Annual Conference

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For planning purposes, the registration fee schedule is provided below. Attendees can earn up to 59 CE/CPD credits, including sessions required for licensure renewal. Registration includes access to all conference sessions, materials, and special events for each day purchased.

FASP AC 2025 Registration Fees

Tuesday, Wednesday & Thursday (Pre-Conference & Conference)

• Early Career/Retired Members $250
• Regular/Associate Members $325
• Student Members $135
• Non-Members $475

Please Note: There is NO Tuesday/Pre-conference Only option

Wednesday & Thursday Only (Conference)

• Early Career/Retired Members $190
• Regular/Associate Members $250
• Student Members $105
• Non-Members $375

Wednesday, Thursday & Friday (Conference & Post-Conference)

• Early Career/Retired Members $250
• Regular/Associate Members $325
• Student Members $135
• Non-Members $475

Tuesday, Wednesday, Thursday, & Friday (Pre-Conference, Conference & Post-Conference

• Early Career/Retired Members $325
• Regular/Associate Members $400
• Student Members $170
• Non-Members $550

Friday Only (Post-Conference)

• Early Career/Retired Members $120
• Regular/Associate Members $150
• Student Members $75
• Non-Members $175

Saturday

• Members Medical Errors or Domestic Violence only, Pre-registered $30, On-site $40
• Members Medical Errors AND Domestic Violence, Pre-registered $50, On-site $70
• Non-Member Medical Errors or Domestic Violence only, Pre-registered $60, On-site $70
• Non-Members Medical Errors AND Domestic Violence, Pre-registered $110, On-site $130

Innisbrook Attendee Virtual+ Package*

Virtual+ Package option for Tuesday through Friday Invited Speaker CE sessions

In addition to attending registered sessions, the Virtual+ Package gives access to the 14 featured speaker presentations on Tuesday through Friday, PowerPoint presentations with presenter audio recordings for CE/CPD credit. It will be available for one-month immediately following the conference, in time for CE renewal.

14 CE sessions, 3 hours each

Virtual+ Package is $500  for all registered  FASP member attendees (Pre-conference, Conference or Post-Conference packages) – Non-member registered sttendees $650.

*The Virtual+ Package is available to registered Innisbrook attendees only. There is no option to purchase the Virtual+ only.

The 2025 FASP 52nd Annual Conference will be held at the beautiful
Innisbrook Golf Resort Palm Harbor, Florida

Special group rates are available for FASP attendees:

• Room Rate: $149/night (single or double occupancy)
• Resort Fee: $40/night
• Additional Adults: $20 per person/night
• Taxes: Applicable sales and occupancy taxes will be added to all nightly charges

This resort offers spacious accommodations and access to award-winning amenities, walking trails, and serene natural surroundings—perfect for learning and relaxation!

Secure your room today to ensure this special conference rate—available only until September 15th or until our block sells out, whichever comes first. Book your stay at the Innisbrook Golf Resort NOW!

FASP is a statewide professional organization of over 500 school psychologists working across Florida’s 67 districts in public, private, and alternative education settings. Our members support the academic, behavioral, and mental health needs of children and youth through comprehensive services and data-informed decision-making.

Exhibiting at the FASP Annual Conference is a valuable opportunity to connect with influential professionals who shape decisions in schools, private practice, higher education, and community agencies. This event draws over 400 attendees, offering high visibility and direct engagement with your target audience.

Exhibitor setup is scheduled for Tuesday, October 14 from 4:00 PM to 8:00 PM. Exhibits will be open on Wednesday and Thursday, with takedown beginning Thursday after 5:30 PM. Exhibitors are welcome to stay through Friday, October 17, but must coordinate with the conference chairs in advance.

Exhibitors may sell new products or services on-site with prior approval from FASP regarding the type of items offered. The sale of used items is not permitted. All sales must be conducted within the assigned booth space and comply with applicable laws and tax regulations. FASP assumes no responsibility or liability for sales transactions, tax collection, or customer service related to on-site purchases.

All vendors must provide:

• Proof of registration to conduct business in Florida (e.g., LLC or business license)
• Registration with the State of Florida for collection and remittance of sales tax (if approved for on-site sales)
• Current certificate of liability insurance

For questions or to coordinate Friday participation, contact the conference chairs at sponsorships@fasp.org.

