South Carolina Association of School Psychologists

Supporting learning and mental health of youth in South Carolina.

Spring 2019 Workshops

  • 21 Mar 2019
  • 7:30 AM
  • 22 Mar 2019
  • 5:00 PM
  • Hilton Myrtle Beach Resort


  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • SCASP CEU - Non-Winthrop
  • Please complete and send the attached forms to Winthrop and send payment to Winthrop. Please indicate which days you are attending for Winthrop credit. If you would like to register for other days for SCASP CEU's, please complete a second online registration and send that payment to SCASP. Email with questions.

Hard copy of registration form:   SCASP Spring 2019 hard copy.docx

Winthrop credit: Register for Winthrop credit using this link:


2019 Spring Conference

March 21-22, 2019

Myrtle Beach Hilton

SCASP is approved by the National Association of School Psychologists to offer continuing education for school psychologists.  SCASP maintains responsibility for the program. 

Rooms available at the

Hilton Myrtle Beach Resort



Full-day Workshop

Thursday, March 21, 2019

7:30 AM – 8:30 AM Snacks/Coffee and Registration

8:30 AM – 4:30 PM  Full-day Workshop (1 1/2 hour break for lunch)


Friday, March 22, 2019

7:30 AM – 8:30 AM Snacks/Coffee and Registration

8:00 AM – 8:30 AM

General Business Meeting

8:30 AM – 4:30 PM  Full-day Workshop (1 1/2 hour break for lunch)


                  Full-Day Workshop  Thursday, March 21, 2019

The Neuropsychology of Reading Disorders: An Introduction to the FAR

Steven G. Feifer, D.Ed., ABSNP

This workshop will examine reading from a brain-based educational perspective, and discuss current literacy trends in the United States. The primary focus of the presentation will be to differentiate “dyslexia” from other reading disorders, as well as to classify developmental reading disorders into four distinct subtypes. There will be a discussion matching each reading disorders’ subtype with scores of evidence-based interventions. The use of a neuropsychological paradigm to discuss multiple facets of the reading process including phonological processing, working memory, executive functioning, and orthographical processing will be featured. Lastly, the Feifer Assessment of Reading (FAR) battery, a diagnostic educational assessment designed to examine the underlying cognitive and linguistic processes that supports proficient reading skills, will be introduced. Specific learning objectives include:

1) Examine current literacy rates in the United States and the prevalence rate of dyslexia.

2) Discuss the four universal truths of reading and explain why relying solely upon IQ scores, RTI, or CHC theory can be misleading when identifying reading disorders in children.

3) Introduce a brain-behavior model of reading by examining specific neural circuits that underscore phonological development, orthographic development, and comprehension skills.

4) Discuss four subtypes of reading disabilities from a brain-behavioral perspective, and link scores of evidenced based interventions and relevant classroom strategies to address each subtype.

5) Introduce the Feifer Assessment of Reading (FAR) as a more viable means to both diagnose and remediate subtypes of reading disorders using a process oriented approach to assessment.

Full Day Workshop   Friday, March 22, 2019

Integrating Academics, Behavior (engagement) and Social-emotional Learning within a Multi-tiered System of Supports (MTSS)

Dr. George Batsche

Virtually every expectation (task demand) that we have for students in school settings has academic, student engagement and social-emotional learning components.  The perspective that academic instruction, student behavior and student social-emotional needs are three separate entities is not supported either by logic nor the research.  This session will focus on both understanding of and developing skills in the integration of these three aspects of human performance into common school experiences.  This will require a few things.  First, educators (teachers, student support services staff, behavior specialists) must collaborate and align the work that they do in these areas.  Second, classroom instruction, particularly in Tier 1 (Universal Instruction) must incorporate these three components during the delivery of instruction.  Third, all of the tiers in a MTSS must align with the scope, sequence, pacing and context of instruction in Tier 1. 


  • 1.       Develop a common language/common understanding of the differentiation between academics, behavior (engagement) and social-emotional learning skills.
  • 2.       Identify research that supports the relationship between integration and accelerated outcomes for students.
  • 3.      Develop skills in the integration of these components in the planning and delivery of instruction in Tier 1 and the alignment of instruction  (Academic, Behavior, Social-Emotional) in Tiers 2, 3 and Specially Designed Instruction.
  • 4.      Develop skills in the use of structured behavior supports to increase student engagement during the delivery of instruction across the tiers.
  • 5.      Develop a resource map demonstrating the integration of academics, behavior (engagement) and social emotional learning within a MTSS

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