Lisa Kelly-Vance, Ph.D.
National Association of School Psychologists
The keynote will include NASP updates and resources. I will also discuss self-care for school psychologists, colleagues, and the students we serve.
Participants will learn strategies for personal and professional self-care.
Participants will learn strategies for helping children and youth engage in self-care.
Participants will learn how NASP is addressing member needs.
Participants will learn about NASP resources, activities, and advocacy efforts.
(morning session only)
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.
• Participants will learn about common mental health concerns in early childhood.
• Participants will learn prevention and intervention strategies to promote mentally healthy young
• Participants will learn how to help families help their children improve mental health factors.
Lisa Kelly-Vance, Ph.D. began her career as a School Psychologist in Council Bluffs, Iowa serving children birth through 21 and leading the early RTI initiatives. She is a Professor of School Psychology at the University of Nebraska at Omaha and serves as the Program Director. Her research and applied interests are assessment and interventions with preschool children in the context of play, mental health in early childhood, school-based academic and social interventions, prevention, and self-care. She is the current President of the National Association of School Psychologists and her theme is “Unlock Potential: Prevention is Key.”
Andria Amador, CAGS, NCSP
Senior Director of Behavioral Health Services for the Boston Public Schools
(morning and afternoon sessions)
This session will review how schools can embark on a systems change projects designed to better meet the behavioral health needs of students. By sharing the stages of implementation, discussing ways to build integrated partnerships and reviewing factors that impact fidelity and sustainability this session will help school staff plan for making improvements to the functioning of their schools. Understanding the role that implementation science and leadership play in developing new initiatives helps school design model of change that are effective and stand the test of time. Discussion will include the expanded role of mental health staff in schools.
This session will help participants
Andria Amador, CAGS, NCSP, is the Senior Director of Behavioral Health Services for the Boston Public Schools (BPS). Andria has dedicated her career to urban school psychology and began her career as a school psychologist before becoming an administrator. Andria, along with her staff and partners, have developed the Comprehensive Behavioral Health Model (CBHM). CBHM is a multi-tiered system of supports designed to support the behavioral health needs of students across a continuum of prevention, early-intervention and intensive services. Implementation of CBHM requires BPS school psychologists to expand their scope of service delivery to include all NASP Domains of Practice. Andria has the pleasure of serving as the NASP Delegate for the Massachusetts School Psychology Association. She is also the coordinator of the NASP Supervision Interest Group and the chair of the NASP Practice Model Committee.
Peter K. Isquith, Ph.D.
Licensed Psychologist in Vermont and New Hampshire
(morning and afternoon sessions)
Executive functions contribute demonstrably to children’s success in the academic, social, emotional and behavioral domains, and executive dysfunction contributes to a wide range of clinical conditions. In this presentation, we will discuss a functional framework for understanding executive functions, the contributions of rating scale and performance measures to assessment, profiles in common clinical populations, and associations with outcomes and biological markers. We will introduce enhancements to the BRIEF2 and focus on a step-by-step approach to interpreting profiles of executive function strengths and weaknesses. We will examine how this data informs development of interventions and review evidence for approaches to interventions.
• Describe the most widely used “practical skills” model of executive function
• Explain the pros and cons of performance-based and rating scale measures of executive
• Discuss an algorithm for interpreting and writing findings from the enhanced BRIEF2
• Describe approaches to identifying targets for intervention and monitoring progress
• Identify one or more specific intervention programs or methods with demonstrated efficacy
Peter K. Isquith, Ph.D., is a Licensed Psychologist with specialty in developmental neuropsychology who practices in schools across Vermont and New Hampshire, and is a senior attending psychologist with the Deaf and Hard of Hearing Program at Boston Children’s Hospital. He is an Instructor in Psychiatry at Harvard Medical School and Assistant Professor in Psychiatry at Geisel School of Medicine at Dartmouth. His primary area of research is the development and disorders of self-regulation across the lifespan and he is author of several works on the topic and co-author of the Behavior Rating Inventory of Executive Function (BRIEF) family of instruments and the Tasks of Executive Control (TEC).
Jaime Cifuentes Ed.S, NCSP & Danielle Taylor, Psy.D
(morning and afternoon sessions)
This hands-on presentation will provide practitioners with information about the development of a local, authentic dyslexia screening instrument created using CBM-R and RTI principles. The measure was designed to assess potential reading problems in K–1st graders, as required by a 2014 NJ Department of Education mandate. The session will include general information about Dyslexia as well as specific details regarding the logistics necessary to design and to utilize CBM-R, including how to organize an assessment team, how to create a screening instrument, how to collect and manage data, how to use data to make decisions regarding risk, and how to monitor program implementation including fidelity.
• Be able to define the term, Dyslexia.
• Have an understanding of the fundamentals of CBM-R creation.
• Know the necessary steps to create a local assessment team.
• Be able to identify at least three pros and pitfalls associated with CBM-R creation and implementation
Dr. Danielle Taylor, Psy.D., earned a B.A. in Psychology from Hartwick College as well as a M.S. in Educational Psychology and Statistics and a doctorate in School Psychology from the University at Albany. She also earned her NJDOE Supervisor certification through Montclair State University. Dr. Taylor is also a certified Pet Partners therapy team evaluator. She is a nationally and NJDOE certified school psychologist that has worked in public and private schools, as well as, clinical settings in NJ, NY, PA, and VA. Dr. Taylor is a sought after speaker, having presented at state and national conferences, provided educational workshops to both professionals and families including several school districts and child study teams in NJ on a variety of topics including Dyslexia, academic interventions, behavior management, psycho-educational assessment, and animal-assisted therapy. Professionally active, she serves as Vice-Chair of the Children’s Interagency Coordinating Council-Atlantic County, Co-Chair of the Transition Coordinators Network of South Jersey, and on the New Jersey Association of School Psychologists Executive Board. She is also an adjunct psychology professor at Rowan University.
