Coming in 2016 The Annual BCASP Conference - November 8,9,10,2016Registration is now available.

29th Annual Conference 2016 : November 8th – 10th, 2016

29th Annual Conference:
November 8th – 10th, 2016
COAST Coal Harbour Hotel
Vancouver, B.C.

Tuesday November 8th


9:00 A.M. – 4:00 P.M. – ALL DAY SESSION

Use of the WISC-V and WJ IV in Cross-Battery Assessment (XBA) and a Pattern of Strengths and Weaknesses (PSW) Approach to SLD Identification

Presenter: Dawn P. Flanagan, Ph.D.

Profile: Dr. Dawn P. Flanagan is Professor of Psychology at St. John's University in Queens, NY. She is also an Affiliate Clinical Professor at Yale Child Study Center, Yale University School of Medicine in New Haven, CT. In addition to her teaching responsibilities in the areas of cognitive assessment, specific learning disabilities, and professional issues in school psychology, she serves as an expert witness, SLD consultant, and test/measurement consultant and trainer for organizations both nationally and internationally. She is a widely published author of books and articles. Her most recent books include Clinical Use and Interpretation of the WJ IV: Scientist-Practitioner Perspectives, Essentials of Specific Learning Disability Identification and Essentials of Planning, Selecting and Tailoring Interventions for Unique Learners. Dr. Flanagan is also an author of the Cross-Battery Assessment Software System (X-BASS). She is a Fellow of the American Psychological Association and a Diplomate of the American Board of Psychological Specialties. She recently received the national Outstanding Contributions to Training award from Trainers in School Psychology in recognition of her widespread and influential training that she continues to do for school psychologists throughout the country and abroad. Dr. Flanagan is best known for the development of the Cross-Battery Assessment (XBA) approach and the development of an operational definition of specific learning disability, known as the Dual Discrepancy/Consistency “PSW” approach to SLD identification (or DD/C model). Her forthcoming books include Essentials of WISC-V Assessment and Contemporary Intellectual Assessment: Theories, Tests, and Issues, Fourth Edition.

Presentation: This workshop will provide a description of the latest advances in the Cross-Battery Assessment (XBA) approach and introduce the new Cross-Battery Assessment Software System (X-BASS), highlighting the forthcoming interpretive system for the WISC-V. Specifically, the manner in which the WISC-V and WJ IV can be used in evaluation of cognitive functioning following the Cattell-Horn-Carroll (CHC) theory will be emphasized. This workshop will also describe the Pattern of Strengths and Weaknesses (PSW) approach to Specific Learning Disability (SLD) identification. Existing PSW models, such as the one recommended for use with the WISC-V and WJ IV, will be reviewed and compared. The PSW method included in X-BASS will be demonstrated using data from a variety of instruments, including the WJ IV, WISC-V, KTEA-3 and CTOPP-2. A best practices approach to interpreting PSWs within the context of a student's entire case history will be offered and a detailed case study will be presented, with emphasis on linking assessment findings to intervention. Use of measures of executive functions, cognitive efficiency, orthographic processing, and speed of lexical access in a PSW model will also be highlighted.

12:00 P.M. – 1:00 P.M. – LUNCH (no host)

1:00 P.M. – 4:00 P.M. – Dr. Dawn Flanagan (cont’d)

4:30 – Light snack before CPBC session

5:00 – 7:00 P.M. – CPBC: Orientation to Regulation

The intention of this session is to provide current BCASP certified school psychologists with information in regards to the upcoming process for regulation by the College of Psychologists of BC.

Wednesday November 9th


9:00 A.M. – 12:00 P.M. – MORNING SESSIONS

1. Behaviour and Intervention: Primary, Secondary, Tertiary Prevention in Schools

Presenter: Randy W. Kamphaus, Ph.D.

