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Keynote Presentations

Tuesday, September 25, 2018

Dr. Nancy Holsapple

Director of Special Education for the State of Indiana


Wednesday, September 26, 2018

Dr. Lisa Kelly-Vance

NASP President




“Unlock Potential: Prevention is Key”- This keynote will include NASP updates and resources. Self-care for school psychologists, our colleagues, and the students we serve will be presented.


Sessions

Tuesday, September 25, 2018

Adversity: The Brain, Behavior, and Learning
Lori Desautels, Ph.D
NASP Practice Domains: Domain 2: Consultation and Collaboration
Domain 4: Interventions & Mental Health Services to Develop Social & Life Skills
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Preventive and Responsive Services

Children and youth who are experiencing significant adversity and trauma are operating from lower brain regions where they are unable to access higher cortical functions for learning, memory and well-being.

Dr. Lori’s presentation will explore how adversity and trauma affect the ways we meet the child or adolescent in brain development. This mindset calls for a new lens of discipline! Children carrying in pain based behaviors have elevated and activated stress response systems. Traditional discipline works best for the children who need it the least. Further, traditional techniques increase these already elevated levels so in this new discipline model the focus is on co-regulation and preventative brain aligned discipline strategies that educators can implement into their instruction and throughout the day in the form of routines, procedures, bell work and morning meetings. These brain aligned strategies can also be addressed during transition throughout the day!

Regulating and Relating the Brains of Today’s Learners: Social Emotional Learning and Educational Neuroscience in the Modern Classroom.
Kelly Dora
NASP Practice Domains: Domain 2: Consultation and Collaboration
Domain 4: Interventions & Mental Health Services to Develop Social & Life Skills
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Preventive and Responsive Services

The brains of today’s learners are different than they were in the past. Many educators find that what USED to work in our classrooms and schools is no longer working. From classroom instruction to student engagement and social interaction, educators across the country are struggling to adapt to the differences in the brains and behavior of today’s learners. This session will provide an in-depth look through the lens of Educational Neuroscience to gain a better understanding of WHY we are seeing these brain-based changes in today’s learners, and we will learn practical techniques to better engage and REGULATE those brains. We will examine how Social Emotional Learning techniques can help us relate to today’s learners, and promote Emotion Identification and Emotional Regulation. Attendees are encouraged to bring their favorite Social Emotional Learning resources to share during the collaborative portion of this session. Be ready to GET UP AND MOVING in this interactive session, as we learn and practice techniques we can start using tomorrow!

Autism Evaluations: Introduction to the MIGDAS-2 Sensory-Based Diagnostic Interview Process
Marilyn J. Monteiro, Ph.D.
NASP Practice Domains: Domain 1: Data-based Decision-making and Accountability
Domain 6: Preventive and Responsive Services
Domain 10: Legal, Ethical, and Professional Practice

School psychologists increasingly face the complex process of identifying students with autism spectrum differences. This is particularly challenging when students with strong cognitive abilities and verbal fluency are referred for school-based autism evaluations. This session introduces participants to the MIGDAS-2 sensory-based diagnostic tool, designed by and for school evaluators to comprehensively gather the descriptive information necessary to effectively recognize autism spectrum brain style differences in students. Participants will sample the full range of MIGDAS-2 protocols.


Wednesday, September 26, 2018

Early Childhood Mental Health: Prevention is Key
Lisa Kelly-Vance, Ph.D.
NASP Practice Domains: Domain 2: Consultation and Collaboration
Domain 4: Interventions & Mental Health Services to Develop Social & Life Skills
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Preventive and Responsive Services

The purpose of this workshop is to provide information about addressing mental health in young children. Participants will learn strategies they can implement with preschoolers and their families that prevent problems and reduce existing concerns. Case examples will be provided.


The Neuroscience of Anxiety: Rewire the Brain
Amanda Slonaker, Ph.D, HSPP
NASP Practice Domains: Domain 4: Interventions & Mental Health Services to Develop Social & Life Skills
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Preventive and Responsive Services

The purpose of this presentation is to examine the neuroscience behind anxiety in children and adolescents. The presentation will provide a basic overview of brain anatomy and body structures involved in the body’s response to anxiety. Empirically-based techniques to alleviate anxiety will be presented, including ways such techniques calm the anxiety response in the brain. Participants also will have the opportunity to practice such techniques during the session.

