South Carolina Association of School Psychologists

Supporting learning and mental health of youth in South Carolina.

Handouts from WIAT4 training:  WIAT4 Training SCASP.pdf

Events

 

Upcoming events

    • 18 Mar 2021
    • (EDT)
    • 19 Mar 2021
    • (EDT)
    • 3 sessions
    • Hilton Myrtle Beach Resort
    Register

     

    ** Note - If you register on-line, you will need to complete separate registrations for each session you wish to attend due to the multiple registration options available unless you are attending for the full conference in the same format. Winthrop information will be posted here once available. For Winthrop credit on Friday, you will need to take the full day (attend both half-day parts).

    SOUTH CAROLINA ASSOCIATION OF SCHOOL PSYCHOLOGISTS

    2021 Spring Conference

    March 18-19, 2021

    Myrtle Beach Hilton

    Reservation link: https://www.hilton.com/en/hi/groups/personalized/M/MYRBHHH-SPS-20210317/index.jhtml?WT.mc_id=POG

    or call (800) 876-0010, Option 3 for Hilton Myrtle Beach Resort or Option 4 for the Royale Palms Condos. Mention SC Association of School Psychologists and use the code SPS


    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



    CONFERENCE SCHEDULE

    Full-day Workshop

    Thursday, March 18 2021

    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 19, 2021

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

    8:00 AM – Noon - FAW with Steven Feifer

    1:00 PM - 4:00 PM - Culturally Responsive Practices VIRTUAL ONLY

            

                      Full-day Workshop  Thursday, March 18, 2021

    The Neuropsychology of Stress and Trauma:  How to Develop a “Trauma Informed” School

    By Steven G. Feifer, D.Ed., ABSNP

    This workshop will explore the neural underpinnings of stress, trauma, and emotional dysfunction in children and its relative impact upon learning.   Environmental deprivation, poverty, childhood abuse, witnessing violence, and parental neglect can impact both cognitive and social-emotional development in children.  There will be a discussion on five steps that schools can take to become “trauma-informed”, in order to better meet the diverse needs of all learners.   Schools can enhance emotional wellness through early prevention efforts, appropriate assessment and screening techniques, and an improved school climate to foster emotional growth for all children.  Targeted assessment strategies, specific classroom accommodations, and key coping strategies will be presented for at-risk students. 

    (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 trauma, and the subsequent effect on academic and social skills’ development.  

    (3)  Review five essential steps toward the development of a “trauma informed” school.   

    (4)  Review various trauma screening tools and specific assessment techniques in order to conduct a “trauma-informed” evaluation.   

    (5) Discuss specific classroom accommodations along with school-wide interventions, and key coping strategies to induce a more positive school climate for all students. 


    Half-Day Workshops  Friday, March 19, 2021

    8:00 AM- Noon - Feifer Assessment of Writing (live and virtual options)

    THE NEUROPSYCHOLOGY OF WRITTEN LANGUAGE DISORDERS: AN INTRODUCTION TO THE FAW

    by: Steven G. Feifer, D.Ed., ABSNP 

    This presentation will explore the neuropsychological underpinnings of the written language process.   For years, educators have struggled to cultivate more effective writing skills in their students, as well as remediate written language disorders.  The ability to generate and produce written language requires multiple linguistic skills involving both phonological and orthographical  functioning (the elementary components of language), efficient word retrieval skills, executive functioning skills to organize and plan our inner thoughts and ideas, and working memory to hold our thoughts in mind long enough for effective motor skills output. A breakdown in these fundamental cognitive, linguistic, or motoric processes can result in various subtypes of written language disorders.  The primary objectives of this presentation will include:

    1.  Discuss national trends in written language, and explore gender differences in writing performances between boys and girls.  

    2.  Discuss the neural architecture responsible for written language development in children and learn key brain regions responsible for the organization and production of writing skills.

    3.  Discuss three specific subtypes of writing disorders, with particular emphasis on how“frontal lobe” processes such as working memory and executive functioning impact each subtype.

    4.  Introduce the Feifer Assessment of Writing as a more effective diagnostic tool to determine subtypes of dysgraphia in children, as well as to provide targeted intervention strategies.   

    1:00 PM - 4:00 PM - Culturally Responsive Practices -  (VIRTUAL ONLY) Casey Dupart, MA, MS, BCBA, LBA President Utah Association of School Psychologists

    The Equity Within Schools training addresses the school psychologist's priority because of the emphasis on providing culturally responsive and comprehensive mental and behavioral health services. The content stresses the importance of providing a continuum of services as well as the importance of fostering family engagement. Additionally, the training addresses equity literacy because of the content related to understanding how to increase access and opportunities for all students.  This session walks participants through concepts such as privilege, privilege in schools, intersectionality, equity, implicit bias, as well as disproportionality in discipline. The emphasis is on becoming a culturally responsive educator. 

    Learning Objectives:

    1. Becoming familiar with systems of oppression as they relate to students

    2. Understanding the significance of intersectionality on access within the school setting.

    3.Learning how to become a culturally responsive practitioner




© South Carolina Association of School Psychologists