Profile: Dr. Kamphaus is Professor and Dean of the College of Education at the University of Oregon. He has received the Senior Scientist Award from the Division of School Psychology of the American Psychological Association (APA), and the Russell H. Yeany Jr. Research and Alumni Lifetime Achievement Awards from the College of Education at the University of Georgia. He has also twice received college-wide teaching awards. Dr. Kamphaus, co-author of the BASC–3 BESS and the widely used BASC–3, has served as principal investigator, co-investigator, and consultant on U.S. Department of Education Institute of Education Sciences research projects dealing with mental health screening and mental health service delivery in schools. He has authored or co-authored numerous books, psychological and educational tests, scientific journal articles, test reviews, and book chapters on these topics. Dr. Kamphaus has served as president of APA's Division of School Psychology and as past-editor of its journal, School Psychology Quarterly.

Presentation: Given the challenge of providing individualized interventions for all children with mental health disorders, it is now apparent that it is more practical to either prevent their occurrence or mitigate their severity. In this regard, the principles of a public health approach to mental health services in schools will be defined and discussed including, community surveillance (screening), primary prevention (social-emotional learning), active surveillance, secondary prevention (skill building), and tertiary prevention (intervention). One of the barriers to the implementation of comprehensive mental health services in schools, inclusive of prevention services, has been a lack of appropriate tools. New tools for this work will be presented and described including, the Behavioral and Emotional Screening System (BESS), the Behavioral and Emotional Skill Building Guide, Behavioral Intervention Guide, and the Flex Monitor. The use of each tool in comprehensive mental health service delivery in schools will be emphasized.

Learning Objectives:

Upon completion of the training participants will:

  1. Design a school-wide universal screening program to detect children with behavioral and emotional risk.
  2. Implement a social-emotional leaning curriculum in a school.
  3. Deliver an eight-week secondary prevention behavioral and emotional skill building course for students with risk.
  4. Prioritize areas of need and identify evidence-based interventions for children and adolescents with mental health disorders.
  5. Implement progress monitoring measures of change in behavioral and emotional adjustment.

2. Linking Cognitive Assessment Data to Intervention: Is This Really a Questionable Practice?

Presenter: Dawn P. Flanagan, Ph.D.

Profile: See Above

Presentation: This workshop will demonstrate the important role that specific cognitive abilities and neuropsychological processes play in the acquisition and development of specific academic skills. A summary of the manner in which cognitive ability and processing deficits manifest in general (i.e., in activities of daily living) and, more specifically, in reading, math, and writing activities in the classroom will be presented. In addition, the manner in which cognitive deficits can be minimized or even bypassed to allow the student greater access to the curriculum and instruction will be presented. Finally, excerpts from case studies will demonstrate the cognitive assessment-intervention connection.

3. Ethical Principles Guiding the Practice of Psychology in BC

Presenter: Dr. Ingrid Söchting; Ph.D., R. Psych.; Director, UBC Psychology Clinic; Clinical Associate Processor – UBC Psychiatry CACBT-ACTCC – Fellow, Certified in Cognitive Behaviour Therapy

Profile: Ingrid Söchting, Ph.D. (registered with the BC College of Psychologists) is the Director of the UBC Psychology Clinic and a clinical associate professor in the Department of Psychiatry at UBC. She is the coordinator of the UBC Psychiatry Residency CBT Training. Over the past 20 years, she has specialized in treatment for mood and anxiety disorders including groups for depression, anxiety disorders, OCD, and trauma. Prior to leading the clinic at UBC, she was chief psychologist in an outpatient mental health clinic. She teaches Master’s level courses in psychotherapy and ethics in the clinical psychology program at UBC and supervises psychology and psychiatry residents in CBT and Interpersonal Psychotherapy (IPT). She is involved in psychotherapy research and has published over 25 peer-reviewed articles on psychotherapy program evaluations, outcomes, and process variables such as expectations for therapy, perceptions of treatment credibility, and dropout prevention. She has given over 50 invited lectures and workshops in Canada and abroad. Most recently, she has published a guide on group CBT for clinicians from a range of disciplines including social work, counselling, occupational therapy, psychology, and psychiatry: Cognitive Behavioral Group Therapy: Challenges and Opportunities. Wiley Blackwell 2014. Dr. Söchting is a Canadian-Certified CBT therapist and a Certified Group Therapist of the American Group Psychotherapy Association. She is a Board member of the Canadian Institute for Obsessive Compulsive Disorder and the Canadian Group Psychotherapy Foundation – and Early Music Vancouver (trying to have a life outside of psychology and psychotherapy!).


