South Carolina Association of School Psychologists

Supporting learning and mental health of youth in South Carolina.

Spring 2023 Workshops

  • 23 Mar 2023
  • 7:30 AM
  • 24 Mar 2023
  • 4:30 PM
  • Hilton Myrtle Beach Resort AND Zoom

Registration

  • 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
  • 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 scaschpsy@bellsouth.net with questions.

Register

** Winthrop registration link:  Coming soon



SOUTH CAROLINA ASSOCIATION OF SCHOOL PSYCHOLOGISTS

2023 Spring Conference

March 23-24, 2023

Myrtle Beach Hilton

AND Virtual through Zoom

Reservation link:  https://www.hilton.com/en/attend-my-event/scschoolpsychologists2023/


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.


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




CONFERENCE SCHEDULE

Full-day Workshop

Thursday, March 23, 2023

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)

Tentative title: Consideration of Executive Functioning in the developing social/behavior intervention 

Chris Abildgaard, Ed. D. The Social Learning Center



          

Friday, March 24, n2022

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

8:30 AM – 4:30 PM - Full day workshop

        

Tentative Title: Word-Level Reading Difficulties: Implications for Assessment, Instruction, and Interventions

David A. Kilpatrick, PhD is a professor emeritus of psychology for the State University of New York College at Cortland. He is a New York State certified school psychologist with 28 years experience in schools. He has been teaching courses in learning disabilities and educational psychology since 1994. David is a reading researcher and the author of two books on reading, Essentials of Assessing, Preventing, and Overcoming Reading Difficulties, and Equipped for Reading Success, and is a co-editor of a third, Reading Development and Difficulties: Bridging the Gap Between Research and Practice.

The presentation will focus on how children learn to read words and why some children struggle. Understanding the nature of word-level reading development and word-level reading problems will guide assessment, instruction, and intervention. Studies consistently show that the most commonly used intervention approaches provide limited benefits for at-risk and struggling readers. However, other studies have shown that some approaches can yield very large reading gains for such students. Once we understand how reading works and why some students struggle, the reasons for this pattern of intervention findings become clear. The focus is on establishing a knowledge base for school psychologists and educators to choose the most effective assessment, instructional, and intervention practices. 

OBJECTIVES:

As a result of this session, participants will be able to:

1. Explain to teachers and parents how word-level reading skills develop and why some students struggle with those skills.

2. Assemble a battery of assessments that will allow them to pinpoint precisely why a student is struggling in reading.

3. Administer and interpret the Phonological Awareness Screening Test.

4. Recommend to general and special educational teachers and administrators the most highly effective intervention approaches.

5. Recommend instructional practices to administrators and K-1 teachers that will prevent most reading difficulties from occurring in the first place.


                







© South Carolina Association of School Psychologists