has worked with children with all handicapping conditions in settings as diverse as residential treatment, juvenile justice facilities, and one-room schoolhouses. Ms. Burkhartsmeyer develops innovative service models for preschool assessment, autism and ADHD.

Strand C· Topic 5· Skill Level II· LSCW/MFT· NCSP CPD

W-30 2:00 p.m. – 5:00 p.m.Useful Features of the WJ III® for Accurate SLD Identification

Nancy Mather In this session, the unique features of the WJ III that can help in specific learning disability (SLD) identification will be discussed. The intra-ability variation procedure and the need for determining intra-individual processing differences will be explained. The relevance and importance of assessing cognitive and linguistic factors as part of a comprehensive evaluation will be viewed from a historical, as well as present day perspective. A case study will be used to illustrate the value of the WJ III for SLD identification.

nancy Mather, PhD, is a professor at the University of Arizona in the department of Special Education, Rehabilitation, and School Psychology. She specializes in the areas of assessment, reading, writing, and learning disabilities. She has served as a learning disabilities teacher, a diagnostician, a university professor, and an educational consultant. Dr. Mather is a co-author on the Woodcock-Johnson III and has co-authored two books on interpretation and application of the WJ III: Woodcock-Johnson III: Reports, Recommendations, and Strategies (Mather & Jaffe, 2002) and Essentials of WJ III Tests of Achievement Assessment (Mather, Wendling, & Woodcock, 2001). In addition, she has recently co-authored the books: Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom

P-10 10:30 a.m. – 11:20 a.m.Using Systemic Responsiveness to Enhance Inter-vention with Youth At-Risk for Gang Membership

Our purpose is to use systemic responsiveness theory to explain gang involvement and contextualize intervention efforts. School psychologists will benefit from the knowledge and inspiration to address gang membership as early and as effectively as possible.

Jill D. Sharkey, Ph.D., school psychology coordinator; Elizabeth norris, Lizbeth Chavez-Lopez, Laura Sass, students, University of California, Santa Barbara.

Strand E · Topic 4 · Skill level I

PosteRs

R-01 10:30 a.m. – 12:00 p.m.Reducing ADHD-Like Behaviors with a Token Economy

The purpose of this presentation is to describe an intervention designed to assist a teacher and a teacher’s aide in reducing disruptive behaviors in a first grade student with ADHD-like behaviors. The student’s baseline data, the steps for the implementation, and the effectiveness of the intervention were recorded and will be discussed. Results showed that the student decreased from 53% to 33% off-task.

Kong Vang, graduate student, California State University, Fresno

Strand C · Topic 2 · Skill Level I

R-02 10:30 a.m. – 12:00 p.m.The Effects of the Strong Kids Curriculum on Students’ Social, Emotional, and Behavioral Functioning

This poster presentation presents results from a study investigating an evidence-based social and emotional learning curriculum – Strong Kids – as a universal program to teach resiliency skills. Students’ social, emotional, and behavioral outcomes were evaluated from using Strong Kids in the classroom. Attendees will learn more about 1) Strong Kids implementation as a universal program and 2) ways to promote student resilience for improved outcomes.

Oanh K. Tran, PhD, assistant professor; Cherie Correa and Amber Gallagher, graduate students, California State University, East Bay

Strand D · Topic 1 · Skill Level I

R-03 10:30 a.m. – 12:00 p.m.Application of a Response to Intervention (RtI) Model with Korean English Learners (ELs)

This study provides an example of how a Response to Intervention (RtI) model can be applied to Korean English

learners (ELs). This poster presents preliminary evidence on the utility of early literacy measures for identifying at-risk Korean ELs and monitoring progress during a targeted literacy intervention.

Jennifer W Sun, M.A., and Jeanie E nam, M.A., doctoral students, University of California, Riverside

Strand B · Topic 2 · Skill Level I

R-04 10:30 a.m. – 12:00 p.m.Home-School Notes: Homework Completion Intervention

Given the increase of children diagnosed with ADHD, it is important to address the educational issues that are common in children with ADHD. The aim of the present presentation is to inform parents and school professionals about an effective homework completion intervention that is based on a school-home communication system.

Veronica Sandoval, school psychology student, California State University, Fresno

Strand C · Topic 2 · Skill Level I

R-10 10:30 a.m. – 12:00 p.m.Framework for Reading Skills Analysis

This presentation provides a systematic model for reading skills analysis that can be used in developing targeted interventions.

Tiffany Goodson, Jennifer Iacuaniello-Mullen, Chase Moore, graduate students; Catherine Christo, PhD., California State University, Sacramento.

afteRnoon woRkshoPs

W-03 2:00 p.m. – 5:00 p.m.Larry P.: Fear of the “N” Word

Kenya Bratton DiAnna Toliver

The purpose of this workshop is to demystify the “N” in School “N”europsychological Assessment (SNPA), and to explore ways in which SNPA may benefit African-American learners. School Neuropsychological Assessment, as defined in this workshop, is an integration of three of the conceptual strategies as defined within the Larry P. Task Force Report. These conceptual strategies include: Information Processing, Neuropsychological Assessment, and Psychological Processing. Expected objectives and outcomes include: Broadened professional confidence and competence in the assessment of African-American learners; learning of strategies to identify test bias in assessment measures; development of a framework for using data to develop prescriptive interventions; learning to utilize an abbreviated school neuropsychological battery that will take equal or less time than a traditional psychoeducational battery.

N-02 3:30 p.m. – 5:00 p.m.Assessment and Intervention for Children and Adolescent Who Engage in Self-injurious Behaviors

Tony Wu Jacquelyn ChristensenThis presentation will discuss the use of assessment tools to detect early warming signs for children and adolescents with self-injurious behavior, as well as utilize evidence-based practices to intervene effectively. Moreover, specifi cally diagnostic criteria for these behaviors will be discussed. Finally, through multi-method assessment modalities, school psychologists may assess the relational and risk factors through the evaluation of children’s normal and abnormal development. Issues of cultural differences and cultural sensitivity will also be discussed in relation to self harm issues. The discussion will conclude with clinical interventions which include individual and group therapy, as well as psychopharmacological approach.

Tony Wu, Ph.D., NCSP, HSPP, Clinical Supervisor and Evaluation Specialist, Los Angeles Child Guidance Clinic; Jacquelyn Christensen, MA, Claremont Graduate University.

Strand D · Topic 5 · Skill Level II

sPeCial session

P-36 2:00 p.m. – 2:50 p.m.The Importance of Maintaining the Integrity of our Profession as School Psychologists/Licensed Educational Psychologists in the Wake of APA Attempts to Bring Clinical Psychologists into the School Setting – Short Presentation followed by Q & A Session

Julia ‘Judy’ Johnson, the LEP member of the Board of Behavioral Sciences, the state agency that regulates licensed educational psychologists, will present on the American Psychological Association’s move to end its exemption for the term “psychologist” for practitioners without doctoral degrees and update attendees on upcoming continuing education requirements for LEPs.

PaPeR PResentations

P-06 2:00 p.m. – 2:50 p.m.Best Practice For Intervention & Assessment of African American Students

Over-representation of African American students in special education is well documented. Popular research-based intervention programs used within the context of response to intervention have yet to include these students in validation studies. Moreover, “unresponsiveness” to

these programs is often the basis upon which special education referral is made. If such programs are not valid for use with diverse learners then what is the best practice to ensure legal safeguards are in place? Attendees will learn about a culturally responsive approach to Tier-II intervention and psychoeducational assessment. Tracy S. Catalde, Ed.D., is a school psychologist with the Pittsburg Unifi ed School District and visiting professor of education at the University of the Pacifi c. Michael D. Elium, Ed.D., is an associate professor at the University of the Pacifi c.

Strand E · Topic 2 · Skill Level II P-09 3:00 p.m. – 3:50 p.m.Cyberbullying: What Schools Can Do to Prevent and Intervene

After defi ning cyberbullying and specifying why it should be addressed in schools, this paper presentation offers guidance designed to assist school psychologists in implementing preventive measures and interventions with victims and aggressors. It describes how cyberbullying occurs, how it differs from conventional bullying, and the types of students commonly participating and victimized by it. The legal and logistical challenges faced by school personnel in dealing with this form of aggression are also discussed. From attending this session, it is anticipated that participants will better understand the nature of cyberbullying and how to manage this increasingly prevalent phenomenon in their schools.

natalie Cyhanenko and John Michael Gomez, graduate students, California State University Sacramento.


P-35 3:00 p.m. – 3:50 p.m.RTI – Does it Work for EL & Poverty Kids?

The key players from a typical elementary school will discuss the lessons that they have learned from 3 years of progress monitoring the whole school (K-6). They will also discuss what they did early on to set up an RTI-focused school program, including a learning center, and the results that created a climate of sustainable and increasing achievement on statewide testing. Participants will leave with information regarding effective school interventions, and what an elementary school can do to foster change with high poverty and high English Language Learners, in order to close the achievement gap.

Keith Drieberg, Ph.D., is a coordinator of psychological services; Brad McDuffee, MA, is an elementary school principal and Vicky Rogers, MA, is a RSP Teacher; all for the San Bernardino County Unifi ed School District.

Strand E · Topics 2 & 4

CultuRal and linguistiC diveRsitY CoMMittee Meeting

ASIAN/PACIFIC ISLANDER SCHOOL PSYCHOLOGISTS • LESBIAN GAY BISEXUAL TRANSGENDERED QUESTIONING YOUTH GROUP

t h u R s d aY, M a R C h 1 2 • 4 P. M . • M i s s i o n i n n

CLD Chair Brandon Gamble invites all school psychologists for discussions on assessment and diversity in today’s schools. After an introductory meeting, two dialogues are expected to commence.

Mary Ann Seng will lead a dialogue with a goal of developing plans to establish a network of educators to specifi cally serve and advocate for students of Asian/Pacifi c Islander descent. School psychologists representing most Asian/Pacifi c Islander countries will be present to share ideas and strategize about next steps. All psychologists regardless of ethnic background are welcome to join the discussion.

Brandon Gamble will lead a dialogue on LGBTQ youth in California schools. Issues faced by these students will be discussed, as well as the potential of establishing a network of school psychologists to serve and advocate for these students. 19

Th ursday, March 12Th ursday, March 12Management (2nd ed.) (Mather & Goldstein, 2008), Evidence-based interventions for students with learning and behavioral challenges (Morris & Mather, 2008) and Essentials of Assessment Report Writing (Lichtenberger, Mather, Kaufman, & Kaufman, 2004).

Dr. Mather will present the keynote address, Let’s Stop Monkeying Around: What We Know about Reading Disabilities, Thursday at 8:30 a.m. Dr. Mather is sponsored by Riverside Publishing.

LCSW/MFT

W-31 2:00 p.m. – 5:00 p.m.IDEA, RTI and SLD Diagnosis: A Rational Solution Jack NaglieriThe aim of this workshop is to examine the question of specifi c learning disabilities (SLD) eligibility under IDEA 2004 and Federal Regulations and the role of Response to Intervention (RtI). RtI and a pattern of strengths and weaknesses (PSW) are an important part of the process of eligibility determination. Dr. Naglieri will closely review the RtI and PSW methods and especially the empirical support for each of them following criteria established in IDEA 2004 and the Federal Regulations. RTI will be encouraged to ensure that the child has received adequate instruction and PSW will be encouraged to ensure that the child has a “disorder in one or more of the basic psychological processes”. Emphasis will be placed on empirically supported methods that also meet the nondiscriminatory assessment requirement and have relevance to instruction. To illustrate he will use the Planning, Attention, Simultaneous, Successive (PASS) theory as operationalized by the Cognitive Assessment System (Naglieri & Das, 1997) because it offers a defi nition of the “basic psychological processes” that has considerable validity evidence (Das, Naglieri & Kirby, 1994; Naglieri, 2005; Naglieri & Das, 2005). The goal is to illustrate how RTI and PASS can be jointly used to obtain better outcomes for children.