Learning Objectives:

  1. To become familiar with the major principles of the Canadian Psychological Association’s Code of Ethics
  2. To become familiar with the College of Psychologists of BC Code of Conduct (2014)
  3. To understand salient ethical issues relevant in the school context
  4. To apply an 11-step decision making model when faced with an ethical dilemma

12:00 P.M. – 1:30 P.M. – LUNCH (no host)

1:00 P.M. – 4:00 P.M. – AFTERNOON SESSIONS

1. Behaviour and Intervention: Primary, Secondary, Tertiary Prevention in Schools(cont’d)

Presenter: Dr. Randy Kamphaus

2. Interpretation of WISC-V: Canadian

Presenter: Dr. Gloria Maccow, Ph.D.

Profile: Dr. Maccow is an Assessment Training Consultant with Pearson. She was trained as a school psychologist at Texas A&M University and at the University of Florida. She worked for two years as Supervisor of Psychological Services and for several years as a school psychologist with Guilford County Schools in North Carolina. She provided training for graduate students in school psychology at Indiana State University and at Illinois State University, and she worked as a psychologist in private practice in Greensboro, NC. Dr. Maccow has conducted research on assessment methods and instruments, early intervention, and Response to Intervention. Her publications include a chapter on Prematurity in Children’s Needs, an article on Full-Service Schools published in School Psychology Review, and several test reviews for the Buros Mental Measurement Yearbook. She is a licensed psychologist and a member of the National Association of School Psychologists. Dr. Maccow has presented on different topics at national and state conferences.

Presentation: This workshop will focus on basic and advanced interpretation of the WISC–VCDN. The presenter will describe primary, ancillary, and complementary indexes and will use sample data to illustrate the interpretive process. As a result of the session, participants will describe procedures for basic profile analysis and for ancillary and complementary profile analysis. In addition, participants will understand when and how to use specific scores from the WISC–VCDN. The last hour will be reserved for audience questions in regards to profile interpretation.

3. CLBC – Eligibility for Supports and Services

Presenters: Tamara Kulusic, Rosalind Moret, and Yousra Syeda

Profiles: Tamara Kulusic has been with the provincial management at Community Living BC since 2007 and is currently the Manager of Policy and Program Development. Tamara’s role at CLBC involves working on service delivery policies, including the eligibility policy and other policies related to transitioning youth and their families. Tamara has been involved at a provincial level with youth transition initiatives including participating in the development of the Cross Ministry Transition Planning Protocol for Youth with Special Needs.

Rosalind Moret is a Policy and Practice Analyst at Community Living BC. She has been with the organization since 2010 – working as a facilitator for several years before moving to the provincial Strategic Initiatives team. Rosalind’s role includes both Eligibility Revision Project work, and consultation and support for regional staff on eligibility policy and process. Rosalind has a Bachelor of Social Work and a Masters in Disability and Social Policy.

Yousra Syeda has worked for CLBC for the past five years as a Facilitator in both North Vancouver and Surrey, with a specialization in eligibility determination and adult guardianship issues. Yousra has volunteered and completed practicums at a variety of organizations in the social service field including Surrey Women’s Centre and Surrey Memorial Hospital. Her role at CLBC involves determining eligibility for CLBC services, presenting information about CLBC to community partners in formal and informal settings, and arranging services for individuals who are eligible for CLBC. Yousra has a Bachelors and Masters’ degree in Social Work and she is a Registered Social Worker.

Presentation: Participants will gain an understanding of CLBC’s supports and services and our newly revised eligibility policy and process, as well as any impact these revisions might have on their practice. Participants will learn about CLBC’s requirements for assessment documentation, and engage in a conversation about how these requirements relate to school psychologists and their work supporting transitioning youth.