Educational Neuroscience Meets Behavior Modification: A Match Made in (Research) Heaven.
Kelly Dora
NASP Practice Domains: Domain 4: Interventions & Mental Health Services to Develop Social & Life Skills
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Preventive and Responsive Services

Recent advances in the field of Educational Neuroscience are just beginning to help us understand the neurological, neurochemical, and brain structure changes that contribute to student learning, emotion and behavior. And while we have decades of research on the use of behavior modification technique and positive behavior supports for students with behavioral challenges, we find more and more learners who struggle to respond to typical behavior modification technique. In this session, we will examine the biological and neurological reasons “why” our techniques of Behavior Modification and Applied Behavioral Analysis (ABA) are….and are not effective with certain students. Attendees will learn to develop practical strategies that compliment Behavior Modification technique, with an emphasis on Educational Neuroscience techniques that help PREVENT acting out behavior. When we learn to see behavior and emotion through the eyes of Educational Neuroscience, we gain a better understanding of how to blend brain-based approaches with Behavior Modification to create practical programs that address the Whole Child.

They’re Brains, They are a Changin’: A User-Friendly Review of Research Fundamentals of Educational Neuroscience.
Kelly Dora
NASP Practice Domains: Domain 2: Consultation and Collaboration
Domain 4: Interventions & Mental Health Services to Develop Social & Life Skills
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Preventive and Responsive Services

The emergent field of Educational Neuroscience is beginning to provide educators with a new scientific perspective on student learning and behavior. The blend of medical Neuroscience and Education is yielding exciting research and compelling results. In this session we will provide a user-friendly examination of recent advances and research from the field of Educational Neuroscience that are helping us better understand the changing brains of today’s learners, not just special education students. We will also review research-based interventions from the field of Educational Neuroscience that can help support ALL learners, including those with Neuro-Behavioral, Emotional, and Trauma experiences.


Multi-Tiered System of Support: Tiers without Tears
Brady Tragesser, IIEP Resource Center
NASP Practice Domains: Domain 1: Data-based Decision-making and Accountability
Domain 2: Consultation and Collaboration
Domain 3: Interventions and Instructional Support to Develop Academic Skills
Domain 4: Interventions & Mental Health Services to Develop Social & Life Skills
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Preventive and Responsive Services
Domain 10: Legal, Ethical, and Professional Practice

This session focuses on shared responsibility and creating collaborative cultures in schools by examining the MTSS framework and discussing its components, benefits, and principles. Participants will analyze the various roles within a MTSS and discuss the importance of leading and supporting roles. Participants will also examine the benefits of MTSS in regards to mental health, as well as receive suggestions to ensure that all students and staff obtain the level of support needed for a successful system of support.


Helping Teams Document Behavior Intervention Plans: Indiana IEP Enhancements
Alisa Stovall, IIEP Resource Center
NASP Practice Domains: Domain 1: Data-based Decision-making and Accountability
Domain 4: Interventions & Mental Health Services to Develop Social & Life Skills
Domain 5: School-Wide Practices to Promote Learning
Domain 6: Preventive and Responsive Services

This year’s conference focuses on wellness and taking care of self as we do the challenging work of taking care of others in our schools. We know there is a shared responsibility for meeting the needs of learners. How do we share the work? One way is to equip staff members with the skills, knowledge, and tools to navigate their work successfully.

Indiana IEP Resource Center Consultants have developed a platform with the potential to help your building staff address the needs of behaviorally challenging students and those that teach them. With guidance from the 2015 Behavior Work Group, the functional behavior assessment (FBA) and behavior intervention plan (BIP) components of Indiana IEP were enhanced to assist in documentation. While staying true to the formal processes the format uses educator-friendly prompts and guidance. It is our belief that this can help your building teams strengthen their skills in developing behavioral interventions. Come see the enhanced documentation features to ask questions and provide feedback.

