FASP Annual Conference

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FASP's 49^th Annual Conference
November 9-12, 2022

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You can reserve your room today! 

Reservation Deadline: October 17th, 2022.

Be ready to socialize with colleagues while attending the many events that make the conference so much fun. Welcome reception, president’s party, CSFI auction, awards ceremony, and other activities in addition to our fantastic program, which will include two keynote addresses! That’s right! Stay tuned for more information.

CSFI SILENT AUCTION

The mission of the FASP Children Services Fund (CSFI) is to provide direct and indirect services that promote the educational and psychological well-being of Florida’s needy children and families. The primary purpose of the FASP CSFI fundraising projects is to provide emergency and planned grants at the request of school psychologists and other professionals throughout Florida. Through these grants, more than 95% percent of all funds raised go directly to Florida’s students and families in need of assistance. We would truly appreciate your support to ensure that all of Florida’s children and youth are provided a safe, educationally meaningful, and socially fulfilling childhood. 

FASP will hold a silent auction during the conference!  Please bring items for donation to the CSFI silent auction.  Work with your colleagues to create a basket for donation or bring individual items. One hundred percent of the proceeds benefit the neediest children in our state.  

CSFI will adopt a local school in need and donate school supplies! 

RJ Longstreet Elementary School has been chosen by the Children's Services Fund, Inc. (CSFI) as our adopted school.  We will be honoring the school with a check in the amount of $1000.  We encourage you to bring school supplies (especially backpacks) to present to the school leaders at the conference. 

Please fill out this form to submit tax-deductible auction donations: 
https://www.fasp.org/assets/docs/FASP_CSFI_Donation_Letter.pdf

Conference Highlights 

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View our Conference at a Glance for daily highlights

Tuesday, November 8th, 4 pm-7 pm - complimentary dinner for attendees at 7 pm

Exclusive FASP Opportunity with Limited Space

FASP is pleased to offer a FREE 3-hour training for suicide prevention authored by Scott Poland and presented by Juliette Hubbard and Gene Cash. SPACE IS LIMITED. Participants will receive training materials and a complimentary dinner (pre-registration required). 3 CEs available for $30.

Florida School Toolkit for K-12 Educators to Prevent Suicide (S.T.E.P.S.) 

Suicide is a leading cause of death for middle and high school age youth in the United States, and suicide rates have increased for younger children and children of color. School mental health personnel are the logical choices to screen students for suicide risk, to notify parents, to refer for community-based services, and to provide follow-up support at school.  This session will provide information on enhancing suicide prevention, intervention, and postvention in schools utilizing the tools in the Florida S.T.E.P.S. This includes current statistics, legal issues, and guidelines for supporting suicidal and/or grieving students if suicide has occurred.

Participants will be able to:

• List the most recent incidence of youth suicide in the U.S.
• Identify at least three at-risk groups.
• Identify at least two risk and protective factors for suicidal behavior in youth
• Describe at least two best practices for suicide prevention, intervention, and postvention.
• Discuss at least two lessons from legal cases where schools were sued following a student suicide.

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Friday, November 11, 2022

Kevin McGrew, Ph.D. - The Report of Cognitive Testing’s Death in School Psychology is Premature

Friday, November 11th, 8:30 am-11:30 am

Three main topics related to intelligence theories and testing will be covered. First, select SP scholars are calling for the de-implementation (DI) of certain cognitive test interpretation practices, particularly interpretation of CHC broad ability composite scores, in favor of an almost singular focus on psychometric g and its manifest proxy, the full scale global IQ score. This presentation focuses on a balanced review of the research literature that suggests the announcement of the death (DI) of CHC broad composite score interpretation is premature.  The presentation focuses on why the “just say no '' to CHC broad scores position is based on selective evidence-based arguments from one visible research group whose restricted form of factor analysis research is at variance with factor analysis research from other SP researchers. Recommendations regarding the proper use of cognitive CHC index scores will be presented.  Next, two promising alternative (and potentially paradigm shifting) uses of cognitive test data are presented in the form of a whole-child Cognitive-Affective-Motivation Model of Learning (CAMML) aptitude complex framework, as well as modern non-g emergent property theories of intelligence (process overlap theory; dynamic mutualism; wired intelligence). The results of a recently completed CHC network analysis of WJ IV cognitive test data will be presented.  Time permitting, how social justice/equity issues fit within the CAMML and CHC intelligence network models will be briefly discussed.

