NJASP WINTER CONFERENCE

Keynote

8:30-9:30 AM

A Personal Journey to Equitable Assessment of Intelligence: Measure Thinking not Knowing

JACK A. NAGLIERI, PH.D.

Jack A. Naglieri, Ph.D. is Emeritus Professor of Psychology at George Mason University and Senior Research Scientist at the Devereux Center for Resilient Children. He started his career as a school psychologist in 1975, earned a Ph.D. in 1979 from the University of Georgia and held university positions at Northern Arizona University, The Ohio State University, and George Mason. Throughout the years he focused on applied educational and psychological research and the development of psychological and educational measurement tools.  He has published 23 books, 300 scholarly papers and 51 tests and rating scales.  Dr. Naglieri is the author of Naglieri Nonverbal Ability Test and the Naglieri General Ability Tests: Verbal, Nonverbal and Quantitative. He is also well known for his PASS neurocognitive theory as measured with the Cognitive Assessment System-2^nd Edition and the instructional handouts book Helping Children Learn-2^ndEdition. He also authored the Autism Spectrum Rating Scale, Comprehensive Executive Function Inventory- Child and Adult, the Devereux Elementary Student Strengths Assessment (DESSA) and the DESSA-mini. Dr. Naglieri has consistently emphasized the role tests play in accurate diagnosis, relevance to classroom intervention and especially equitable assessment based on sound theory.

Morning Workshops

9:30 – 11:45 AM

WORKSHOP 1:

• You Have to Add SEL “In,”Not “On”:  Here’s How

  Maurice J. Elias

  AM SESSION ONLY

  The secret is out.  SEL is best added “in,” not “on.”  Be prepared to visit your social studies, civics, history, visual and performing arts teachers, those in charge of discipline, those involved with Tier 2, and home rooms and advisories.  Your message:  SEL makes YOUR desired outcomes more likely to happen.  By infusing SEL into existing curriculum and instruction, fewer burdens are placed on your colleagues and as more of them that participate, the impact multiplies.  This workshop will show you how this is being done in schools all over the country.

  Learner Objectives

  Participants will be able to:

  ·     Understand the difference between SEL and SEL 2.0, which is social-emotional and character development (SECD).

  ·       Learn strategies for infusing SEL into instruction in academic subject areas.

  ·       Learn how to modify existing Tier 2 interventions and discipline approaches to incorporate SECD.

Maurice J. Elias is Professor, Psychology Department, Rutgers University and Director, Rutgers Social-Emotional and Character Development Lab (www.secdlab.org). He is a NASP and NJASP member, and Division 16 Fellow. He received the Joseph E. Zins Memorial Senior Scholar Award for Social-Emotional Learning from CASEL, the Sanford McDonnell Award for Lifetime Achievement in Character Education, and the Jane Bostrum Service to School Psychology Award.  He has co-written Morning Classroom Conversations: Build Your Students’ Social-Emotional, Character and Communication Skills Every Day, Students Taking Action Together: 5 Teaching Techniques to Cultivate SEL, Civic Engagement, and a Healthy Democracy, and Boost Emotional Intelligence in Students: 30 Flexible Research-Based Lessons to Build EQ Skills (for Tier 2)

WORKSHOP 2:

Fidget Devices: What is the evidence, or how should school psychologists think about them?

Dr. David Hulac

AM SESSION ONLY

Fidget devices have become very popular over the past several years. Alternate seating, stability balls, fidget cubes, fidget spinners, and other pieces of technology have been sold with claims that they help people manage autism, anxiety, and ADHD. This presentation will review the theoretical and empirical literature base behind fidget devices and will help school psychologists make decisions about their appropriate school-based use. 

Learner Objectives 

Participants will be able to:

·       Learn about different fidgets that are used in classroom settings

·       Understand the effects on both academics and behavior in general populations

·       Understand the effects on both academics and behavior for special populations

·       Guide decision making about when the use of fidget devices is most appropriate.

Dr. David Hulac is the AM & Jo Winchester Distinguished Professor and Chair in the School Psychology Program at the University of Northern Colorado. He has over 25 years of experience as a teacher, school psychologist and professor.  He has been the president of the Trainers of School Psychology and is the current President of APA’s Division 16. Dr. Hulac was also the recipient of the 2012 Belbas-Larson Award for Excellence in Teaching at the University of South Dakota as well as the Outstanding Scholar Award for the College of Education and Behavioral Sciences at UNC in 2017. He has multiple publications in the area of Response to Intervention for Behavior and Academics and is the author of the books Behavioral Interventions in Schools: A Response to Intervention Guidebook and Evidence-Based Strategies for Effective Classroom Management. Dr. Hulac is a licensed psychologist in the state of Colorado. He is the father of three kids and the husband of an 8th grade English teacher. 

WORKSHOP 3:

The New Jersey Dyslexia Handbook: A Guide to Early Literacy Development & Reading Struggle

Debra Lynam and Alison Pankowski

This workshop is a half-day workshop with the same session running in the AM and PM

The New Jersey Dyslexia Handbook: A Guide to Early Literacy Development & Reading Struggles provides information to schools and families about dyslexia, early literacy development and the best practices for identification, instruction, and accommodation of students who have reading difficulties. Join members of its development committee to explore its contents, review its tools and resources, and discuss its potential impact on school-wide planning and student outcomes.