Jack A. naglieri, PhD, is Professor of Psychology at George Mason University in Fairfax, VA . Prior to his current position he was Professor of School Psychology and Psychology at the Ohio State University where he taught from 1982 to 2000. He also is a Fellow of American Psychological Association (APA) Division 16, recipient of American Psychological Association Division 16 2001 Senior Scientist Award, and holds an appointment as a senior Research Scientist at the Devereux Foundation’s Institute for Clinical Training and Research (ICTR). Dr. Naglieri is the co-author of the Devereux Early Childhood Assessment (DECA) and the Devereux Early Childhood Assessment Clinical Form (DECA-C). He is also the author of the Cognitive Assessment System (Naglieri & Das, 1997), the CAS Scoring Aide (Naglieri, 2002), the General Ability Measure for Adults (Naglieri & Bardos, 1997), Naglieri Nonverbal Ability Test (Naglieri, 1996), Devereux Scoring Assistant (LeBuffe, Naglieri, & Pfeiffer, 1996), Devereux Scales of Mental Disorders (Naglieri, LeBuffe, & Pfeiffer, 1994), Devereux Behavior Rating Scales School Form (Naglieri, LeBuffe, & Pfeiffer, 1994), Draw A Person: Screening Procedure for Emotional Disturbance (Naglieri, McNeish, & Bardos, 1990), Draw A Person: Quantitative Scoring System (Naglieri, 1988), Matrix Analogies Test (Naglieri, 1985). LCSW/MFT

Dr. naglieri is sponsored by Pearson.

W-32 2:00 p.m. – 5:00 p.m.Legal and Ethical Issues for School PsychologistsMary Joann LangThe ability to practice and resolve ethical and legal challenges psychologists face in their professional careers involves ethical codes and professional guidelines that are respected in professional circles. Professional organizations develop codes of ethics that provide useful guidelines to the fi eld of psychology, including school psychology. The two national organizations that guide ethical behavior related to the practice of psychology in schools are the American Psychological Association (APA) and the National Association of School Psychologists (NASP); and the principles discussed in this chapter will refl ect guidelines derived from these two organizations. School psychologists must be familiar with the laws and regulations, which are largely though not entirely at the state level, that govern and regulate their practice. Using a model for ethical decision-making helps practitioners to select appropriate course of actions in situations that involve ethical confl ict. The following are the objectives of the workshop: understanding ethical principles (including matters related to due care, consent, confi dentiality, discipline, supervision, and rights and restriction on student behavior) within the practice of school psychology; learning to use a model for making ethical decisions; recognizing legal mandates that affect the practice of school psychology; responding to due process or legal proceedings related to school psychology.

Mary Joann Lang, Ph.D., MSN, ABPN, BCBA, is founder and executive director of Beacon Day School for Children with Autism and Related Disorders in Orange County, and associate professor at Azusa Pacifi c University, School of Education, Department of Counseling and School Psychology. She is a popular author and speaker, and she lectures nationally on topics related to neuropsychology and school psychology.

Strand A · Topic 2 · Skill Level II · LCSW/MFTMCEP approval pending · NCSP CPD

Panel disCussions

N-16 2:00 p.m. – 3:30 p.m.Useful Reading Assessments Within an RTI Model

Tiff any Goodson Jennifer Iacuaniello Chase Moore Catherine Christo RTI models hold great promise for addressing reading problems early in children’s schooling. However, in doing so it is important to determine how to (1) identify children who are at risk for reading problems (2) determine their level of risk and (3) design interventions most appropriate for groups or individuals. This presentation will discuss the use of academic and neuropsychological assessments related to the development of reading and their use in an RTI model. It is expected that participants will gain greater skill in identifying children at risk for or experiencing reading problems and in helping to design appropriate interventions for them.

Tiffany Goodson, Jennifer Iacuaniello, Chase Moore, students; Catherine Christo, PhD, professor, California State University, Sacramento.

Strand B · Topic 2 · Skill Level I


Friday Overview


Friday, March 13


geneRal session

K-02 8:30 a.m.Is Resilience an Evidence-Based Concept: Thoughts From the Latest Bandwagon In this presentation Dr. Sam Goldstein will discuss the scientific and pop psychology concept that is resilience. He will review the literature and address a number of key questions including whether resilience is in fact an evidenced based concept, can it be measured and importantly, can it be taught? Finally he will address the issue as to whether the concept of resilience deserves a centerpiece in our present and future efforts to raise happy, stress-hardy children.

Sam Goldstein, Ph.D. 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 40 book chapters and peer reviewed research articles. He currently serves as editor in chief of the Journal of Attention Disorders and sits on the editorial boards of six peer reviewed journals. 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. 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. Dr. Goldstein will hold a workshop W-29 The New Face of Autism: Reconceptualizing the Symptoms and Impairments in Autism Spectrum Disorders on Thursday from 2:00 p.m. to 5:00 p.m.

This keynote is sponsored by Multi-Health Systems.

invited addRess

K-05 10:30 a.m. – 12:00 p.m.Joshua Shoots! He Scores!

Joshua Souder is one of Southern California’s most inspirational figures. The 24-year old Perris resident is a graduate of Santiago High School – with honors – in the Corona-Norco Unified School District, and currently a student at Riverside Community College. On the surface, such academic achievements may seem somewhat ordinary, but the extraordinary Mr. Souder has defied all odds by leading a life of excellence in the classroom and the community while tackling the challenges of Spastic-Quadriplegic Cerebral Palsy.

Given little chance from birth to find his way in a complex world, Mr. Souder’s accomplishments are well-documented in the critically acclaimed book “JOSHUA SHOOTS! HE SCORES!” The Greatest Call I Ever Made. Written by Chris Madsen, the original television play-by-play announcer of the Mighty Ducks NHL hockey team, this 2003 release chronicles how the love, faith and friendship of two souls can move mountains and make the seemingly impossible, possible. Mr. Souder answered the call to conquer on June 12, 2003, when he lifted himself out of his power wheelchair – to the thunderous roar of 8,000 in attendance at the commencement ceremony – and walked across the stage to receive his high school diploma. Joshua Souder is a three-time scholarship award winner, a UNITY Award recipient - (United Neighbors Involving Today’s Youth), and a former student representative at the California State Youth Leadership Forum for Students with Disabilities, in Sacramento. In pursuit of his life-long dream to become a sports broadcaster, Joshua Souder is in his third year as the RCC Tigers public address announcer for all men’s and women’s basketball home games.

Robyn Souder, who will be speaking with her son, is a single mother of two adult children with special needs, including Joshua’s sister Sarah, 22. The Souders share their personal life stories and struggles in an effort to elevate awareness regarding students with special needs. Passionate advocates, the Souders shed light on the growing necessity for better classroom programs, school resources, and transitional services for students who have disabilities. Ms. Souder is a former instructional assistant in special education classrooms, as well as a one-on-one aid and Community Assistant for the Workability program in her local school district. She has served on the board of the CNUSD CAC for 9 years and has also served on the board for the Inland Empire Committee on Employment of People with Disabilities.

General Session K-02 Is Resilience an Evidence-Based Concept: Thoughts From the Latest Bandwagon 8:30 a.m. 21

Invited AddressesK-05 Joshua Shoots! He Scores! 10:30 a.m. – 12:00 p.m. 21

Special SessionS-02 Technology for the Practicing School Psychologist 10:30 a.m. – 5:00 p.m. 22

Paid Half-Day WorkshopsW-08 Autism Spectrum Disorders: Best Practices for Assessment 10:30 a.m. – 6:30 p.m. 22W-20 Trauma and the Brain: How to Assess, Designate, and Serve 10:30 a.m. – 6:30 p.m. 23W-27 The LEP Workshop 10:30 a.m. – 6:30 p.m. 23

Panel PresentationsN-05 Further Along the Road to RtI 10:30 a.m. – 12:00 p.m. 23N-08 Universal Screening: Who, What, When, Where, Why, and How 10:30 a.m. – 12:00 p.m. 24N-12 Beyond Counseling – Developing Resiliency in Adolescent Foster Care 10:30 a.m. – 12:00 p.m. 24

Paper PresentationsP-13 Change Your Focus: Solution-Focused Brief Therapy in the Classroom 10:30 a.m. – 11:20 a.m. 24P-16 The Manifestations, Symptoms, and Recommendations for Students with PTSD 10:30 a.m. – 11:20 a.m. 24 P-18 Applying Functional Behavioral Assessment Models in the Classroom 10:30 a.m. – 11:20 a.m. 25 P-20 Youth in Alternative Education: Characteristics, Challenges 10:30 a.m. – 11:20 a.m. 25 P-22 Low Achieving Students’ Response to Intensive Reading Fluency Interventions 10:30 a.m. – 11:20 a.m. 25P-34 Response to Intervention Implementation in a Large Urban District 10:30 a.m. – 11:20 a.m. 25

Poster PresentationsR-05 Assessment of Motivation: Why Is It Relevant? 10:30 a.m. – 12:00 p.m. 25R-06 Classroom Management Intervention for Junior High School Students with Disabilities 10:30 a.m. – 12:00 p.m. 25 R-07 Perceptions Regarding School Psychologists among Parents 10:30 a.m. – 12:00 p.m. 26 of Students Diagnosed with AutismR-08 Functions of the Assessment Services Dept of California School for the Deaf, Riverside 10:30 a.m. – 12:00 p.m. 26R-09 Factors Influencing Parental Involvement in Schools 10:30 a.m. – 12:00 p.m. 26

Special SessionS-01 The Power of Groups: Solution-Focused Counseling in the Schools 2:00 p.m. - 5:00 p.m. 26

Paid Half-Day WorkshopsW-05 Methods for Assessing Response to Intervention 2:00 p.m. - 5:00 p.m. 26W-10 Diagnosing Autism, Related PDDs, Pediatric Bipolar Disorder, 2:00 p.m. - 5:00 p.m. 27 and ADHD with the BASC-2. W-14 Improving Behavioral and Communication Functioning in 2:00 p.m. - 5:00 p.m. 27 Children with Severe Disabilities W-15 A Bilingual (English & Spanish) Psychoeducational Assessment Model 2:00 p.m. - 5:00 p.m. 28W-21 Defusing Anger and Aggression 2:00 p.m. - 5:00 p.m. 28W-29 The New Face of Autism: Reconceptualizing the Symptoms and 2:00 p.m. - 5:00 p.m. 29 Impairments in Autism Spectrum Disorders

Panel PresentationsN-14 Using Your Research to Assist Researchers 2:00 p.m. - 3:30 p.m. 29 N-07 Providing Culturally Competent Services: Using Interpreters in Schools 3:30 p.m. - 5:00 p.m. 29

Paper PresentationsP-12 Identifying the De-motivating factors in Academic Achievement 2:00 p.m. - 2:50 p.m. 29 P-17 Positive Psychology Take 2 3:00 p.m. - 3:50 p.m. 30P-19 Intervention Outcomes for Students with Emotional Disturbance and Behavior Problems 4:00 p.m. - 4:50 p.m. 30

EventsCultural and Linguistic Diversity Networking Breakfast 39 CASP Awards Luncheon 28 “For the Children” PAC Fundraiser 30 Legislative Committee Meeting 22

MoRning sessions

afteRnoon sessions

Friday, March 13


Friday, March 13


W-20 10:30 a.m. – 6:30 p.m.Trauma and the Brain: How to Assess, Designate, and Serve

Regalena Melrose

The purpose of this workshop is to deepen our understanding of students who display natural, albeit challenging responses to traumatic experiences. We will learn that trauma is more common for our students than we imagined, that its impact on the brain and nervous system has a direct and negative effect on learning and behavior, and that unresolved trauma is related to many of the affective problems our students experience (i.e. depression, anxiety, substance abuse, and self-mutilation). When we understand the relationships between trauma, the brain, and subsequent functioning, we 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, studied three more years with Dr. Peter Levine after receiving her doctorate in order to specialize in trauma and the brain and worked in schools for more than a decade applying what she learned. Now at California State University, Long Beach, she has written three books adapting neuroscientifi c research to best practice, and speaks to educators all across North America.