To view the agenda for this year’s annual conference, see our Conference at a Glance.

Looking to plan your time at the conference? Use this session planner to guide you! You can also download the session planner here. Just a heads-up, the schedule might be updated, so check back periodically to make sure you have the latest information

Morning Session (10:00 am – 12:50 pm)

This workshop will explore the neural underpinnings of stress and trauma on learning and behavior. There will be a discussion on specific brain regions impacted by trauma, as well as the relationship between trauma and poor academic performance. Assessment strategies and practical classroom interventions will be emphasized.

Learning Objectives

1. Discuss the prevalence of trauma and stress for school aged children, as well as the various sources from which trauma can occur.
2. Explore key brain regions that are impacted when students experience stress and trauma, and the subsequent effect on academic and social skills’ development.
3. Introduce the FACT trauma scale to measure the impact of trauma on academic and social-emotional functioning in a school environment.
4. Review five essential steps toward the development of a “trauma informed” school.

Afternoon Session (2:00 – 4:50 pm)

Children’s self-regulation predicts long-term academic, social, emotional, economic, and health outcomes. The most common assessment approach includes gathering observer input on rating scales along with student test performance. These approaches often produce disparate results. Learn to interpret multiple sources of executive function data and write concise integrated assessments of self-regulation.

Participates will be able to:

1. Describe evidence for valid interpretation of scores from the BRIEF and performance “tests” of executive function
2. Articulate a model for integrating assessment findings
3. Write an effective interpretation of findings from multiple executive function measures

Friday Morning Sessions (8:30 – 11:20 am)

This workshop offers an in-depth exploration of executive functions and their crucial role in learning and using reading, writing, and math skills. Participants will gain a deeper understanding of how motivation influences the development of these skills and learn to identify specific challenges in reading, writing, and math that stem from executive function deficits.

The session will also cover practical interventions and strategies to help students strengthen their executive functions, ultimately boosting their academic proficiency. Whether you are a teacher, school psychologist, or educational specialist, this workshop will equip you with the tools to better support students in overcoming executive function difficulties and achieving their full academic potential.

Learning Objectives:

• Explain the role of executive functions in reading, writing, and doing math
• Describe how executive function difficulties impact reading, writing, and math production
• Apply assessment techniques to determine how executive function difficulties impact reading, writing, and math proficiency
• Apply instructional techniques that address reading, writing, and math problems releated to executive function difficulties

The final part of this workshop will focus on practice issues including guidance regarding step-by-step implementation of the comprehensive framework for nondiscriminatory assessment and use of the various tools outlined in previous sessions within the context of a case study. Participants will learn how to sequence practice in a manner that assists in firmly and clearly establishing test score validity that supports defensible and equitable interpretation. Examples of validity statements and the need to generate three layers of validity evidence and their proper documentation within a general report of psychoeducational evaluation will be presented and discussed. In addition, participants will be given instruction regarding various rules governing the selection and use of scores generated via testing in English vs. the native language, using data for the purposes of SLD and other disability identification, nondiscriminatory PSW analyses, and specific guidance via a decision-making flowchart to guide practice under most circumstances. Main topics in the presentation will include use of a broad, comprehensive framework for evaluation that can be utilized by any practitioner regardless of bilingual capability, use of the C-LIM and C-LIM+ATE for evaluating exclusionary factors, and integration of the Ortiz PVAT for valid measurement of vocabulary and general language acquisition. The knowledge and skills gained will be useful to practitioners at all levels regardless of language proficiency and provides a solid base for engaging in evaluation of English learners that constitutes defensible and current best practices.

Learning Objectives: 

In general, participants will be able to–

1. Apply the basic steps and process involved in conducting comprehensive and systematic evaluation of culturally and linguistically diverse learners.
2. Utilize the contemporary, evidence-based for addressing exclusionary criteria in evaluation and establishing valid scores for measurement of language development.
3. Establish and defend the validity of obtained test scores and other data by excluding the primary influence of cultural and linguistic variables.
4. Interpret standardized test scores and other data in a nondiscriminatory and equitable manner.
5. Select and use appropriate data for use in disability identification including PSW analyses.
6. Conduct evaluations that meet best practice standards with ELs regardless of bilingual capability.