Tuesday, September 25, 2018 and Wednesday, September 26, 2018

Understanding the DSM-5: Assessment and Treatment Planning
Kimberly Zoder-Martell, Ph.D., HSPP, BCBA-D
NASP Practice Domains: Domain 1: Data-based Decision-making and Accountability
Domain 6: Preventive and Responsive Services
Domain 10: Legal, Ethical, and Professional Practice

This presentation is designed to provide participants with 12 hours of didactic instruction related to the identification and referral of mental or behavioral disorders. During this presentation, the DSM-5 diagnostic criteria will be reviewed. Changes from the DSM-IV-TR will be highlighted. Assessment procedures, diagnoses, evidence-based interventions, and implications for school psychologists will be discussed.

Thursday, September 27, 2018

Assessment of English Language Learners: Evidence-based evaluation and best practice
Samuel O. Ortiz, Ph.D
NASP Practice Domains: Domain 1: Data-based Decision-making and Accountability
Domain 3: Interventions and Instructional Support to Develop Academic Skills
Domain 6: Preventive and Responsive Services
Domain 8: Diversity in Development and Learning
Domain 10: Legal, Ethical, and Professional Practice

This presentation provides a review of the relationship among linguistic, cognitive, and academic development and the application of research regarding EL evaluation within a practical, systematic framework. Specific procedures are presented which permit any evaluator to conduct assessments of English learners that generate valid data to support conclusions and diagnostic decisions regarding English learners. Topics include: understanding bias in testing; issues regarding test score validity; advantages and disadvantages of typical methods for evaluating English learners; the importance of “true peer” comparisons, research foundations and use of the Culture-Language Test Classifications and Interpretive Matrix, integration of the Ortiz PVAT in conducting EL evaluations. The knowledge and skills gained will be useful to practitioners at all levels and provides a solid base for engaging in evaluation of English learners that constitutes defensible and current best practices.

Poster Sessions 

Wednesday, September 25, 2018

CRAzy Math Skills
Tiffany O’Connor
The Concrete-Representational-Abstract math intervention was implemented in a multiple baseline across participants research design. The CRA intervention consisted of three phases across eleven weeks. The students showed minimal positive effect using CRA as a math intervention; although, previous research showed CRA is effective as a teaching method.

Speaking up about Communication Apprehension
Eric Field
This research study, in-progress, looks at communication apprehension as a hindrance to students’ oral communication skills to succeed in college and the workplace. After interpreting survey results from English teachers and school psychologists, there may be possibilities for school psychologists to hold interventions with students and collaborate with teachers.

Disciplinary Actions and ASD: Maximizing Support and Using De-escalation Techniques to Deter the Administration of Disciplinary Actions on Students with ASD
Stephanie Workman
Evidence-based classroom supports and de-escalation techniques are essential for assisting students with autism spectrum disorder (ASD) and deterring the administration of disciplinary actions. However, the frequency of disciplinary actions used against Indiana students with ASD did not significantly change between 2014 and 2016, indicating the need for new strategies.

Sexual Victimization and Education of Individuals with ASD
Noah Madison
Individuals with Autism Spectrum Disorder (ASD) have a much higher risk of experiencing sexual assault than the average person. One likely explanation for this is a disparity in sex education. The purpose of this poster is to introduce three potential methods of sex education for adolescents with ASD.

A Multi-Tier System of Supports Approach to Teaching Self-Regulation and Emotional Control
Jenny Noble
Emily Yarger, LSW
Danielle Hassan
We are implementing a MTSS approach to teaching self-regulation and emotional control. We have created a structure, research-based approach and will present on one component of our system, The Zones of Regulation program. We will share information on our model, implementation, comprehensive team approach, and integrated data collection methods.

Pilot year of MTSS at the Secondary Level
Jonna Watson
Implementation of MTSS with a focus on Connection at the secondary level began in the 2017-2018 school year. This study compared baseline discipline data (using 2016-2017 school wide discipline data) to the 2017-2018 school wide discipline data to examine whether the pilot year was successful.

Universal Mental Health Screening Practices in Indiana Schools
Brandon Wood
This session will discuss results of a study that investigated the status of universal mental health screening in Indiana schools. Information about mental health screening, along with implications of the study will be offered. Attendees will be invited to ask questions about and share perspectives on universal mental health screening.

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Office: (317) 472-6955
Toll-Free: (866) 518-4472
Fax: (317) 634-5964

Address:
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Indianapolis, IN 46204

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