Strand D · Topic 1 · Skill level I · LCSW/MFT · CATS Crisis

W-27 10:30 a.m. – 6:30 p.m.Th e LEP Workshop

Sean Surfas

The difference between being a public school psychologist and a private LEP is that you get to choose the cases that come across your desk. You are bound to law and ethics, but not necessarily policies of particular districts. Plus, you can work for other districts as a consultant, increasing your earning potential. This workshop will assist you in developing a practice that is both exciting and fun while maintaining the highest level of professional standards and ethics. The fi rst half of this workshop will concentrate on the overview of the exam and strategies for test taking. Test content and a task list, created directly from the Board of Behavioral Sciences task and knowledge list, will be discussed, as will basic testing measures, academic intervention, intelligence/alternative cognitive measurement, and behavioral assessment and intervention. The second half will focus entirely on setting up a practice. How to fi nd space, how to contract, how to collect fees via insurance when possible, HIPPA information, rate scales, professional insurance, leasing and obtaining offi ce space, and much more. Upon the leaving the workshop, participant will be prepared for their studies for the exam and have a very strong understanding of what is required to open up a private fi rm.

Sean Surfas, PhD, LEP, is the principal owner of T.O.T.A.L.: Treatment for the Autistic Learner, a private consultation

group that provides services for individuals with autism and developmental disabilities providing in home behavior support and community integration experiences. Dr. Surfas works with schools and agencies across the state, assisting individuals with developmental delays and autism. He works with local school districts for both direct service and to assist in developing educational programs to fi t the child’s needs. He is also involved in home/school-environmental/curriculum design; classroom programming for regular education, independent study, and special education students in both homogeneous and inclusive settings; staff mediation and individual behavioral self-management consultation; parenting skills; crisis intervention strategies; development and implementation of ecobehavioral modifi cation procedures; classroom programming for the student with academic and behavioral learning differences (disabilities) and staff development in-services; expert witness for meditation and fair hearing procedures for students with learning and behavioral challenges. Strand A · Topic 1 · Skill level II

Panel PResentations

N-05 10:30 a.m. – 12:00 p.m.Further Along the Road to RtI

Jeanne Anne CarriereTasha Woods

Many school psychologists’ knowledge, skills, or motivation to implement the Response to Intervention (RtI) process may surpass that of their school district or local educational agencies. This panel will offer those practitioners a guide for beginning the implementation of RtI. Consensus, infrastructure, implementation, and sustainability at three large urban elementary schools will be presented. With the multi-tiered, problem-solving model as a guide, participants will develop a working knowledge of the essential components of RtI, understand their role in the process of implementation, and learn to create a database of student needs while organizing and utilizing interventions to drive the RtI process.

Jeanne Anne Carriere, MA, is a school psychologist with the Long Beach Unifi ed School District and adjunct professor at Chapman University in Orange. Tasha Woods, MA, is a school psychologist with the San Diego Unifi ed School District.

Strand A · Topic 6 · Skill Level I-II

sPeCial session

S-02 10:30 a.m. – 5:00 p.m.Technology for the Practicing School Psychologist

Patrick Crain Rose DuMondEric Beam Wendell Callahan

Many school psychologists have access to powerful but underutilized programs such as Outlook, iChat, Offi ce and Entourage. Others are still fi guring out the best way to use Excel and Word programs. Still others are a little leery of their PDAs. These programs and tools have many options and tools that would reduce work load and increase effi ciency. This workshop is a series of demonstrations and hands on activities of software and hardware available to most school psychologist. Attendees are invited to come and go during these demonstrations and discussions. Bring your portable electronic equipment and questions!

Topics and Times

10:30 a.m. – 12 p.m. How to use Excel and Word for report writing and behavior documentation. This 1 _ hour interactive presentation will demonstrate the many utilities available on these two programs. Users will be able to make and integrate charts and graphs on to behavioral and psychoeducational reports. Participants will learn advanced techniques to automatically edit, merge and scrapbook documents, which will decrease production time in report writing. Presenter: Rose DuMond. 1:30 - 2:30 p.m.Email Management. This hour-long presentation will show the user how email programs will automatically organize and distribute emails and documents. Participates will be able to work long with the presenter on set up public use folders, dedicated inboxes and contact lists. Presenter: Eric Beam

2:30- 3:15 p.m.Blackboard and Eteams. This 45-minute presentation will demonstration the power of district wide information sharing programs. Presenter: Wendell Callahan

3:15 – 4:00 p.m.How to use Smart Phones and Personal Digital Assistants (PDA). This 45-minute presentation will help users get more from their handheld devices. Participates will have the opportunity to explore the collection of programs and functions on these small but powerful devices. Presenter: Wendell Callahan

4:00-5:00 p.m. How to use Video Conferencing. This hour-long presentation will demonstrate the ease and power of Apple’s iChat to conduct meetings from remote sites. The user will become profi cient at making online connections as well as report integration.Presenter: Patrick Crain

Patrick Crain is a school psychologist with the San Diego County Offi ce of Education and is known to hold IEP meetings via the

Internet. Rose DuMond is coordinator or Special Services, Fremont Union High School District. Eric Beam is a school psychologist for the Antelope Unifi ed School District, University of California at Los Angeles doctoral student and Region VIII Representative for the CASP Board of Directors. Wendell Callahan, PhD, is a school psychologist and Pupil Services Director, Juvenile Court and Community Schools, for the San Diego County Offi ce of Education.

Strand A · Topic 4 · Skill Level I-III

Paid full-daY woRkshoPs

W-08 10:30 a.m. – 6:30 p.m.Autism Spectrum Disorders: Best Practices for Assessment

Jennifer Simmons

The number of children in California diagnosed with Autism Spectrum Disorder (ASD) has increased dramatically in recent years and continues to rise. With greater and greater frequency, school psychologists are asked to determine if students have ASD, and to provide meaningful assessment for students with ASD diagnoses. This workshop will enable participants to identify or rule out new cases of ASD with greater confi dence. Performance patterns and profi les associated with ASD on cognitive, language, and social-emotional measures will be presented. Workshop participants will learn to appreciate the importance of team assessment for ASD; approach assessment from a developmental perspective; include differential diagnosis in the assessment process; select appropriate assessment tools and methods; make use of historical data; and recognize the limitations of tools commonly used to screen for ASD symptoms.

Jennifer Simmons, M.S., LEP, ABSNP, is a school psychologist at the Diagnostic Center, Northern California, where she specializes in developmental assessment, differential diagnosis, and treatment planning for young children with autism and other neurodevelopmental disorders. A licensed educational psychologist and diplomate of the American Board of School Neuropsychology, Ms. Simmons presents in-service workshops to hundreds of educators and graduate students across Northern California.

Strand D · Topic 6 · Skill Level I-III · LCSW/MFT

fRidaY MaRCh 13 2:00 p.m.—4:00 p.m.

CASP Legislative Committee Meeting

CASP Advocates in Sacramento on behalf of school psychologists. Come learn about the Association’s Legislative platform and share your ideas about future legislation.

Friday, March 13


Friday, March 13


P-18 10:30 – 11:20 a.m.Applying Functional Behavioral Assessment Models in the Classroom for Severe Behavior Problems

Today’s educators must be equipped with positive behavioral techniques to deal with problematic behaviors that occur in the school environment. This paper will provide educators with the tools needed to create and implement positive behavioral interventions. The presentation will include a discussion of the four functions of behavior, how to conduct a descriptive or indirect Functional Behavioral Assessment, and how to apply them in a classroom setting.

Gilda Panales, Peggy Mazariegos, and Veronica Morfin, school psychology interns, California State University, Los Angeles.


P-20 10:30 – 11:20 a.m.Youth in Alternative Education: Characteristics, Challenges, and the Implementation of a School-Wide Positive Behavior Supports Program

As social-emotional issues and classroom behavior problems are important criteria for students’ entering into alternative programs, assessing student characteristics and the effective implementation of interventions is of upmost importance. This presentation will briefly (a) examine self-report data of students in this setting regarding psychological well-being; (b) describe data concerning student behavior and adjustment in multiple contexts (home, school, and community); and (c) provide information on “how-to” prepare, collaborate, and implement a school-wide positive behavior supports (PBS) program in the alternative education setting.

Amy-Jane Griffiths, doctoral candidate and school psychologist; Michael Furlong, PhD, chair/professor; Lizbeth Chavez Lopez, graduate student; all of the University of California at Santa Barbara.

Strand D · Topic 1 · Skill level I

P-22 10:30 – 11:20 a.m.Low Achieving Students’ Response to Intensive Reading Fluency Interventions: An Overview of a Three-Year Study

Since students respond differently to interventions, identifying variables that impact response is useful for problem-solving. This three-year study compared reading fluency interventions for 2nd and 4th grade struggling readers. Participants will leave with information that will help them choose an effective fluency intervention for struggling readers at different grade and reading skill levels.

Gabriel Gutiérrez, Jennifer W. Sun, C. Jason Checca, and

Kerri T. C. Knight, graduate students, and Rollanda O’Connor, PhD, professor, University of California. Riverside.

Strand B · Topic 2 · Skill level II

P-34 10:30 – 11:20 a.m.Response to Intervention Implementation in a Large Urban District

Effective school reform involves problem-solving and involvement of both district and school level personnel. This study examined student growth and response to Tier 2 intervention, designed to target specific skills deficits, as well as all student growth and response to Tier 1 interventions. Students were monitored during the school year, with frequency and assessments based on student need. Participants will leave with information regarding effective school reform and Response to Intervention (RtI) data from a large urban school district – the 6th largest in the state.

Keith Drieberg, PhD, coordinator of Psychological Services; Cathleen A. Geraghty, PhD, and John Oliveri, PhD., school psychologists and RtI District Trainers, San Bernardino City Unified School District.

PosteR PResentations

R-05 10:30 p.m.– 12:00 p.m.Assessment of Motivation: Why Is It Relevant?