Learning Objectives: 

• Participants will learn and be able to describe the main arguments for and against the interpretation of CHC broad ability composite or index scores.
• Participants will learn and be able to describe how full scale IQ and CHC broad composite scores can be used together to provide theoretical and empirically supported cognitive testing practices.
• Participants will learn and be able to describe new ideas regarding he importance (or lack thereof) of the construct of general intelligence (g) in cognitive testing and research.
• Participants will learn and be able to describe how modern network theories of intelligence and psychometric network analysis of CHC measures suggest a potential paradigm-shifting approach to intelligence test research and score interpretation.
• Participants will learn and be able to describe how CHC cognitive abilities and measures can be integrated with affective and motivation constructs as per the Cognitive-Affective-Motivation Model of Learning (CAMML).

Peter Isquith, Ph.D. - Evaluating Deaf & Hard of Hearing Learners

Friday, November 11th, 8:30 am-11:30 am

Students with communicatively significant hearing loss increasingly attend regular classrooms, and many are referred for assessment. Myriad additional risk and resilience factors become important that are not a typical part of evaluations with hearing students, and assessment tools and methods may require accommodations and modifications.  This practical skills workshop will help prepare practitioners to evaluate students who are Deaf or hard of hearing across the grade spectrum and to know when to seek further consultation and referral. The workshop addresses NASP Practice Model domains 1, Data-based Decision Making, and 8, Equitable Practices for Diverse Student Populations. 

Learning Objectives 

Following this presentation, participants will: 

1. Know what to do when asked to assess students who are Deaf or hard of hearing
2. Identify relevant risk and resilience factors
3. Methodically select and adapt assessment tools and methods
4. Write about student profiles of strengths and weaknesses with appropriate caveats
5. Know when it is appropriate to seek additional expertise in working with DHH students 

Deanna Arivett, JD - Hot Topics in Special Education Law for School Psychologists

Friday, November 11th, 1:00 pm-4:00 pm

This presentation will discuss the importance of data-based decision making for identifying students with disabilities pursuant to the Individual with Disabilities Education Act (IDEA) child find requirements. The presentation will also discuss the use of data-based decision making in the context of pre-referral interventions, RtI, and implementing IEPs to ensure legally appropriate interventions and academic supports are in place for students. Additionally, the presentation will discuss how to develop legally defensible functional behavior assessments and behavior intervention plans to support students with behavioral and mental health needs. Finally, this presentation will provide an overall theme consistent with consultation and collaboration when determining eligibility for special education and related services, and developing IEPs for students with disabilities.

Learning Objectives:

• Attendees will gain an understanding of the types of triggering events, including examples from recent case law, that may trigger a referral for an evaluation for special education.
• Attendees will gain knowledge of the legal requirements for conducting evaluations pursuant to the IDEA.
• Attendees will learn the legal requirements for determining whether a student is a student with a disability entitled to special education services pursuant to the IDEA.
• Attendees will learn the legal standard for providing students with a free appropriate public education, including the requirements for conducting functional behavior assessments and how to develop legally defensible behavior intervention plans.
• Attendees will walk away with an understanding of how to write legally defensible prior written notices documenting the school district’s educational decisions.

John Murphy, Ph.D. - Solution-Focused Counseling in the Schools

Friday, November 11th, 1:00pm-4:00pm

Participants will learn solution-focused counseling skills and techniques needed to quickly construct practical, strengths-based, culturally respectful solutions for PreK-12 students experiencing psychological and social-behavioral challenges. Live and video demonstrations, role plays, skill-building activities, and real-world examples will give participants evidence-based techniques for building collaborative solutions that make sense and matter to students and their caregivers.

The workshop primarily addresses Domain 4 of the NASP Practice Model (promoting student resilience and wellness) and also addresses Domains 8 (respecting and accommodating student diversity) and 9 (evidence-based practice).

Learning Objectives

Participants in this session will learn practical skills and techniques to help them:

1. Conduct efficient solution-focused conversations that address a wide range of pre-K-12 students, caregivers, and school problems.
2. Identify clients’ best hopes from counseling during the opening moments of the first counseling session.
3. Ask culturally respectful questions that address NASP Practice Domains 4 and 8 by eliciting students’ resilience and other indigenous strengths.
4. Respond to so-called resistant students and caregivers in ways that engage their motivation and involvement.

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