  • General overview of CLBC services and initiatives
  • General intake information
  • Revisions to eligibility requirements (in which we discuss both legislation and policy changes to align with DSM-5)
  • Documentation requirements
  • Assessment Summary Forms
  • CLBC’s due diligence


6:00 P.M. – 8:00 P.M. – HOSTED WINE AND CHEESE (Terrace Hospitality Suite) All conference attendees welcome!

Thursday November 10th


9:00 A.M. – 11:45 P.M. – MORNING SESSIONS

1. Understanding & applying DSM-5 changes in the conceptualization & diagnosis of Specific Learning Disorders

Presenter: Rosemary Tannock, Ph.D.

Profile: Dr. Tannock is Professor Emeritus at the University of Toronto and a Senior Scientist at the Hospital for Sick Children in Toronto, Canada. Previously, she held a Tier 1 Canada Research Chair in Special Education at the Ontario Institute for Studies in Education in the University of Toronto. From 2007-2013, she was a member of the DSM-5 Work Group on ADHD and Externalizing Disorders and liaison-consultant to the Neurodevelopment Disabilities Work Group for Specific Learning Disabilities. Currently, she is an appointed member of the Steering Committee for the WHO International Classification of Functioning, Disability and Health (ICF) Core Set for ADHD.

Presentation: In this session, I will first summarize the DSM-5 process and principles and then highlight the major changes in the conceptualization and diagnostic criteria for Specific Learning Disorders. Next, I will summarize the evidence supporting these changes and discuss the role of neuropsychological and psychological testing, as well as the implications for school psychologists and educators. In the final part of the workshop, I will present some case scenarios for participants to discuss and then open the floor for general discussion.

Learning Objectives:

By the end of this session, participants should be able to:

  1. Understand the principles and procedures used during the development of DSM-5.
  2. Describe DSM-5’s conceptualization of Specific Learning Disorder.
  3. Understand the rationale for the changes in the DSM-5 classification and diagnostic criteria for Specific Learning Disorders.
  4. Discuss with colleagues the implications of the changed criteria for clinical/educational practice.
  5. Begin to apply the diagnostic criteria.

2. BASC-3 Workshop

Presenter: Randy W. Kamphaus, Ph.D.

Profile: See Above

Presentation: This presentation will address the new Behavior Assessment System for Children- Third Edition, BASC-3. The BASC-3 is a multimethod, multidimensional system for objective determination of mental health risk and disorders of childhood. The workshop will emphasize the changes from BASC-2 to BASC-3, and the process of development and interpretation of the BASC-3 and its many components, including intervention planning and progress monitoring. The workshop will also cover research on child psychopathology, prevention, and linking individualized intervention plans to assessment results within a multi-tiered approach.

Learning Assessment Outcomes:

The participant will be able to:

  1. Understand the development procedures for the BASC-3 multidimensional, multimethod assessment system.
  2. Understand changes made in transitioning from BASC-2 to BASC-3 and be able to effectively choose among the BASC-3 components for use in individual cases.
  3. Accurately apply behavior assessment results to diagnosis and link to evidence-based interventions.

3. Typical and atypical development of numerical and mathematical skills

Presenter: Daniel Ansari, Ph.D.

Profile: Dr. Daniel Ansari is a Full Professor & Canada Research Chair in Developmental Cognitive Neuroscience in the Department of Psychology and the Brain and Mind Institute at the University of Western Ontario in Canada. Daniel heads the Numerical Cognition Laboratory ( Ansari and his team explore the developmental trajectory underlying both the typical and atypical (Developmental Dyscalculia) development of numerical and mathematical skills, using both behavioral and neuroimaging methods

Presentation: This session will provide a detailed overview of what is known about the development of numerical and mathematical skills from infancy onwards. Educational implications of the research findings will be discussed throughout the session. The session will also consider what we know about Developmental Dyscalculia (a specific learning difficulty in the domain of mathematics). Moreover, research on Mathematics Anxiety will also be considered. In this context, the implications for diagnosis and remediation will be considered. Evidence from both behavioural and brain-imaging research will be discussed. The objective is to provide attendees with a detailed overview of what is known from psychological and neuroscience evidence about children’s learning of fundamental numerical and mathematical skills.