Jaime Cifuentes, Ed.S., NCSP, started his career in mental health in 1986 as an outpatient and crisis therapist at the Cumberland County Guidance Center. He served diverse populations of children and families while closely working with senior clinical psychologists and psychiatrists. Jaime has been a school psychologist since 1990. He has also served as supervisor of special services for 14 years at the Hopewell Township School District where he retired in 2017. He has experience in both rural and urban districts. From 2002-2006, Jaime worked at the Vineland Public School District as a bilingual School Psychologist. He later helped open “IMPACT”, the first nationally acclaimed model pre-school program. Following the IMPACT program, Jaime headed a task force to form the SUCCESS program, Vineland’s first in-district program that served adolescents with emotional and behavioral disorders. Academically, Jaime has been a graduate-level adjunct professor at The Philadelphia College of Osteopathic Medicine and Rowan University where he has helped train future school psychologists through the programs’ Internship and Practicum terms. Jaime has been an active member of NJASP since 1990 where he has served as regional chair, multicultural affairs committee, and president for 2003-2004 year. Jaime is also a member of NASP and has presented at the national level on various topics. Besides teaching, Jaime works a school psychologist-consultant for various school districts and the Department of Human services. Primordially, Jaime considers himself an advocate of all children and as such has led initiatives in many areas through the Government and Professional Relations and Professional development committees. At present, Jaime is co-leading NJASP’s sub-committee on Dyslexia screenings and has presented on the topic at the state and national level.
John C. Lestino, Kyle Lawrence, Jillian Matysik, Kimberly Nizolek
(afternoon session only)
Leadership is not an abstract term in the work of school psychologists. Services provided, especially from a continuum-of-services model, are in keeping with NASP, APA, and other services delivery paradigms [e.g., NJTSS] deliverable for all students. This workshop will build a psychological services model built around Dr. David Shriberg’s leadership model, developed from the book “Practicing Leadership Principles and Applications 4th Edition” paradigm. Participants will learn through insightful perspectives and discussion around examining both traditional and contemporary approaches to leadership through a multidisciplinary, integrated, local and national lens; [e.g., N. Haslam/A. Fiske, Relational Models Theory and K. Polk’s, Matrix Model/ACT as theoretical models that support leadership, which will also be shared in the program].
A panel discussion will follow a brief overview of leadership models. Panelists will discuss and share how they have impacted their settings as to the above constructs. The presentation will encourage participants to develop their own leadership styles by building on their personal strengths and talents, while exploring the different approaches to leadership through the lens of a school psychologists and working in school settings. There will be a commitment to share the importance of ethical and cultural considerations that delves into different aspects and applications of leadership from managerial to psychological to military constructs of leadership.
This session will help participants:
John C. Lestino, MA, LPC, has been a practicing school psychologist for over 30 years. He is a two- time Past President for NJASP and has been honored as the NASP and NJASP school psychologist of the year. John is also the recipient of Rowan University’s award for Mental-Health and Service to Children and has received statewide and national recognition from NASP and NJASP in the areas of school-based mental health practices, violence prevention, advocacy and leadership, statewide programming in practicing PBIS in schools, and prevention and reduction programs and violence. John has testified on IDEA reauthorization at the United States Department of Education in Washington D.C and has also worked with the New Jersey Department of Education and NJASP in the development of a MTSS/NJTSS model for a continuum of support. John is currently an adjunct professor at Philadelphia College of Osteopathic Medicine and has been supervising school psychology interns for over 20 years. He has served as a Past-Delegate for NASP and NJASP and currently chairs the NJASP Professional Development Committee.
Kyle Lawrence, Ed.S. received his undergraduate degree from Saint Joseph's University in Psychology. He then earned both his Master's and Educational Specialist degrees from the Philadelphia College of Osteopathic Medicine. He currently works as a school psychologist at the Northern Burlington County Regional School District where he serves students ranging from 7th to 12th grade.
Jillian Matysik, Ed.S., is a school psychologist in the Audubon School District where she serves students from 3rd to 6th grade. She received her master’s degree from Saint Joseph's University in Experimental Psychology and her educational specialist degree from Philadelphia College of Osteopathic Medicine in 2011.
Kimberly Nizolek, Ed.S., is a school psychologist in the Highland Park School District and a doctoral student at Fairleigh Dickinson University’s School Psychology Psy.D. program. She received her master’s and education specialist degrees from Rowan University. Kimberly has seven years of mental health experience working in various roles at Carrier Clinic, a behavioral health facility, with a diverse range of clientele, including children, adolescents, and adults who suffer from severe mental illness. Kimberly is also the committee chair for the Conference Committee and a member of the Graduate and Undergraduate Student Organization for the New Jersey Association of School Psychologists (NJASP).
Printable brochure: NJASP 2018 Winter Conference.pdf
Information on processing PO's: MAILING ADDRESS for PO's
Exhibitor Information: NJASP Winter Conference 2018 - Exhibitor Registration
NJASP's Winter 2018 Conference