27 th Annual Conference: November 12-14, 2014 COAST Coal Harbour Hotel Vancouver, B.C. Wednesday November 12 th 8:00 A.M. 9:00 A.M. COFFEE AND REGISTRATION 9:00 A.M. 12:00 P.M. MORNING SESSION ADHD: Conceptualizations, Lifespan Changes, Language and Academic Difficulties, and the Role of the School Psychologist for Assessment and Intervention Presenter: Dr. Rosemary Tannock, Ph.D., Associate Professor Psychiatry, University of Toronto; Senior Scientist, Psychiatry Research, Psychology, The Hospital for Sick Children; Senior Scientist, Neurosciences and Mental Health, Research Institute Profile: Dr. Tannock is now Professor Emerita at the University of Toronto and continues as a Senior Scientist at the Hospital for Sick Children in Toronto. Her clinical research program focuses on the nature and treatment of cognitive and academic impairments in ADHD. Dr. Tannock has contributed over 160 peer-reviewed publications, is co-editor-in-chief for Behavioral and Brain Functions (BBF), is co-editor of a new volume on the neuroscience of ADHD (Behavioural Neuroscience of Attention Deficit Hyperactivity Disorder and Its Treatment), and has authored two policy documents for the Canadian Federal Government on ADHD and Mental Illness in Post-Secondary Education. From 2007-2013 she was a member of the DSM-5 Work Group on ADHD and Externalizing Disorders and liaison-consultant to the Neurodevelopment Disabilities Work Group for Specific Learning Disabilities. Currently, she is an appointed member of the Steering Committee for the WHO International Classification of Functioning, Disability and Health (ICF) Core Set for ADHD. Presentation: This workshop will initially focus on a summary of key historical changes in the conceptualization of ADHD prior to presenting its current conceptualization and diagnostic criteria according to DSM-5. Next, the symptoms of ADHD and its associated impairments will be reviewed from a developmental perspective. Key changes relevant for the education system will be presented, along with key transitions that are particularly challenging for youngsters with ADHD, and how to plan for these transitions will be discussed. Following, the presentation will focus on the language delays and difficulties that often co-occur with ADHD. The key aspects of speech and language that are often problematic in ADHD will be highlighted. The impact of the various speech and language problems on these students academic and social functioning as well as on self-regulation will be discussed. Ideas for promoting and supporting the spoken language of students with ADHD will be shared. Finally, the presentation will focus on the academic difficulties associated with ADHD, including the robust evidence of the deleterious effects of ADHD on academic success overall, as well as indicating the limited evidence that these difficulties are eliminated by pharmacological treatment. The major types of difficulties these students are likely to have in reading, writing, mathematics, and in academic enabling behavior will be summarized. The workshop will conclude with the role of school psychologists in working with educators to improve the academic outcomes of these students. 12:00 P.M. 1:30 P.M. LUNCH (no host)
1:30 P.M. 4:30 P.M. AFTERNOON SESSION ADHD: Conceptualizations, Lifespan Changes, Language and Academic Difficulties, and the Role of the School Psychologist for Assessment and Intervention (Continued) Presenter: Dr. Rosemary Tannock Thursday November 13 th 8:00 A.M. 9:00 A.M. COFFEE AND REGISTRATION 9:00 A.M. 12:00 P.M. MORNING SESSIONS 1. Concussion in Youth: The Central Role of the School Psychologist Presenter: Dr. Christopher Vaughan, Psy.D., Pediatric Neuropsychologist, Division of Pediatric Neuropsychology, Children s National Medical Center, Washington, DC; Assistant Professor, Depts. Pediatrics & Psychiatry and Behavioural Sciences, George Washington University Medical Center; Assistant Director of the Safe Concussion Outcome, Recovery and Education (SCORE) program at Children s National Profile: Dr. Vaughan works with schools and educational systems to promote concussion awareness and to help implement state-of-the-art academic support systems for children with concussion. Dr. Vaughan is also an active researcher and has helped to develop several measures to assess cognitive functioning and symptoms in children with concussion. Dr. Vaughan has presented his research at national and international conferences, has co-authored several book chapters, and has published multiple research articles in scholarly journals. Dr. Vaughan was an attendee at the 2008 and 2012 Zurich International Concussion in Sport Group Consensus meetings, and is a charter member and current board member of the Sports Neuropsychology Society (SNS). He serves as a co-consultant to the NHL s concussion program with the Washington Capitals and with Major League Soccer s DC United. Presentation: Objectives of this workshop include: defining concussion, including its signs and symptoms, manifestations, and underlying pathophysiology; developing a working knowledge of assessment approaches and modalities; learning ways to treat concussion and manage effects in school; and helping schools build policy and support systems for students with concussion. 2. Academic Interventions within a Skill-by-Treatment Interaction Framework: Using Data to Identify Interventions that Work Presenter: Dr. Matthew K. Burns, Ph.D., Associate Dean for Research, Professor of School Psychology, College of Education, University of Missouri Profile: Dr. Burns has published over 150 articles and book chapters in national publications, and has co-authored or co-edited 12 books. He is also the Editor of School Psychology Review and Past Editor of Assessment for Effective Intervention. Dr. Burns is one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions, and has published extensively on response to intervention, academic interventions, and facilitating problem-solving teams. In addition, Dr. Burns was also a practicing school