11:45 P.M. – 1:15 P.M. – LUNCH (Hosted $10 lunch in Ballroom A; please pre-register)

1:15 P.M. – 4:00 P.M. – AFTERNOON SESSIONS

1. Understanding & applying DSM-5 changes in the conceptualization and diagnosis of Intellectual Disabilities

Presenter: Rosemary Tannock. Ph.D.

Profile: See Above

Presentation: Continuing on from the morning session, I will first highlight the major changes in the conceptualization and diagnostic criteria for Intellectual Disabilities. Next, I will discuss the issues regarding differential diagnosis of Intellectual Disabilities and Specific Learning Disorders and discuss the implications of the DSM-5 changes for servicing the numerous students in ‘no-man’s-land’, who here-to-fore have not been considered eligible for any special services. Case studies will be presented for participants to discuss prior to opening up for general discussion.

Learning Objectives:

By the end of this session, participants should be able to:

  1. Describe DSM-5’s conceptualization of Intellectual Disabilities.
  2. Be aware of the DSM-5 diagnostic criteria for Intellectual Disabilities.
  3. Discuss with colleagues the implications of the changed criteria for clinical and educational practice.
  4. Begin to apply the diagnostic criteria.

2. Typical and atypical development of numerical and mathematical skills (cont’d)

Presenter: Dr. Daniel Ansari

3. How can the school psychologist help with identifying and supporting children with Developmental Coordination Disorder?

Presenter: Dr. Jill Zwicker1,2,3,4

1 Department of Occupational Science and Occupational Therapy, University of British Columbia
2 Department of Pediatrics (Division of Developmental Pediatrics), University of British Columbia
3 Sunny Hill Health Centre for Children, Vancouver, BC
4 BC Children’s Hospital Research Institute, Vancouver, BC

Profile: Dr. Jill Zwicker is an Assistant Professor in the Department of Occupational Science and Occupational Therapy at the University of British Columbia. She also holds appointments as Associate Member in the Department of Pediatrics (Division of Developmental Pediatrics), Investigator with BC Children’s Hospital Research Institute, Clinician Scientist at Sunny Hill Health Centre for Children, and Research Associate at CanChild Centre for Childhood Disability Research. She completed her undergraduate training in psychology and clinical training in occupational therapy at Queen’s University, a Master of Arts in Educational Psychology (Learning & Development) at the University of Victoria, a PhD in Rehabilitation Sciences from the University of British Columbia, and Post-Doctoral training in Pediatrics (Developmental Neuroscience) at the University of British Columbia. Dr. Zwicker has established the first research-integrated diagnostic clinic for DCD in Canada to facilitate diagnosis of this under-recognized disorder. She uses advanced neuroimaging techniques to better understand how the brain differs in children with and without developmental coordination disorder (DCD) and whether brain structure and function can change with rehabilitation intervention. Dr. Zwicker is also interested in the relationship of prematurity and DCD and is examining early brain development and motor outcomes of premature newborns. Dr. Zwicker is a Michael Smith Foundation for Health Research Scholar and is funded by the Canadian Child Health Clinician Scientist Program, Sunny Hill Foundation, and CIHR.



At the end of this workshop, participants will:

  1. Have a greater understanding of DCD (including prevalence, brain differences, comorbidities, developmental trajectory, secondary consequences).
  2. Understand how to identify and diagnose children with DCD using DSM-5 criteria and recent European guidelines.
  3. Become aware of educational materials and resources to support children with DCD and their families.


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Annual Conference

November 8, 9, 10

Vancouver, BC

About Us

The purposes of BCASP (the British Columbia Association of School Psychologists) are to represent the interests of school psychologists and to further the standards of school psychology practice in order to promote effective service to all students and their families. Read More


For general inquiries about the BCASP organization, please contact the executive members.

  British Columbia, Canada