This poster session discusses the relevance of evaluating students’ achievement motivation by reviewing six constructs that have been consistently identified in the literature as important to students’ achievement motivation. A description of these constructs and the relevance of assessing each is provided to increase school psychologists’ knowledge of the different factors that contribute to students’ achievement motivation and the importance of including an assessment of motivation as a standard practice. A brief review of three instruments that encompass the six constructs is also provided to assist in identifying valid and reliable assessment instruments.

Lila M. Samia, M.A., school psychologist, Laguna Beach Unified School District and doctoral student at Chapman University, Orange.

Strand C · Topic 1 · Skill level I

R-06 10:30 p.m.– 12:00 p.m. A Classroom Management Intervention for Junior High School Students with Disabilities

The classroom intervention led to a strong decrease in disruptive behaviors displayed by the classroom students. This intervention is teacher-friendly with respect to its procedures and outcomes.

Melanie Gallaher, school psychology student, California State University, Fresno.

Strand D · Topic 8 · Skill Level: I

N-08 10:30 a.m. – 12:00 p.m.Universal Screening: Who, What, When, Where, Why, and How

Erin Dowdy Randy W. KamphausKatie Eklund Doug Miller

This panel will be conducted by four presenters who are currently implementing a federally funded screening program in a large, urban school district. This discussion will provide participants with training in universal screening for emotional and behavioral problems and has the following objectives: 1) to increase participants’ knowledge of: the impact of behavioral, emotional, and mental health problems on school functioning; the importance of prevention, early identification, and early intervention; and various ways to utilize universal screening data from a public health perspective 2) provide information on the current state of screening with an emphasis on validated assessment tools 3) provide skill-based training on the implementation of a screening program within the context of a school.

Erin Dowdy, PhD, is an assistant professor at the University of California, Santa Barbara, and has been involved in the development of this instrument. She is currently conducting research on early identification methods and universal screening tools and is involved in longitudinal screening validation research. Randy W. Kamphaus, PhD, is the co-author of a newly developed screening instrument, the Behavioral and Emotional Screening System, and a co-principal investigator of a grant investigating validity evidence for this measure. Katie Eklund, MSW, is a doctoral student at the University of California, Santa Barbara, and has worked as a school mental health coordinator and school social worker. She is involved with the implementation of a screening program in schools. Doug Miller is a school psychologist and project lead within the Los Angeles Unified School District. He is interested in early identification and is responsible for oversight of the implementation of a large screening program within the schools.

N-12 10:30 a.m. – 12:00 p.m.Beyond Counseling – Developing Resiliency in Adolescent Foster Care Students in Special Education

Jay Jackson Patricia OrnelasSharon Y. Williams Marcella LightfootKathryn Baldwin Trenekia GilmoreAlicia Garcia Thomas Russell

Implementation processes of a counseling program aimed at foster youth and the application of a research-based instrument to measure their current levels of development in the areas of self-mastery/self-efficacy, sense of relatedness and emotional reactivity as they relate to resilience will be presented. Participants will be provided with an overview of the salient elements of resiliency and a model that uses an asset-based

approach to encourage greater levels of wellness and satisfaction in adolescent foster care youth: a sense of empowerment and mastery; an enhanced pro-social orientation; optimum adjustment; and increased academic competence.

Jay Jackson, Ed.D., NCSP, LEP, specialist; and Patricia Ornelas, Sharon Y. Williams, Marcella Lightfoot, Kathryn Baldwin, Trenekia Gilmore, Alicia Garcia, and Thomas Russell, all school psychologists, Los Angeles Unified School District.

Strands D & E · Skill level II

PaPeR PResentations

P-13 10:30 a.m. – 11:20 a.m.Change Your Focus: Solution-Focused Brief Therapy in the Classroom

This paper presentation will offer ideas for integrating Solution-Focused Brief Therapy techniques into in the classroom routine, and explore ideas for introducing Solution-Focused classroom interventions to teachers through faculty in-service. The Solution-Focused techniques of strength-based language, finding exceptions, the use of scaling and the Miracle question will be highlighted. It is anticipated that participants will have a better idea on how to apply Solution-Focused strategies as a classroom intervention and will be prepared to present the information to school faculty.

Marianne Dubitsky, Gabby Macias, & Cynthia Quintero, students, California State University, Sacramento.


P-16 10:30- 11:20 a.m.The Manifestations, Symptoms, and Recommendations for Students with PTSD

After thoroughly understanding the clinically defined criteria for individuals with PTSD, this presentation offers guidance designed to assist school psychologist in better understanding childhood PTSDs manifestations, symptoms, academic/classroom consequences, and finally psycho-educational interventions. It will emphasize the basic criteria for understanding school-aged children with PTSD. The presentation will conclude with discussion of psycho-educational supports that can be offered to these students. Renee Rodriguez, graduate student, and Stephen E. Brock, PhD, NCSP, associate professor, school psychology training program, California State University, Sacramento.


Friday, March 13


Friday, March 13


state professional organizations, a teacher, and mental health coordinator. She has spent the past 17 years serving as an educator and school psychologist in Los Angeles Unified School District. This extensive urban experience has given her a strong understanding of urban education and cultural diversity. Ms. Toleson is a doctoral student at Chapman University.

Strand B · Topic 2 · Skill level II · LCSW/MFT MCEP approval pending · NCSP CPD

W-10 2:00 p.m.-5:00 p.m. Diagnosing Autism, Related PDDs, Pediatric Bipolar Disorder, and ADHD with the BASC-2. Cecil R. Reynolds Autism and related pervasive developmental disorders have been diagnosed with increasing frequency over the last decade. Many attribute this to more accurate diagnosis and reporting, while others consider this increase to be associated with trends toward labeling normal behavior as pathological. During this same time, pediatric bipolar disorder and ADHD have also seen notable increases in frequency of diagnosis. This workshop will focus on diagnostic guidelines as well as actuarial determination of autism and related PDDs, differential diagnosis of pediatric bipolar disorder and ADHD, and major depressive disorder using BASC-2 actuarial profiles. Applications of the BASC-2 and its existing software for evaluating response to intervention for behavioral programming will be demonstrated. After completing this workshop, attendees will:Understand the key role of history taking an accurate diagnosis; understand the principal scales on the BASC-2 that are associated with autism spectrum disorders, pediatric bipolar disorder, ADHD, and childhood depression; recognize characteristic BASC-2 profiles for the above named disorders; be able to apply the BASC-2 to monitor in the effectiveness of intervention programs and RTI and related contexts; understand the purposes and applications of the Parenting Relationship Questionnaire and its appropriate interpretations.

Cecil R. Reynolds, PhD, is the author of more than 300 scholarly publications and author or editor of 50 books including Handbook of School Psychology, the Encyclopedia of Special Education, and the Handbook of Clinical Child Neuropsychology. He is also the author of several widely used tests of personality and behavior including the BASC-2 and the RCMAS-2. He is currently a professor of Educational Psychology, Professor of Neuroscience, and Distinguished Research Scholar at Texas A & M University.

Strand D · Topic 1 · Skill level II · LCSW/MFTMCEP approval pending · NCSP CPD

W-14 2:00 p.m.-5:00 p.m. Improving Behavioral and Communication Functioning in Children with Severe Disabilities who are Pre-symbolic Communicators: Matching Intervention to Developmental Level

Scott GutentagDan McClowry

Many children with severe disabilities are pre-symbolic learners (e.g., functioning below 18 months). As such, they require specific supports to enhance the efficiency and effectiveness of their communicative attempts. Similarly, when these children present with behavior disorders, interventions must reflect their unique developmental profile. A common occurrence in IEPs is the lack of agreement between developmental level and proposed goals resulting in ineffective communication interventions and behavior plans. Data will be presented to illustrate both the match and mismatch between developmental functioning and interventions; thus, helping to determine why some students respond to interventions and others do not. At the conclusion of the workshop, participants will: be familiar with a specific developmental framework to describe the problem-solving and communicative abilities of the presymbolic learner; draw developmentally appropriate implications from assessment profiles; relate evidence-based interventions to specific levels of presymbolic development; enhance consultation skills by translating the meaning behind a child’s developmental functioning into meaningful and functional interventions that teachers can practically implement; and, be aware of various methods of data collection to evaluate progress.

Scott Gutentag, PhD, a school psychologist and Licensed Educational Psychologist, has worked in various settings for individuals with severe disorders including schools, Nisonger Center for individuals with developmental disabilities at Ohio State University, Columbus Children’s Hospital, and Clinical Center for the Study of Development and Learning at the University of North Carolina. Dan McClowry, PhD, known as “Dr. Dan,” is a speech-language pathologist, developed coursework in augmentative communication, infant communication and cerebral palsy at the University of South Florida. His private practice of nine years focused on communication interventions for children with severe disabilities. Both work for the California Department of Education’s Diagnostic Center, Southern California.

Strand C · Topic 3 · Skill level II · LCSW/MFT MCEP approval pending · NCSP CPD

R-07 10:30 p.m— 12:00 p.m.Perceptions Regarding School Psychologists among Parents of Students Diagnosed with Autism

This poster presentation will provide results of a study that investigated parental perceptions of school psychologist’s services. It is expected that participants will gain an understanding of parental opinions of assessments, effectiveness of behavior plans and usefulness of services.

Melissa Munoz and Wani Bhatti, students, California State University, Sacramento.


R-08 10:30 p.m— 12:00 p.m.Functions of the Assessment Services Department of California School for the Deaf, Riverside

Assessment services by the California School for the Deaf, Riverside, will be reviewed.

Makisha A. Lawrence, Psy.D., psychologist, Assessment Services, California School for the Deaf; Brett nelson, PhD, director of School Psychology, California State University, San Bernardino.

Strand E · Topic 2 · Skill level I

R-09 10:30 p.m— 12:00 p.m.Factors Influencing Parental Involvement in Schools

This presentation will provide school pscychologists and other educational professionals with information regarding what can be done to increase parent participation in schools, with an emphasis on low SES Latino and Asian parents.

Luis Madrigal and Rondy Yu, graduate students, California State University, Sacramento.

Strand E · Topic 2 & 4 · Skill level 1

afteRnoon

sPeCial session: fRee woRkshoP

S-01 2:00 p.m.-5:00 p.m. The Power of Groups: Solution-Focused Counseling in the Schools

Leslie Cooley

This workshop addresses how to plan and lead successful school counseling groups from a solution-focused (SF) approach. The purpose of this presentation is to give the practitioner whose training was “thin” an opportunity to learn how to be more

effective with school counseling groups. A model for a series of solution-focused meetings will be outlined. Case examples will be woven into the discussion with opportunities for participants to make clinical decisions. Participants will leave the workshop with: a clear idea of the reasons to do group counseling, knowledge about a solution-focused approach to groups, skills at adapting group activities to make them consistent with a solution-focused approach, more confidence in the ability to provide this important service.

Leslie Cooley, PhD, is a professor in school psychology at California State University Sacramento and a licensed clinical psychologist. Dr. Cooley worked as a school psychologist for 20 years before becoming a school psychology trainer. She has been an advocate for the group counseling in the schools, lead groups at all levels K-12, and currently teaches group process.

Strand D · Skill Level III.