psychologist and special education administrator before becoming an academic, and served on the faculty at the University of Minnesota and Central Michigan University. Presentation: Upon completion of the workshop, participants will be able to: articulate a skillby-treatment interaction approach to intervention design and discuss its superiority to an aptitudeby-treatment interaction method; use data to select the most appropriate intervention for groups of and individual children; and implement several research-based interventions for reading and math. 3. Understanding and Applying DSM-5 Changes in the Conceptualization and Diagnosis of Specific Learning Disorders Presenter: Dr. Rosemary Tannock, Ph.D., Associate Professor Psychiatry, University of Toronto; Senior Scientist, Psychiatry Research, Psychology, The Hospital for Sick Children; Senior Scientist, Neurosciences and Mental Health, Research Institute Profile: See above. Presentation: In this workshop the major changes in the conceptualization and diagnosis of Specific Learning Disorders will be highlighted. The evidence supporting these changes will be summarized, and the implications for school psychologists and educators will be discussed. Finally, case scenarios for participants to discuss will be presented, along with time for a general discussion. 12:00 P.M. 1:30 P.M. LUNCH (no host) 1:30 P.M. 4:30 P.M. AFTERNOON SESSIONS 1. Concussion in Youth: The Central Role of the School Psychologist (Continued) Presenter: Dr. Christopher Vaughan 2. Academic Interventions within a Skill-by-Treatment Interaction Framework: Using Data to Identify Interventions that Work (Continued) Presenter: Dr. Matthew K. Burns 3. Differences in Disability Services in K-12 and Post-Secondary Systems Preparing Students with Disabilities for Competitive Post-Secondary Studies Presenter: Dr. Mitchell Stoddard, Ph.D., R. Psych., Director, Centre for Students with Disabilities, Simon Fraser University Profile: Dr. Stoddard is the Director of the Centre for Students with Disabilities at Simon Fraser University, where he is responsible for policy development and education relating to access and support for students with disabilities. He is also a licensed Clinical Psychologist with 20+ years of experience assessing and supporting persons with a wide range of disabilities. Presentation: Increasing numbers of students with disabilities (SWD) are setting their sights on attending competitive post-secondary studies. The transition to post-secondary is challenging for most students, but even more so for SWDs. How can secondary school staff best assist? This workshop will provide the opportunity to explore the important differences between high school and post-secondary, including differences in expectations and delivery of services.
Understanding these differences and preparing academically qualified students who have postsecondary aspirations early can go a long way to smoothing the transition and facilitating their success. Attendees will leave with an understanding of, and ability to speak to: 1) the differences between disability related support services at the high school and competitive Post-Secondary levels (e.g., mandate, documentation requirements, types of support and assistance) and 2) how disability supports and opportunities in high school can be tailored to assist students in developing the needed skills to effectively cope with the responsibilities and challenges that they will encounter in Post-Secondary. 4. An Overview of the New Woodcock-Johnson-IV Cognitive, Achievement and Oral Language Tests Presented by: NELSON Presentation: The WJ-IV is a theoretical, structural, and interpretive revision of the WJ-III designed to provide more administration and interpretative options for meeting contemporary assessment needs. The revision goals include: increase ease and flexibility of use; go beyond CHC theory as conceived in the WJ-III; introduce new tests and interpretive clusters; elevate oral language abilities as important correlates of cognitive and academic functioning; and enhance diagnostic capabilities. 4:30 P.M. BCASP MEMBERS ANNUAL GENERAL MEETING 6:00 P.M. 8:00 P.M. HOSTED WINE AND CHEESE (Terrace Hospitality Suite) All conference attendees welcome! Friday November 14 th 6:30 A.M. BCASP 5K FUN RUN/WALK (loop around Lost Lagoon): Meet at registration area 8:00 A.M. 9:00 A.M. COFFEE AND REGISTRATION 9:00 A.M. 12:00 P.M. MORNING SESSIONS 1. Building Social-Emotional Strengths to Prevent Bullying and Violence Presenter: Dr. Amanda B. Nickerson, Ph.D., Associate Professor and Director of the Alberti Center for Bullying Abuse Prevention, University of Buffalo, the State University of New York Profile: Dr. Nickerson s research focuses on school violence and bullying, and how educators, parents and peers can build social-emotional strengths of youth. She has published more than 60 journal articles and book chapters, written four books, and conducted over 250 professional presentations. Dr. Nickerson is a licensed psychologist, a nationally certified school psychologist, and a fellow of the American Psychological Association. She is co-chair of the National Association of School Psychologists (NASP) PREPaRE Crisis Prevention and Intervention Training Curriculum. Dr. Nickerson is also a member of the executive board of the New York Association of School Psychologists and associate editor of the Journal of School Violence.
