Convention 2022 Handouts


M-101: Introducing the new Battelle Developmental Inventory, Third Edition (BDI-3): A comprehensive approach to early childhood assessment

M-104: Best Practices in the Assessment of Emotional Disturbance

M-108: Strategies and tools to increase job efficiency and satisfaction for school psychologists

M-110: Creating and Sustaining a Trauma Informed Campus

M-116: Screens in Schools: Risks, Benefits, and Advocating for Change

M-117: Responding to Research and Experience: How the Conners 4 will Improve the Assessment of ADHD in Youth

M-119: Why can’t the nurse and the psychologist be friends? A collaborative approach to identifying and working with students experiencing anxiety

M-124: Academic Achievement Assessment: How to interpret results to support eligibility and target intervention and goals

M-125: Acceptance and Commitment (ACT) Strategies for School Psychologist Wellness

M-126: What I Wish I Knew: Tips for the Emerging Practitioner

MC-102: Riding the Waves of Change: The new era of School Psychology

MC-103: Identification of Dyslexia in Multilingual Students

MC-107: Simple Behavior Intervention Plans: Road Maps to Change Any Student’s Behavior

MC-111: Trauma Informed Care Model & Relevant Populations

MC-112: Assessment and Treatment of Student Stress

MC-113: Early Identification of Dyslexia

MC-114: Measuring Contextual Reasoning in our Culturally and Linguistically Diverse Students

MC-118: Who’s Afraid of the IEE?

MC-120: Testing in the Counseling Session

N-401: School Psychology Consortium Proposes Bilingual Certification Competencies

N-402: Advocating for Black, Indigenous, People Of Color Students and Families

P-201: Collaborative Report Writing

P-202: Actually, Please Do Say Gay: Impact of LGBTQ+ Inclusive Curricula on School Climate and Safety

P-203: RTI for Emergent Bilinguals: Local Norms and Social Justice


P-205: Assessment and Response to Risk: Social Maladjustment

P-206: Evidence-Based Interventions and Strategies for Students with Significant Behaviors Associated with Autism Spectrum Disorder and Anxiety Disorders

P-207: Demystifying Executive Functioning (EF): Practical Ways We Can Support EF In Our Schools

P-208: Getting Kids to School: Understanding the Mental Health of Students with School Refusal Behavior

P-210: Classroom Management and Student Outcomes: Using Assessment to Support Consultation-based Educator Professional Development

W-01: Low incidence disabilities, what you always wanted to know

W-02: Understanding, Evaluating, and Treating Disruptive Mood Dysregulation Disorder in the Schools

W-03: Prevention, Intervention, and Treatment of Tech Overuse, Misuse, and Addiction

W-04: Improving Advocacy, Activation, and Advancement for the Social Emotional Well Being of Students With Autism Through CAPTAIN and Implementation of EBPs

W-05: W-05: Everyday Conversations About Change: Using Motivational Interviewing to Challenge Racism and Foster Allyship in School Settings

W-06: Essential Counseling Skills for School Psychologists

W-09: Comprehensive Suicide Prevention and Intervention for LEPs

W-10: Behavioral Threat Assessment and Management: How to Create and Maintain District-Community Agency Partnerships Through Measured Outcomes.

W-11: Alternative Dispute Resolution and Prevention

W-12: Use of Culturally & Linguistically Appropriate Assessment Practices of English Learners who may be eligible for Special Education services

W-15: Assessing English Language Learners for Bilingual and Monolingual School Psychologists

W-16: Can you repeat that please? Meaningful memory assessment to better understand learning processes, identify needs, and select interventions

W-17: Everything disrupts attention: Developing assessment practices to know when it’s ADHD and when it’s not

W-18: Behavior Interventions

W-21: School Psychologists: Assessors for Special Education Eligibility or Multifaceted School-Based Practitioners?

W-22: Autism & Evidence-Based Practices to Support Mental Health

W-25: Ethics for School Psychologists & LEPs

W-29: Becoming an LEP

W-30: Determining Emotional Disturbance Eligibility: Working with Clinically Trained Mental Health Professionals

W-31: Multicultural Strength-based Practices for English Language Learners

W-32: Special Guidance for School Psychologists New to Working in California