Friday Afternoon Sessions (1:00 – 3:50 pm)

This session explores how artificial intelligence (AI) has transformed the work of school psychologists. Drawing on recent research, ethical frameworks, and real-world examples, the presentation will offer both foundational knowledge and opportunities for hands-on exploration of AI tools. We will consider emerging use cases, practical benefits, and the risks and uncertainties associated with rapid adoption. This session is appropriate for both beginners and intermediate users and will emphasize best practices for safe, effective, and equitable integration into school-based services.

Learning Objectives
After attending this session, participants will be able to:

1. Identify common AI tools and describe their potential roles in school psychology practice.
2. Apply basic prompting techniques to streamline documentation or communication tasks.
3. Analyze ethical and legal considerations when integrating AI into school-based services.
4. Describe how AI is currently being used by school-based practitioners based on national and state-level survey data.
5. Evaluate the risks of bias, deskilling, and automation in AI-enabled psychological workflows.

Accurately understanding a child’s emotional, behavioral, and developmental needs requires more than just clinical intuition—it demands the thoughtful use of the right psychological tools.

In this engaging and practical webinar, Dr. Sam Goldstein—nationally recognized psychologist and co-author of the ASRS, CEFI, and RSI—shares a structured approach for using psychological assessments to better evaluate and support children. Participants will learn how to choose and apply both broad and targeted assessment tools to develop a well-rounded and nuanced profile of each child.

Dr. Goldstein will demystify the decision-making process behind selecting the right tests at the right time—whether you’re conducting an initial screening or exploring conditions such as Autism, anxiety, depression, or learning disabilities in greater depth. Through real-world examples and evidence-based insights, attendees will walk away with strategies they can immediately apply to their assessment practice.

Whether you’re new to assessment or looking to refine your approach, this session will help you strike the right balance between comprehensive and focused testing to better serve the children in your care.

Learning Objectives:

By the end of this webinar, participants will be able to:

1. Describe a clear, practical framework for understanding and assessing children’s psychological needs.
2. Differentiate between broad-band and narrow-band assessments—and know when and how to use each.
3. Select tools that offer a comprehensive overview of a child’s functioning across domains.
4. Choose focused instruments to evaluate specific concerns such as Autism, depression, anxiety, and learning disorders.
5. Make informed, ethical decisions about test selection and interpretation to create individualized, actionable evaluation profiles.

This presentation, which is designed to meet Florida re-licensure requirements for domestic violence continuing education, defines terms, specifies the scope of the problem, explores the effects on children and adolescents, discusses some of the consequences for neuropsychological functioning and mental health, and presents the costs to society. In addition, risk factors, common tactics, indicators of abusive relationships, and key intervention issues are covered.

Learning Objectives

1. Describe the scope of domestic violence (DV) nationally,
2. Discuss the effects of DV on children and adolescents,
3. List at least three effects of exposure to DV on the developing brain,
4. Quantify the approximate annual financial costs of DV,
5. List at least five risk factors for perpetrating DV,
6. Describe at least five common tactics used by DV perpetrators,
7. Discuss common indications of an abusive relationship,
8. Articulate the mental health effects of DV,
9. Describe at least five characteristics of a safety plan for victims, and
10. Discuss effective intervention strategies.

This two-hour training is required for licensure renewal for school psychologists and involves components that will enable the participants to respond to issues involving medical error reduction as it relates to the practice of school psychology and other mental health professionals. Through presentation and discussion of the concepts of root-cause analysis, error reduction and prevention, and reporting standards, the participants will gain additional skills to enhance client safety and well-being.

Learning Onjectives

1. Increase Psychologists and other Mental Health Professionals’ awareness of medical errors.
2. Identify the many different types of medical errors in mental health.
3. Identify the causes of medical errors.
4. Review effective record documentation process and rationale.
5. Teach Psychologists and other Mental Health Professionals effective strategies to reduce medical errors including understanding Root Cause Analysis (RCA)
6. Provide Psychologists and other Mental Health Professionals with additional resource information that they and their patients/clients can utilize to help reduce the occurrence of medical errors.
7. Provide information about patient/client safety components.