Presentation: This workshop is designed to meet the needs of school psychologists and other mental health professionals interested in bullying and resilience in children and adolescents. The different types of bullying (physical, verbal, social, and cyber) will be defined, and researchbased information about prevalence, characteristics, and consequences of bullying for youth will be provided. The focus of this interactive workshop will be on best practices for preventing and intervening with bullying, with an emphasis on multi-tiered levels of support for promoting social and emotional strengths of youth involved in different roles in bullying. 2. Evidence-based Interventions: How Can School Psychologists Make This (Now Completely Unrealistic) Idea Practical, Responsive, and Effective? Presenter: Dr. Steven R. Shaw, Ph.D., Associate Professor, Department of Educational and Counselling Psychology, McGill University Profile: Dr. Shaw s clinical and research interests include pediatric school psychology, improving education of children with rare genetic disorders and autism, and development of resilience skills in children at risk for academic failure. He has over 190 scholarly publications and presentations and has published four books. He is on the editorial board of seven international scholarly journals and is editor of School Psychology Forum (NASP s research to practice journal). Before entering academia, Dr. Shaw had 17 years of experience as a school psychologist in school, university, hospital, medical school, and independent practice. In 2012, he received the President s Award from the National Association of School Psychologists for his innovative research-to-practice efforts. Presentation: The goal of this talk is to take the now completely unrealistic (but good) ideas of research-to-practice and evidence-based intervention and make them relevant and useful to everyday school psychology practice. Participants will: Improve science-based practice, increase the quality of interventions, increase relevance of research to practice, and improve the management of student data and accountability. Learn how to convert evidence-based practice and other research into classroom and specialized educational and mental health interventions. Identify the weaknesses and flaws in evidence-based practice models and treatment integrity. Understand a new method of research-to-practice called the Open-Source Analogy Model that addresses weaknesses in present evidence-based systems. Create free access to a set of curricula focusing on academic enabling skills (executive functioning, social skills, school adaptation skills). Provide opportunities to partner in research; share ideas; and improve quality, flexibility, diversity, and scientific quality of practice. 3. Ethics tune up and Ethical Decision Making for BC School Psychologists Presenter: Dr. Anthony T. Dugbartey, Ph.D., Adjunct Associate Professor, Department of Psychology, University of Victoria Profile: Dr. Dugbartey received his Ph.D. from the University of Victoria where he currently teaches. In addition to having taught graduate courses in ethics, he currently is co-chair of the Ethics Committee at the BC Mental Health and Substance Use Services where he is a forensic psychologist and also is a professional practice leader for the pre-doctoral residency program in clinical psychology. Dr. Dugbartey has an interest in clinical and organizational ethics. His most
recent publication on ethical issues in cross-cultural settings appears in a book chapter edited by J.M. Davis & R. C. D Amato (2014). Neuropsychology with Asian Americans. New York: Springer. Dr. Dugbartey is currently accreditation site visitor for both the American Psychological Association and the Canadian Psychological Association. Presentation: This workshop is designed to gain a process for recognizing and resolving ethical dilemmas; to understand the relationship between ethics and risk management; to appreciate the interface between the Principals and Standards for Members of BCASP, and the College of Psychologists of BC s new Code of Conduct; and to discuss some defensible strategies for appreciating the ever changing ethical landscape in the electronic social networking world. 12:00 P.M. 1:30 P.M. LUNCH (Hosted $10 lunch in Ballroom A; please pre-register) 1:30 P.M. 4:30 P.M. AFTERNOON SESSIONS 3. Building Social-Emotional Strengths to Prevent Bullying and Violence (Continued) Presenter: Dr. Amanda B. Nickerson 2. Evidence-based Interventions: How Can School Psychologists Make This (Now Completely Unrealistic) Idea Practical, Responsive, and Effective? (Continued) Presenter: Dr. Steven R. Shaw 3. Preparing for WISC-V CDN: Essential Information Presented by: PEARSON Presentation: This session is applicable whether you choose to use the WISC-V in traditional paper and pencil format or on Q-interactive. This session is designed to go beyond the overviews of the Wechsler Intelligence Scale for Children Fifth Edition Canadian (WISC-V CDN) that have been previously presented online. The focus of this session will be to take a deeper dive into how the revisions to the Scale better inform clinicians, parents, and educators about how a student s cognitive needs and strengths impact learning and other daily activities. Content is intended for those practitioners who routinely assess students between the ages of 6 and 16 for the provision of special services. During the presentation, participants will gain information to help them in using the WISC-V CDN to understand student needs. Particular emphasis will be placed on the new components of the WISC-V-CDN, such as new subtests, index, and ancillary scores.