Learner Objectives

Participants will be able to:

●      Build an understanding of dyslexia and related difficulties with written language

●      Describe how to identify and remediate students with dyslexia and other reading difficulties

●      Summarize best practices to support students with dyslexia and other reading difficulties

While pursuing a graduate degree in the Childhood Studies at Rutgers University-Camden, Deborah Lynam serves as an early literacy consultant for multiple state department grant projects focused on early literacy and implementation science. She is currently working with Rutgers University's Graduate School of Applied and Professional Psychology to facilitate the New Jersey Tiered System of Supports for Early Reading (NJTSS-ER) grant in partnership with the New Jersey Department of Education.

Alison Pankowski is a certified Learning Disabilities Teacher Consultant, Credentialed Wilson Trainer, and an IDA/CERI certified Structured Literacy/Dyslexia Specialist. In her current role as a Reading Interventionist in a public school, Alison provides professional development and coaching to teacher to implement the science of reading in their classrooms. Alison is also the Education Director at Beyond Communication, LLC located in Lambertville, New Jersey. Alison believes that reading is a civil right and that every child wants to learn to read. She is passionate about helping all students “crack the code” to open up the world of literacy and learning to each of them.

Afternoon Workshops

1:00-3:30

WORKSHOP 4:

• Consultation without conflict: How can motivational interviewing help when consulting with other school-based professionals.

  Dr. David Hulac

  PM SESSION ONLY

  School psychologists are tasked with promoting mental health and wellness in schools so that all children and adolescents may learn skills necessary to develop meaningful relationships and cope with stressors. Although school psychologists recommend research-based interventions, they may face resistance in implementing these interventions. 

  While many school psychologists find this resistance to be frustrating, it is necessary to understand that this resistance is a normal and expected response to change. Helping a teacher through this resistance improves the likelihood that they will implement systems changes that promote children’s mental health.

  Motivation Interviewing is a promising approach for preparing teachers, parents, administrators, and school systems for change. Originally developed for work with clients who have substance abuse disorders, MI has more recently been applied to working with teachers. MI works with an individual’s intrinsic motivation and relies on the teacher or the parent to make the case for change rather than having the expert advocate for change.

  Learner Objectives

  Participants will be able to:

  ·       Participants will learn the basics of MI.

  ·       Participants will learn how to use MI with other school professionals.

  ·       Participants will learn how to use MI to promote systems change within schools.

  ·       Participants will be introduced to the Classroom Check-up (Reinke, Herman, & Sprick, 2011), an approach to help teachers manage classroom behavior. 

  See Workshop 2 for bio

WORKSHOP 5:

The New Jersey Dyslexia Handbook: A Guide to Early Literacy Development & Reading Struggle

Debra Lynam and Alison Pankowski

This workshop is a half-day workshop with the same session running in the AM and PM

The New Jersey Dyslexia Handbook: A Guide to Early Literacy Development & Reading Struggles provides information to schools and families about dyslexia, early literacy development and the best practices for identification, instruction, and accommodation of students who have reading difficulties. Join members of its development committee to explore its contents, review its tools and resources, and discuss its potential impact on school-wide planning and student outcomes.

Learner Objectives

Participants will be able to:

●      Build an understanding of dyslexia and related difficulties with written language

●      Describe how to identify and remediate students with dyslexia and other reading difficulties

●      Summarize best practices to support students with dyslexia and other reading difficulties

SEE Workshop 3 for bios

WORKSHOP 6:

• Intellectual Assessment using the PASS Neurocognitive Theory as Measured by the Cognitive Assessment System-Second Edition: Measure Thinking not Knowing

  Jack A. Naglieri, Ph.D.

  PM SESSION ONLY

  In this session a complete discussion of the PASS theory and its measurement will be provided. This will include case studies that illustrate how each of the psychological processes relate to academic strengths and weaknesses. The Discrepancy Consistency Method will be described for SLD determination, identification of PASS strengths, and academic interventions using free PASS score analyzers. Instruction handouts for teachers and parents and the students will also be discussed. Research evidence which supports the PASS theory, profiles for students with Dyslexia, ADHD, gifted and ASD, intervention research and test interpretation guidelines will be presented. The several versions of the Cognitive Assessment System-Second Edition will be described.

  Learner Objectives

  Participants will be able to:

  ·       make informed decisions when selecting measures of intelligence based on several sources of validity

  ·       use the PASS theory of intelligence to interpret test scores from the CAS2 for assessing students with ID, SLD, ADHD and the gifted

  ·       Identify academic instructions that are consistent with a student’s PASS profile 

See Keynote for Bio 

NJASP 2022 Winter Conference Brochure.pdf

----PLEASE BE ADVISED, UNLESS IDENTIFIED AT REGISTRATION, ALL HANDOUTS WILL BE PROVIDED ELECTRONICALLY---