Paid half-daY woRkshoPs

W-05 2:00 p.m.-5:00 p.m. Methods for Assessing Response to Intervention

R.T. Busse Kelly GraydonChristine Toleson

The goals and objectives of this workshop are a) to provide an update on methods for assessing single-case and small group treatment outcomes and b) to provide a multi-method framework and tools for assessing and monitoring treatment outcomes that can be used in research and practice applications. The primary focus of the workshop will be on providing participants with conceptual bases and applications of specific treatment outcome assessment methods. Participants will learn how to derive, use, and interpret a variety of outcome assessment methods for standardized measures and for observational data. Participants will be provided with materials that describe and provide easy-to-use methods to derive these treatment outcome tools and to use them for evaluating treatment effectiveness. An interactive integrated example will be presented that will allow participants to practice the skills covered in the workshop, and that will allow for ongoing audience participation.

R.T. Busse, PhD, is an associate professor in the Counseling and School Psychology Program at Chapman University. Dr. Busse achieved the doctorate from the School Psychology Program at the University of Wisconsin-Madison. Dr. Busse has written and presented about single-case outcomes for over 13 years, and was a consultant for the Milwaukee Public Schools RTI problem-solving initiative. Kelly Graydon, PhD, is an assistant professor in the Counseling and School Psychology Program at Chapman University. Dr. Graydon is recent graduate from the doctoral program in Counseling, Clinical, and School Psychology at the University of California, Santa Barbara. Dr. Graydon has experience in applying and teaching RTI methodology and single-case outcome evaluation to school psychology fieldwork students. Christine Toleson’s professional experiences are varied and span a wide range to include serving as a school psychologist, serving on the executive boards of local and

Friday, March 13


Friday, March 13


W-29 2:00 p.m.-5:00 p.m. Th e New Face of Autism: Reconceptualizing the Symptoms and Impairments in Autism Spectrum Disorders

Sam Goldstein

This talk will be based on a recent epidemiologic sample of over 5,000 children examining the occurrence of autistic symptoms in the general population as well as focusing upon the symptomatic and behavioral differences between children with autism, the general population and other disorders. Dr. Goldstein will focus on the empirical analysis of these data demonstrating that the symptomatic problems of autism are not suffi ciently inclusive in the current diagnostic criteria. Implications for this shift in the symptomatic profi le for Autism Spectrum Disorders will be discussed.

Sam Goldstein, Ph.D. is an assistant clinical instructor at the University of the Utah School of Medicine, affi liate 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 40 book chapters and peer reviewed research articles. He currently serves as editor in chief of the Journal of Attention Disorders and sits on the editorial boards of six peer reviewed journals. 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. Naglieri he is co-editing the Encyclopedia of Child Development (Springer Publishers). Additionally, he and Dr. Naglieri are developing fi ve new assessment measures evaluating autism, impairment, executive functioning, resilience and learning disabilities. The fi rst 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

Dr. Goldstein’s keynote address, Is Resilience an Evidence-Based Concept: Thoughts From the Latest Bandwagon, will be presented during the Friday General Session, which begins at 8:30 a.m.

Dr. Goldstein is sponsored by MHS.

Panel disCussions

N-14 2:00 p.m.-3:30 p.m. Using Your Research to Assist Researchers

As a school psychologist, you collect data. Researchers can use this data to revise and update test kits. Learn how to assist researchers with online administration and scoring during this panel discussion.

Clinton Agius, Multi-Health Systems (MHS) marketing manager; Monet Templeton, school psychologist, LEP, ABSNP; and Josie Woodson, Psy.D., PPS and MHS educational consultant.

N-07 3:30 p.m.-5:00 p.m. Providing Culturally Competent Services: Using Interpreters in Schools

Erin Dowdy Leslie Padilla-WilliamsCarlos Guerrero

As there is continuing disparity between student diversity and the diversity of school psychologists, one aspect of providing culturally competent services will be working with interpreters. A monolingual school psychologist, a bilingual school psychologist, and an executive director of a company that trains interpreters will discuss ways to provide culturally competent services when working with culturally and linguistically diverse families. Participants will learn how to effectively collaborate and work with interpreters and prepare for ethical, legal, and clinical challenges that might arise when working with interpreters. Recommendations will be provided to assist with bridging the gap between recommended guidelines and practice.

Erin Dowdy, PhD, is an assistant professor in Counseling, Clinical, and School Psychology at the University of California, Santa Barbara; Leslie Padilla-Williams, is the executive director of Hola! Language Services; and Carlos Guerrero is a bilingual school psychologist with the Los Angeles Unifi ed School District.

Strand E · Topic 2 Skill level III · CATS-EL

PaPeR PResentations

P-12 2:00 p.m.-2:50 p.m. Identifying the De-motivating Factors in Academic Achievement

There are numerous factors that decrease or kill student achievement motivation: De-motivators. Such factors are often overlooked during student evaluations and in determining appropriate behavioral and academic interventions. These de-motivators, however, can be signifi cant enough to hinder an otherwise successful student. This presentation will highlight four specifi c factors that often result in lowering student motivation and achievement, and possible interventions that school psychologist could suggest that counteract these de-motivators.

W-15 2:00 p.m.-5:00 p.m. A Bilingual (English & Spanish) Psychoeducational Assessment Model Grounded in Cattell-Horn Caroll (CHC) Th eory: A Data Based Decision Making Approach to Conducting Comprehensive Bilingual Tier Th ree Assessments

Pedro OlveraLino Gomez-Cerrillo The Individual with Disabilities Education Act mandates nondiscriminatory assessment for children that 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 classifi ed as ELL. This workshop will present a Tier III bilingual assessment model 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.

Pedro Olvera, Psy.D.,L.E.P., is the Interim Director of the School Psychology program at Azusa Pacifi c University (APU). He teaches coursework in the area of bilingual assessment. Before joining APU, he was a bilingual school psychologist for the Santa Ana Unifi ed 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 is developing a district assessment model for English learners, and consults with district administrators and school psychologists on assessing culturally and linguistically diverse students. He is a doctoral student at USC.

Strand E · Topic 2 · Skill level II · LCSW/MFT · CATS – EL

W-21 2:00 p.m.-5:00 p.m. Defusing Anger and Aggression

Sylvia L. Martinez

Student anger and aggression are major problems facing schools today. For our schools to be safe places for learning, we need effective, non-confrontational strategies for managing student aggression. School psychologists play an important role in supporting schools in this area. Vignettes from the video series Defusing Anger and Aggression and other video clips will be used to demonstrate how a variety of problem behaviors can be safely defused. Participants will discuss the implementation of positive behavior support and the role of adults in creating supportive and motivating learning environments. They will analyze student/adult interactions and describe effective defusing strategies. Participants will also

develop a sample crisis plan for students who may be aggressive, and be provided with information and resources to share with their school communities about defusing anger and aggression.

Sylvia Martínez, NCSP, BCBA, is a District Behavior Specialist with the Los Angeles Unifi ed School District. She provides assessment, training, and consultation in all areas of behavior. She provides training in FBA, BICM, ProACT, SWIS, CHAMPs, BEST Behavior, and other topics. She has more than 10 years of teaching experience as well as experience as a bilingual school psychologist and behavior specialist.

Strand D · Topic 4 · Skill level I · LCSW/MFT · CATS – Behavior


Friday, March 14 · Noon$30 per person

CASP’s Past Presidents Present

THE BEST IN SCHOOL PSYCHOLOGY

CASP AWARDS LUNCHEON

Presenting the CASP Award winners:

Sandra Goff Memorial Award

Nadine M. Lambert Outstanding School Psychologists Awards

California School Psychology Foundation Cultural and Linguistic Diversity

Scholarships

California School Psychology Foundation Paul Henkin Convention Awards

CASP nominations for the National Association of School Psychologists Awards

CASP’s Past Presidents Present

Friday, March 13


Saturday Overview


General Session W-01 Translating Assessment to Intervention with the Battelle 8:30 a.m. – 11:30 a.m. 31W-02 A Systematic Approach to … Behavior Support Planning 8:30 a.m. – 11:30 a.m. 31W-07 A School Psychologist’s Beginners Guide to Program Evaluation 8:30 a.m. – 11:30 a.m. 32W-09 Culturally Sensitive Classroom Management and Behavior 8:30 a.m. – 11:30 a.m. 32 Support in Secondary SchoolsW-11 Targeting the I in RTI: 8:30 a.m. – 11:30 a.m. 32W-22 Asperger’s – Diagnosis to Service 8:30 a.m. – 11:30 a.m. 33W-26 Prevention, Intervention and RtI: How to Create Success Stories at Your School Site 8:30 a.m. – 11:30 a.m. 33

Panel DiscussionsN-09 Identity and Indigeneity: 8:30 a.m. – 10:00 a.m. 34N-13 Smarter, Not Harder: Improving quality of work through effective technology 8:30 a.m. – 10:00 a.m. 34

Paper PresentationsP-23 Examining the Relationship between School Connectedness and Student Well-being 8:30 a.m. – 9:20 a.m. 34P-24 Differentiated Instruction for the Gifted Student in the General Education Classroom 8:30 a.m. – 9:20 a.m. 34P-29 School Suicide Postvention: Suggested Procedures 8:30 a.m. – 9:20 a.m. 34 During the Aftermath of a Student Suicide.P-25 The T.I.G.E.R. Program: A Practitioner Implemented Tier II Reading Program 9:30 a.m. – 10:20 a.m. 35P-26 RtI Implementation: Planning, Getting Started, and Results 9:30 a.m. – 10:20 a.m. 35P-37 Follow-up of a First 5 Preschool-to-Kindergarten Bridging Initiative 9:30 a.m. – 10:20 a.m. 35

P-08 Identifying Students for Response to Intervention Programs: 10:30 a.m. – 11:20 a.m. 35P-28 Advances in Cross-Cultural Consultation: Using Worldview as a Transformative Lens 10:30 a.m. – 11:20 a.m. 35P-27 Neuropsychological Assessment and Intervention: 10:30 a.m. – 11:20 a.m. 36P-32 Effective Counseling Services for Lesbian, Gay, and Bisexual Adolescents 10:30 a.m. – 11:20 a.m. 36

Paid half-daY woRkshoPs

W-01 8:30 a.m. – 11:30 a.m.Translating Assessment to Intervention with the Battelle Developmental Inventory, 2nd Edition

Margaret L. Yebra

The Battelle Developmental Inventory – 2nd Edition (BDI-2) is a popular tool that is frequently used in determining Early Childhood Outcomes as well as eligibility for special education services. However, administration of this instrument can provide much more information than estimates of current level of functioning. This workshop will focus on alternative uses of the BDI-2. Emphasis will be placed on the translation of performance on the BDI-2 into learning activities in the classroom (curriculum-based) as well as goals and objectives (criterion-referenced) for the individual child. The utilization of Change Sensitive Scores as a measure of progress and development will also be discussed. Participants will gain a greater understanding of the versatility of the BDI-2 as a component of data-driven instruction, and its uses with developmentally delayed and other special needs populations.

Margaret Yebra, PhD, is a clinical measurement consultant for Riverside Publishing. She is a certifi ed school psychologist in the state of Georgia, and has extensive experience working with young children. Dr. Yebra received her Doctor of Philosophy degree at Georgia State University, where she was awarded the

Outstanding Doctoral Dissertation Award. She resides in Atlanta, Georgia, where she remains active in the Georgia public school system through contract testing and consultation services.

Strand B · Topic 1 · Skill level II · LCSW/MFT

W-02 8:30 a.m. – 11:30 a.m.A Systematic Approach to the Development, Implementation, and Maintenance of Behavior Support Planning

Cynthia D. Vargas

The focus of the workshop will be on the necessary information regarding behavior intervention plans, 2007-2008 case law, and legislation from the current and most recent legislative cycle dealing with special education. This presentation will address the need for positive interventions and appropriate maintenance and revision of BSP/BIPs. In addition, in an effort to ensure compliance with the Title 5 Regulations, the presentation will address the needs and requirements of a proper functional analysis assessment, use of an appropriate behavior intervention case manager, and requirements related to modifi cations of the plan.

Cynthia Vargas is an associate attorney in the Cerritos and Riverside offi ces of Atkinson, Andelson, Loya, Ruud & Romo. Ms. Vargas represents California school districts in special education

Susana E. Sanchez, Sheryman A. Copan, graduate students; Brian P. Leung, PhD, professor, Loyola Marymount University, Los Angeles.

Strand B · Topic 4 · Skill level I

P-17 3:00 p.m.-3:50 p.m. Positive Psychology Take 2: Th e Role of Psychological Well-Being in Adolescent Mental Health Assessment

When it comes to assessing the mental “health” of students, assessments focusing on mental “illness” continue to be the instruments of choice. To address this issue, we discuss: (a) recent information on how to assess the well-being of adolescents; (b) current evidence about the relations among well-being and psychological problems; and (c) the results of a research project that is examining the relations among well-being measures, other positive psychology assessments (e.g., hope), and scales that assess more traditional psychological adjustment problems. Participants will increase their understanding of how to assess subjective well-being and the importance of including subjective well-being measures in social-emotional assessment and service plans.

Michael Furlong, PhD, professor, Katie Eklund, and Camille Jones, school psychology doctoral candidates, University of California at Santa Barbara.

Strand D · Topic 1 · Skill level I & II

P-19 4:00 p.m.-4:50 p.m. Intervention Outcomes for Students with Emotional Disturbance and Behavior Problems

This paper will describe research-based effective intervention outcomes for children and adolescents with emotional disturbance and severe behavior problems to assist school personnel. Instead of advocating for one particular intervention, outcome studies will be shared and divided into three categories: (1) academic interventions (e.g. child, teacher, and peer mediated interventions), (2) mental health interventions (e.g. individual and group counseling), (3) behavioral interventions (e.g. PBI’s, token economies, modeling, physical restraint and seclusion).

John Michael Gomez & natalie Cyhanenko, graduate students, California State University, Sacramento.


For the ChildrenCASP Presents:

A fund-raising event benefi ting the For the Children Political Action Committee

Live and Silent Auctions

Beer Tasting

Wine Tasting

Special items for CASP’s 60th convention

Mexican Riviera Cruise · Caribbean Cruise

Assorted Entertainment & Recreational activities

Test kits · Gift baskets & prizes galore!

Proceeds from the auction go to the For the Children

Political Action Committee fund. Th is fund is used to

pursue legislation and support legislators statewide who

support the profession of school psychology. Support

school psychology and raise a toast!

Auction items needed: Do you have tickets to a

popular concert or to a major sports event? Do you

have a timeshare you may not be able to use next year?

Have connections in the computer or other industry

to someone who can make a major donation to the

CASP PAC? CASP is looking for spectacular items

for its live auction! Let us know if you have something

that would bring in funds for the PAC by emailing us

at [email protected], or contacting the

CASP offi ce at 916/444-1595.

Friday, March 13, 2009 · 6 p.m. · $25 per person

Thank you!

New!

Saturday, March 14


Saturday, March 14


Cecil R. Reynolds, PhD, is the author of more than 300 scholarly publications and author or editor of 50 books including Handbook of School Psychology, the Encyclopedia of Special Education, and the Handbook of Clinical Child Neuropsychology. He is also the author of several widely used tests of personality and behavior including the BASC-2 and the RCMAS-2. He is currently a Professor of Educational Psychology, Professor of Neuroscience, and Distinguished Research Scholar at Texas A & M University.

Strand B · Topic 1 · Skill level I · LCSW/MFT MCEP approval pending

W-22 8:30 a.m. – 11:30 a.m.Asperger’s – Diagnosis to Service

Wendela Whitcomb MarshDiane Cords Hagood

Autism is the fastest growing disabling condition in our schools today. Students with Asperger’s Syndrome, a form of High Functioning Autism, are being served in general education settings in greater numbers every year. In this workshop, attendees will be given the tools they need to recognize characteristics and symptoms of Asperger’s Syndrome (AS), and to evaluate and make an appropriate educational diagnosis. Specifi c tests are shared, and strategies for interpreting data from commonly used psychological measures. Recommendations for school-based services appropriate for students with AS will be shared, as well as curricula for social skills training. The need for school-wide bullying prevention programs, especially for vulnerable students with AS, will be presented with guidelines and strategies for implementation. Suggestions for hosting parent / family support groups for those living with AS will also be shared.

Wendela Marsh, M.A., is a school psychologist specializing in Autism Assessment and Asperger’s Support in Merced County. She teaches school psychology graduate courses at Fresno Pacifi c University and National University. Marsh facilitates three support groups for families living with Asperger’s Syndrome, and volunteers with NPO A.S.H. – Asperger’s Supported Housing. Diane Cords, M.A., is Director of Special Services and school psychologist for Yosemite Union School District. She has developed and implemented social skills support services for students with Asperger’s Syndrome. In addition, she has provided support, education and resources for families and staff members of these special students.

Strand D & C · Topics 6 & 3 (D) and 5 (C)· Skill level I · LCSW/MFT

W-26 8:30 a.m. – 11:30 a.m.Prevention, Intervention and RtI: How to Create Success Stories at Your School Site

Alnita Rettig Dunn Douglas Miller Denise Perez Jill Roper Gloria White

Participants will achieve skills needed to become intervention specialists at the school site. Utilizing video clips, electronic slides, progress monitoring forms, student portfolio examples and other handouts, participants will acquire competency in (a) procedures for establishing literacy interventions at a school site, (b) procedures for establishing math interventions at a school site, (c) conducting progress monitoring and analyzing data (d) understanding how state content standards intersect with assessment, prevention and intervention, and (d) and recognizing and analyzing school and district indicators that can support prevention and intervention.

Alnita Rettig Dunn, PhD, is formerly a school psychologist, fi eld coordinator, and current Director of Psychological Services in the Los Angeles Unifi ed School District. Enhancing a psychological services delivery model that includes intentional engagement in student learning is the 2008-09 goal of the department of almost 600 school psychologists. Douglas Miller is an 8-year veteran in school psychology with the LAUSD, and has spearheaded intervention programs in elementary schools for the past four years. Currently in a large urban inner city school, is Project Director of a Behavior Screener Validation grant, and is an Intervention Consultant in the Psychological Services Department. Denise Perez is a bilingual native Spanish speaker, trained Behavior Intervention Case Manager, and an Intervention Consultant in the LAUSD Psychological Services Department. She is school psychologist for a diverse population of students in an inner city elementary school in the LAUSD. Jill Roper, PhD., NCSP, is a school psychologist with LAISD. Gloria White is currently a Psychological Services Intervention Consultant, is formerly a school psychologist, coordinator of psychological services and assistant principal at an elementary school. As fi eld services coordinator and as a school site administrator she was instrumental in piloting Tier 2 intervention programs in which school psychologists took leadership roles.

Strand B · Topic 2 · Skill level II· LCSW/MFT

CASP Convention 2009 Committee

Roger McCoy, Chair

School Psychologist Committee members: Juawana Bowman, Richard Kleindienst, Terry Foster, Sandra Gomez, Patricia Parker, Lori Pendergraft, John Liderbach-Vega, Kris Satnan, Deanne Johnson, Christie Erwin, Jerry Turner, Glenn Schumacher, Robin Moore, Melissa Parker, Joyce Kim, Brenda Mathews, Amy Ramos, Diane Hansen, Jackie Markley.

Student members: Kristen Gomez, Ryan McGill, Jim Porter, Jason Checca, Desiree Castellon

and student discipline related matters. Prior to attending law school, she spent two years as a special education teacher.

Strand A · Topic 2 · Skill level II · LCSW/MFT

W-07 8:30 a.m. – 11:30 a.m.A School Psychologist’s Beginners Guide to Program Evaluation

Brian Chichester

Program and outcome evaluation are underutilized tools in the skill toolbox of many school psychologists. Some feel uneasy with the lack of training they received in program development and evaluation. Others fi nd that years of focusing on individual assessment has dampened their systems-based evaluation skills. Program evaluation, however, is a skill that greatly distinguishes school psychologists in the face of growing educational reform. This workshop acquaints practitioners with the foundations of program evaluation in educational settings. It outlines the history, principles and purposes of evaluation, and provides an overview of easy to understand methods for conducting evaluations. Participants will: Enhance their knowledge and understanding of the program/outcome evaluation process in general, and in educational settings, in particular; understand the role of school psychologists and the future implications of program evaluation skills in school settings; demonstrate awareness of basic evaluation methodologies; demonstrate awareness of basic evaluation analyses; identify opportunities to apply workshop skills and knowledge in one’s current job setting.

Brian Chichester, Psy.D., M.P.H., is a practicing school psychologist and a licensed clinical psychologist in private practice. He has worked at all schools levels serving the needs of both special and general education students. He has conducted program design and evaluation for school districts and private agencies through his consulting work. Dr. Chichester is a prior recipient of CASP’s Scientist-Practitioner Research Grant Award.

Strands A & D · Topics 7 & 6 A, 1 D · Skill level 1 LCSW/MFT · MCEP approval pending

W-09 8:30 a.m. – 11:30 a.m.Culturally Sensitive Classroom Management and Behavior Support in Secondary Schools

Emily S. FisherGenevieve M. Th omas

Culturally sensitive classroom management and behavior support help improve classroom climate and engage students in learning. This workshop will provide school psychologists with the knowledge and skills to consult and collaborate more effectively with secondary teachers in these areas. Participants will learn approaches to creating culturally and developmentally

responsive classroom structures, curriculum, and instruction, methods of increasing motivation and engagement, and strategies to promote pro-social, appropriate behavior. This workshop will use direct instruction, small group activities, and case studies to help participants integrate information, and particular attention will be paid to the needs of individuals in multicultural school settings.

Emily S. Fisher, PhD, is the assistant director of the School Psychology Program at Loyola Marymount University. Her research interests focus on supporting students at risk for academic and social/emotional problems, training teachers in classroom management and behavior support, and working with teachers to promote inclusion. Genevieve M. Thomas, M.A., is an intern in the School Psychology Program at Loyola Marymount University. She has worked in a diverse public high school in South Los Angeles. She is interested in developing programming to support secondary students’ academic and emotional needs.

Strand E · Topic 2 · Skill Level II · LCSW/MFT · MCEP approval pending· NCSP CPD· CATS Behavior· CATS EL

W-11 8:30 a.m. – 11:30 a.m.Targeting the I in RTI: Preventing School Failure Th rough Assessment and Remediation of Defi cits in Study and Learning Strategies, Listening Skills, Reading Comprehension Strategies, and Related Academic Skills

Cecil R. Reynolds Research over the past 30 or more years in educational, school, and related areas of psychology has demonstrated repeatedly that students who engage in strategic learning and test-taking perform at higher levels academically than those who do not. Academic achievement levels can be improved signifi cantly by improving the study skills, learning, reading comprehension, test-taking, and related strategies of learners at all ages and is effective with both regular and special education students. Yet, there are few measures of such skills and strategies. This workshop describes the development, application, and interpretation of the School Motivation and Learning Strategies Inventory (SMALSI), a scale developed and normed for use with students from 8 years of age through 18 years. At the conclusion of this workshop, participants will: Understand the development, standardization, and psychometric characteristics of the SMALSI; be able to administer and score the SMALSI accurately; understand the interpretation of the SMALSI and its application to the identifi cation of defi ciencies or problems in each of the areas assessed; understand applications of the SMALSI to Tier 1 RTI methods; understand the relationship between each of the SMALSI constructs and academic performance; be able to defi ne the constructs represented and assessed by the SMALSI; be able to develop and apply remedial methods to enhance student’s skills in defi cient/problem areas; be able to locate additional resources and teaching materials to address skill development in each SMALSI area to enhance the individualization and effectiveness of instruction in each area; determine the need for additional assessment or referral related to issues associated with high levels of test anxiety.

Saturday, March 14


Saturday, March 14Ellie Martinez, is a school psychologist with the Western Placer Unified School District in Lincoln. Stephen E. Brock, PhD, NCSP, is an associate professor at California State University, Sacramento.


P-25 9:30 a.m. – 10:20 a.m.The T.I.G.E.R. Program: A Practitioner Implemented Tier II Reading Program

It is the purpose of this paper to demonstrate a successful Tier II intervention, spearheaded by a school-based school psychologist. T.I.G.E.R., an acronym for Taft Intensive General Education Reading program, involved 21 students. After 10 weeks of instruction, 57% of the students exited the reading program. Elements of T.I.G.E.R. will be presented as will two case studies highlighting individual progress in the program.

Jeanie Morgan, M.A., school psychologist, Santa Ana Unified School District; R. Brett nelson, PhD., professor, School Psychology Program, California State University, San Bernardino; Dudley Wiest, PhD, professor, School Psychology Program, California State University, San Bernardino; Leesa Huang, PhD, assistant professor, School Psychology Program, California State University, Chico.


P-26 9:30 a.m. – 10:20 a.m.RtI Implementation: Planning, Getting Started, and Results

The purpose of this paper is to present an overview of one large suburban school district’s implementation of Response to Intervention (RtI). The presentation will cover the first 1 _ years of implementation: district planning, professional development and pilot school implementation. Focus will be on lessons learned during the pilot year of implementation; factors leading to successful implementation, strategies to overcome obstacles, and the role shift for school psychologists. This session is beneficial as participants will leave with planning strategies to assist in implementing RtI in their own districts.

Krista Barton, PhD, and Danielle Linklater, PhD, school psychologists, Chino Valley Unified School District.


P-37 9:30 a.m. – 10:20 a.m.Ready and Responsive: A Three-Year Follow-up of a First 5 Preschool-to-Kindergarten Bridging Initiative

This presentation introduces the Kindergarten Student Entrance Profile (KSEP), a school readiness screening measure devised by a school district (with a majority of students who receive the

CELDT scores of 1-2) as part of a preschool-to-kindergarten bridging program. In addition to examining KSEP’s psychometric proprieties we will show the relationship between teacher ratings made at entrance to kindergarten and academic performance (reading and math achievement) through grade 2. We identify factors at school entry associated with diminished academic performance and discuss how a school district can link school entry screening results to academic indicators as a way to begin continuous progress monitoring.

Michael T. Furlong, PhD, Professor and Department Chair of Counseling, Clinical, and School Psychology Department, Elena Lilles, M. Ed., graduate student, University of California at Santa Barbara.

Strand B Topic 2 Skill Level I

P-08 10:30 a.m. – 11:20 a.m.Identifying Students for Response to Intervention Programs: The Implications of Using Reading Fluency Measures on English Language Learners and “Word-Callers”

Reading fluency measures are a common, quick, and relatively easy assessment of a student’s reading abilities, but the question remains, are they the best way to identify the students in the “gap” or the “word-callers.” Assessment data from three case studies will be used to explore alternative ways of thinking about progress monitoring, reading fluency, and other reading measures in the context of one school’s Response to Intervention (RTI) program.

Kristen Sullivan and Renee Singh, graduate students; Mathew Quirk, PhD, assistant professor, and Michael Furlong, PhD, professor and chair of the Counseling, Clinical, and School Psychology Department, University of California, Santa Barbara

Strand B · Topic 4 · Skill level I · CATS-EL

P-28 10:30 a.m. – 11:20 a.m.Advances in Cross-Cultural Consultation: Using Worldview as a Transformative Lens

The paper reports the training method used and outcomes derived for developing cross-cultural competence among consultants working in diverse schools. Four consultants representing different ethnicities, worldviews, communication styles, and levels of acculturation will present first-person reports of outcomes. We will discuss (a) how worldview, culture, and communication styles affect consultation processes, (b) methods to develop shared understandings across diverse perspectives, and (c) the outcomes of this training for consultants, consultees, and clients.

Colette L. Ingraham, Ph.D., NCSP, San Diego State University; Lorena Ortega, Ed.S., Central School District; An Pham Medina, Ed.S., San Diego Unified School District; Maiko Ikeda, Ed.S., Sweetwater Union High School District; and Felicia Fis, M.A., San Diego State University.

Strand E · Topic 2 · Skill level II & III


Panel disCussions

N-09 8:30 a.m. – 10:00 a.m.Identity and Indigeneity: What School Psychologists Need to Know About California’s Diverse Indigenous Youth

Carol Robinson-Zañartu Ruben SanchezNoe Alvarado Jacob PriceJanice Tso Shawn DeschenieDwayne Manus

The purpose of this panel is to provide school psychologists with a first-hand experience and opportunity for conversation regarding key issues faced by California’s often “invisible” Native American and Mexican indigenous youth. Told through the resilient eyes of indigenous scholars working with these youth, panelists will discuss colonization, decolonization, and identity, and their effects on achievement, motivation, learning, parenting, and home-school relationships. Participants will expand their understanding of issues faced by indigenous learners; learn how to frame questions to identify key issues; and be introduced to interventions used to support resilience and success for these youth.

Carol Robinson-Zañartu, PhD, professor & chair, Department of Counseling & School Psychology; and graduate student scholars Ruben Sanchez, noe Alvarado, Jacob Price, Janice Tso, Shawn Deschenie, Dwayne Manus, all of San Diego State University.

Strand E· Topic 2 · Skill level I & II · CATS-EL

N-13 10:00 a.m.- 12:00 p.m.

Smarter, Not Harder: Improving quality of work through effective technology use, despite increasing caseloads

The presentation will demonstrate the linking and integrating of high and low technology devices and software readily available to school psychologists to improve performance. Improving the quality and quantity of work lies in creative use of technology, and not in more and/or latest emerging technologies. Topics include effective use of: email; calendaring; scheduling; and PDFs for case file management. Combined, these techniques increase productivity and provide more time for analysis, reflection, and quality assessments.

Jerry L. Turner, PhD, lead school psychologist, Beaumont Unified School District; adjunct professor, Chapman University, Copper Mountain College, and College of the Desert.

Strand A · Topic 4 · Skill level I-III

PaPeR PResentations

P-23 8:30 a.m. – 9:20 a.m.Examining the Relationship between School Connectedness and Student Well-being

The purpose of this paper is to examine school connectedness as a predictor, moderator, and an outcome variable for at-risk youth. The construct of school connectedness and how it relates to student well-being across different multicultural groups using a large, ethically diverse set of statewide data will be explored.

Lindsey M. O’Brennan, graduate student; Lizbeth Chavez Lopez, graduate student; and Michael J. Furlong, PhD, professor and department chair of the Clinical, Counseling and School Psychology Program, all at University of California, Santa Barbara.

Strand D · Topic 1 · Skill level II · CATS-EL

P-24 8:30 a.m. – 9:20 a.m.Differentiated Instruction for the Gifted Student in the General Education Classroom

The purpose of this presentation is to identify ways in which a student who may or may not be eligible for GATE services, and whose needs exceed that which a general education curriculum can offer, may benefit from differentiated instruction. In addition to discussing how to identify students in need of differentiated instruction, the presenters will address the implementation of such lessons. From this presentation, participants will gain a better understanding of the needs of gifted students and the essential elements of differentiating instruction.

Amanda Handleson and Lauren Pape, graduate students, California State University, Sacramento

Strand B · Topic 1 · Skill level I

P-29 8:30 a.m. – 9:20 a.m.School Suicide Postvention: Suggested Procedures During the Aftermath of a Student Suicide.

Ellie MartinezStephen E. Brock

The purpose of this paper presentation is to discuss effective postvention procedures following a student suicide. This presentation will the discuss a specific suicide postvention protocol, which includes: assessing the suicide’s impact, identifying at-risk survivors, knowing what and how to share information about the death, understanding what intervention services need to be available, knowing how to deal with the media and memorials, and debriefing school staff. From this presentation, it is hoped that participants will develop a well-rounded perspective of best practice when dealing with a completed student suicide.

Saturday, March 14


eaRn a fRee woRkshoP!Students can ear a free workshop by volunteering their time. Student volunteers are needed to distribute handouts, check badges, monitor attendance and continuing education sign-in sheets and ensure that evaulation sheets are distributed at CASP Convention workshops. You’ll be able to meet workshop presenters and assist them during their presentations. It’s fun and can be very vaulable. Follow the instructions carefully and sign up today!

QualifY foR a fRee woRkshoP

• Be a CASP student member

• Complete the Convention Registration Form. Select workshops and events you wish to attend. You must register for at least one half-day workshop to qualify as a Student Volunteer.

• Pay the Convention Registration fee and the fee(s) for the workshop(s) and/or events you wish to attend.

• Complete the Student Volunteer form below. Indicate which workshops you have selected.

• Submit all payment and forms to CASP.

• After receiving your assignment from CASP, report to the Convention Volunteer Room one-half hour before your assigned workshop begins.

what CasP will do

• CASP will notify you by the week of February 23, 2009, regarding your assignment. We will do this by email. Please respond to this email so we know you are still interested.

• Provide a timesheet for you to document the hours you worked. This must be returned to, and signed by, the Volunteer Room Coordinator, who will give you a Starbucks or Jamba Juice gift card as a way of saying thank you.

• You will receive a refund of $60 (for a half-day) or $95 (for a full day) for the workshop for which you paid and monitored. Refunds will be mailed by May 1, 2008

student volunteeR infoRMationReturn the form below with your Convention Registration forms and payment. Please note that all communication will be done by email. Volunteer slots are assigned on a fi rst-come, fi rst-served basis.

student volunteeR foRM

i would like to monitor a three-hour workshop:

Thursday, March 12, 2009 2:00 p.m. — 5:00 p.m.Workshop Number: W-

Friday, March 13, 2009 2:00 p.m. — 5:00 p.m.Workshop Number: W-

Saturday, March 14, 2009 8:30 a.m. — 11:30 a.m.Workshop Number: W-

i would like to monitor a six-hour workshop:

Thursday, March 12, 2009 10:30 a.m. — 6:00 p.m.(with 1 1/2 hours for lunch)Workshop Number: W-

Friday, March 13, 2009 10:30 a.m. — 6:30 p.m.(with 2 hours for lunch)Workshop Number: W-


Address (Please use the address where you would like the reimbursement check sent)

City State Zip

Email Address (important!)

Phone (In case we are unsuccessful notifying you by email)

Volunteer assignments will be confi rmed via email by the week of February 23, 2009. If selected, you will receive and email that will include detailed Student Volunteer instructions. Thank you for your participation.


Student VolunteersP-27 10:30 a.m. – 11:20 a.m.Neuropsychological Assessment and Intervention: Crafting a place for cognitive assessment in the era of response to intervention

The purpose of this paper is to highlight how neuropsychological assessment can be used to help facilitate a comprehensive response to intervention program that truly links assessment to intervention. The paper will begin with a brief survey of recent neuropsychological fi ndings that are relevant to school psychologists. A research supported model of implementation will then be presented; followed by a survey of neuropsychological assessment content coverage that currently exists in various training programs statewide. Participants will benefi t from being exposed to a “third way” of linking assessment to intervention.

Ryan J. McGill, M.A., graduate student, La Sierra University, Riverside.


P-32 10:30 a.m. – 11:20 a.m.Eff ective Counseling Services for Lesbian, Gay, and Bisexual Adolescents

The purpose of this paper presentation is to emphasize the need to frame the social/emotional problems of lesbian, gay, and bisexual adolescents within the social milieu. The focus of the research is on effective counseling techniques to meet the special mental health needs for lesbian, gay, and bisexual (lgb) youth. Current trends in counseling competency and counselor training needed to provide relevant services are evaluated.

Christine Toleson, school psychologists, Los Angeles Unifi ed School District

Strand E · Topic 3


driving to Riverside for CasP Convention 2009?We want to make it worth your gas money!

Come to the CASP booth in the Exhibit Hall to enter our raffl e for $100 gasoline CaRds Simply come by the booth, fi ll out an evaluation form and a raffl e ticket.

Gas cards

courtesy of

the Riverside

Convention and

Visitors Bureau,

and CASP.

Two drawings per day!

36 CASP Convention 2009 CASP Convention 2009

Th e School Psychologists Educators Committee

will meet Th ursday, March 12

from 3:00 p.m. – 5:00 p.m.

All Trainers Welcomed

Convention Volunteers


Special Events and Activities

CultuRal and linguistiC diveRsitY netwoRking bReakfast

Announcing the Winner of the CALIFORNIA SCHOOL PSYCHOLOGY FOUNDATION’S CULTURAL &

LINGUISTIC DIVERSITY SCHOLARSHIPfRidaY, MaRCh 13, 2009 7 :00 a.M. $20.00

Guest Speaker: Carolyn Bennett Murray, PhD • Professor, University of California at RiversideNotes from the speakerOne of the most detrimental eff ects of inequities experienced by nonwhite ethnic minorities in America is academic underachievement. Specifi cally, I examine teacher expectancies with regard to student performance as a mediator of the teacher’s causal attributions and expressed sentiments (e.g., grades, praise, liking and other rewards) concerning that performance. My research found that when the teacher’s expectancies are violated, the teacher may maintain those initial expectancies by perceiving an agent or factors external to the student as responsible. � is error-prone process is especially debilitating for African-American students since the teacher’s expectancy for their academic performance tends to be low. � e major assumption of my most

recent research is that students who are expected to perform poorly by their teacher(s) will infer a dispositional inadequacy or inability in themselves from the labels and treatment received from the “signifi cant other” (the teacher). � e negative emotion associated with internal attributions for failure and external attributions for success creates anxiety which may lead to self-handicapping (lack of eff ort when faced with academic demands). Having developed this theoretical explanation of African-American underachievement, known as the Conditioned Failure Model, present eff orts are aimed at empirical research to test the model.

Come hear what dr. Murray has to say about schools and the success of minority students.

recent research is that students who are expected to perform poorly by their teacher(s) will infer a dispositional inadequacy or inability


honoR MentoRsDo you have a mentor in your past or present whom you would like to honor? CASP will honor mentors again at this year’s Convention. But we need you to tell us about your mentor.

The rules are simple: your mentor must be a CASP member, and you need to write why, in 150 words or less, this person is important in your life as a school psychologist. Deadline is February 23, 2009.

It’s easy to do, and everyone whose name is submitted to CASP, either via the form below or Email, will be published in CASP Today. Best of all, mentors attending the Convention will receive a special button, and will be recognized at the Thursday Morning General Session.

So don’t delay — tell us about your mentor today!

MentoR noMination foRM:

Name of your Mentor

Phone Number Email address

q Will your Mentor be attending the Thursday Morning General Session at CASP Convention 2009?

Name of your Mentor

Phone Number Email address

State in 150 words or less why you wish to recognize this person and how they have impacted your professional life.Forms and essays should be emailed to [email protected], mailed to CASP Mentors 1020 12th Street, Suite 200, Sacramento CA 95814, or faxed to 916.444.1597

give us a couple of hours and get a CasP gift!If you are a CASP member and will give us at least two hours at Convention 2009, we can use your time. Take a look at the volunteer opportunities, fi ll outhe form below and send it in with your registration materials. Make sure we have your Email address so we can reach you. Volunteer assignments will be confi rmed via Email the week of February 22, 2009.

geneRal sessions

Thursday, March 12, 2009 8:00 a.m. — 10:30 a.m.Friday, March 13, 2009 8:00 a.m. — 10:30 a.m.

CasP booth/eXhibit hall

Thursday, March 12, 2009 8:00 a.m. — 5:00 p.m.Friday, March 13, 2009 8:00 a.m. — 5:00 p.m.Saturday, March 14, 2009 8:00 a.m. — 12:00 p.m.

nasP PResident gene Cash invited addRess

Thursday, March 12, 2009 12:00 p.m.

volunteeR infoRMation

CultuRal & linguistiC diveRsitY netwoRking bReakfast

Friday, March 13, 2009 7:00 a.m. — 8:30 a.m.

CasP awaRds lunCheon

Friday, March 13, 2009 12:00 p.m.

PaC auCtion & wine/beeR tasting

Friday, March 13, 2009 3:00 p.m. — 10:00 p.m.


Email Address

Phone (In case we are unsuccessful notifying you by email)

For which events would you like to volunteer? (Note: Two-hour slots work best!)

1st Choice Time Available

2nd Choice Time Available

3rd Choice Time Available

Volunteer assignments will be confi rmed via email by February 22, 2009. Thank you for your participation.

All volunteers must be registered for Convention 2009. Please note that all communication will be by Email. To get your volunteer assignment, please complete and return this form with your Convention Registration Form:



CASP Regions and Affiliates


1020 12th Street Suite 200Sacramento, CA 95814

Phone: 916.444.1595Fax: 916.444.1597www.casponl ine.org

July 1, 2008 — June 30, 2009

students:

Before we can process your application we must have:• Student Body Card or• Current Class

Schedule & Professor/Advisor Signature

PeRsonal infoRMation:

First Name: Last Name:

Home Address:

City: State: Zip Code:

District: County Where You Work:

Work Phone: Home Phone: Email:

MeMbeRshiP CategoRies (please check one)

q Status Change (Check here if this is a membership category change)

q Regular Member - $142.00 Regular Members are persons who (1) are credentialed school psychologists employed in California, OR (2) are Licensed Educational Psychologists.

q Retired Member - $60.00 Retired Members are persons who are retired (age 65+) from active employment in the schools and are not emplyed in any capacity that would qualify for membership in any other category.

q Associate Member - $142.00 (please check one) q Credentialed School Psychologist employed in a state other than CA.

q Credentialed School Psychologist who is on leave of absence due to personal or professional reasons, such as pursuing an advanced degree.

q A member of an allied profession, intereseted in the activities of CASP.

q Student Member - $50.00 Student Members are persons who are enrolled in a full-time training program leading to their initial credential in school psychology. Applicants must submit BOTH a copy of their current student body card or class schedule and advisor signature. Please read above.

q 1st Year School Psychologist - $50.00 Members in this category are persons who are renewing CASP members that have graduated during the 2007-2008 membership year and are working. Applicants must submit an advisor/supervising signature.

I verify that the person named above is enrolled in or has graduated from a full-time training program leading to a credential in school psychology.

Advisor/Supervisor

Date

Institution

PaYMent oPtions I am interested in donating to the:

q “ CLD” Cultural and Linguistic Diversity Scholarship q Mini-Grants Program q “PAC” CASP Politcal Action CommitteeWould you like to join the CSP Foundation’s eScrip and Albertsons Community Partners Program? q Yes q no

If Yes, may we use the credit card below? q Yes q No

Payment in full Membership Fee $Payable to CASP Mini Grant Donation $ q Check CLD Donation $q Credit Card CASP PAC Donation $ TOTAL $

Expiration Date

Credit Card q Visa q MasterCardCard Number

Casp is authorized to use my credit card for payment of member dues.

Signature Phone Number

CASP occasionally sells its mailing list to private and non-profit corporations realted to the school psycology profession. CASP does not offer for sale its members’ email addresses, phone or fax numbers.

Mr. Ms. Mrs. Dr. • Circle one: M.A./S. Ph.D. LEP

REGIOn INORTHERN COASTAffiliates: Sonoma County Association of School Psychologists

Counties: Del Norte, Humboldt, Lake, Marin, Mendocino, Napa, Sonoma, Trinity

REGIOn IIGREATER BAY AREAAffiliates: Santa Clara County Association of School Psychologists, School Psychologist Association of San Mateo County, Monterey County Association of School Psychologists

Counties: Alameda, Contra Costa, Monterey, San Benito, San Francisco, San Mateo, Santa Clara, Santa Cruz

REGIOn IIISAN JOAQUIN VALLEYAffiliates: Central Valley Association of School Psychologists, Stanislaus County Association of School Psychologists

Counties: Fresno, Kern, Kings, Inyo, Madera, Mariposa, Merced, Stanislaus, Tulare

REGIOn IV LOS ANGELES UNIFIED SCHOOL DISTRICTAffiliate: Los Angeles Association of School Psychologists

REGIOn V SOUTH AND EAST LOS ANGELES COUNTYAffiliate: Foothill Association of School Psychologists, Greater Long Beach Association of School Psychologists

REGIOn VIINLAND EMPIREAffiliates: Riverside Association of School Psychologists

Counties: Riverside, San Bernardino

REGIOn VIIWAY SOUTH REGIONAffiliates: San Diego Association of School Psychologists

Counties: Imperial, San Diego

REGIOn VIII CENTRAL COAST REGIONAffiliate: Antelope Valley Association of School Psychologists, San Luis Obispo County Association of School Psychologists, Ventura County Association of School Psychologists

Counties: San Luis Obispo, North Los Angeles County, Santa Barbara, Ventura

REGIOn IXORANGE COUNTYAffiliate: Orange County Association of School Psychologists

REGIOn XSACRAMENTO VALLEYAffiliates: Delta Area Association of School Psychologists

Counties: Alpine, Amador, Butte, Calaveras, Colusa, El Dorado, Glenn, Lassen, Modoc, Mono, Nevada, Placer, Plumas, Sacramento, San Joaquin, Shasta, Sierra, Siskiyou, Solano, Sutter, Tehama, Tuolumne, Yolo, Yuba

REGIOn X

REGIOn III

REGIOn VII

REGIOn IX

REGIOn IV

REGIOn V

REGIOn VIII

REGIOn II

REGIOn I

REGIOn VI

Membership Renewal Application

*PRD Payments not available after January 1, 2009

Documents

CASP 2009 Convention Reg-Mech · CASP 2009 Convention ... you have registered you must do so in writing (by mail or ... you will be treated to workshops by Dr. Randy Kamphaus and