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2026 New York State Association of School Psychologists Conference

About this event

NYASP Conference 2026 

Bridging Minds: Exploring the Balance of Similarities and Differences in School Psychology

November 5-7, 2026
Hilton Albany
Albany, NY

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Refunds will be allowed up to two weeks prior to the conference. If you paid by credit card, credit card processing fees will be deducted from the amount refunded. If you need to cancel your registration, NYASP will need to be notified by 10/22/26 in order for a refund to be issued. Please email conference@nyasp.org with any questions.

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If you have any concerns about the NYASP 2026 conference, please reach out to the conference co-coordinators at conference@nyasp.org.

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If you need to cancel your registration please notify NYASP by 10/22/26. Please email conference@nyasp.org with any questions.

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In accordance with the Americans with Disabilities Act, this conference will provide accommodations to participants who have disabilities or sensory impairments. Please reach out to conference@nyasp.org with any needs or concerns.

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If you paid for your conference registration with a Purchase Order: NYASP requires receipt of payment on purchase orders within 30 days of the conference. If payment is not received within this timeframe, the conference attendee will be personally responsible for providing payment.









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  • Melissa Taberski
    Melissa Taberski, M.S., CCC-SLP, is a nationally recognized speech-language pathologist, AAC specialist, and educational consultant with nearly two decades of experience supporting children, families, and school teams. She is the owner of Sound Speech Therapy and provides consultation, training, and Independent Educational Evaluations (IEEs) to school districts and families across the United States. Melissa specializes in the assessment and treatment of complex communication needs, including Childhood Apraxia of Speech (CAS), developmental language disorders, literacy difficulties, speech sound disorders, social communication challenges, and Augmentative and Alternative Communication (AAC). She is recognized by Apraxia Kids for Advanced Training and Clinical Expertise in Childhood Apraxia of Speech. Her clinical and professional interests focus on the intersection of speech, language, literacy, executive functioning, and educational access. Melissa is passionate about helping multidisciplinary teams understand how communication impacts learning, behavior, social-emotional development, and academic success. As both a clinician and parent, she brings a practical, collaborative perspective to her work with students and educational teams.
    Sessions
    • 012 : Bridging Communication and Cognition: What School Psychologists Need to Know About Language, Literacy, and Learning
  • Peter K. Isquith, PhD
    Peter K. Isquith, PhD. is a Licensed Psychologist with specialty in developmental neuropsychology who works in school and clinical settings in northern New England. He is a Senior Attending Neuropsychologist with the Deaf and Hard of Hearing Program at Boston Children’s Hospital where he is an Instructor in Psychiatry at Harvard Medical School. His research focuses on development and disorders of self-regulation across the lifespan and on development in Deaf and hard of hearing children. Peter is author of numerous works on these topics and is co-author of the Behavior Rating Inventory of Executive Function (BRIEF) family of instruments.
    Sessions
    • 011 : Assessing and Supporting Emotion Regulation in Students
    • 205 : Integrating and Explaining Multiple Sources of Executive Function Data
  • Molly Ware, M.Ed, Ed.S
    Molly Ware, M.Ed., Ed.S., is an Assessment Consultant for Hogrefe Publishing, drawing on over ten years of experience as a practicing School Psychologist. During her public-school career, Molly engaged in systemic improvements, developing and advocating for local policies in MTSS, Threat Assessment, and Inclusive Disability Classifications. In her role with Hogrefe, Molly works closely with psychologists in the field, presents at national and state conferences, and ensures newly developed assessment tools at Hogrefe align with the real-world needs of practitioners.
    Sessions
    • 013 : Whole-Child Evaluation: Assessing Cognitive, Social-Emotional, and Academic Needs
    • 305 : Social Cognition: The Missing Link in Assessments
  • Michelle Storie, PhD
    Michelle S. Storie, Ph.D., is a New York State licensed psychologist and permanently certified school psychologist. She is an Associate Professor in the Counseling and Psychological Services Department at the State University of New York at Oswego and is Coordinator of the School Psychology Program. Dr. Storie has also served as Director and Coordinator of the Syracuse University Psychoeducational Teaching Laboratory since 2000. She has eighteen years of experience as a school psychologist, and has worked in urban, suburban, and rural school districts. Dr. Storie is Conference Chairperson of The Reading League and is one of its founding board members. She is a member of the National Joint Committee on Learning Disabilities and is on the Professional Advisory Board of the Learning Disabilities Association of America. Dr. Storie also serves as Secretary for the Trainers of School Psychology New York chapter. Dr. Storie runs a part-time private practice, where she specializes in assessment of dyslexia, anxiety, and ADHD in children, adolescents, and college students. Dr. Storie also conducts professional development for school districts on dyslexia and the Science of Reading. She earned her Ph.D. in School Psychology from Syracuse University in 2001 and has continued to adjunct at Syracuse University since that time. Dr. Storie’s research interests include dyslexia screenings, evidence-based practices for assessment and intervention of reading deficits, educator knowledge of effective reading practices, and impact of professional development aligned with Science of Reading on student outcomes. She is co-author of "Assessing Dyslexia in Schools: Empowering Practitioners through Reading Science".
    Sessions
    • 014 : Language Comprehension: The Overlooked Bridge to Proficient Reading
    • 210 : Bridging Science and Practice: A Hands-On Workshop in Case-Based Dyslexia Assessment
  • Sheila Clonan
    Sheila M. Clonan, PhD, is a licensed psychologist in private practice in Central New York, specializing in the assessment of students with dyslexia, attention-deficit/hyperactivity disorder, and other disabilities. With over 2 decades of experience in public school and university settings, Dr. Clonan has been in private practice since 2015, and is a permanently certified school psychologist. Early in her career, she served as project director of a large, multisite research project investigating the impact of systematic reading instruction on brain function and student outcomes. This experience ignited her passion to ensure that all struggling readers receive effective identification and instruction. In addition to conducting assessments, Dr. Clonan collaborates with school districts, educators, and psychologists to advance their knowledge in understanding, assessing, and intervening for dyslexia and other disabilities. She is a founding board member of The Reading League and teaches courses on dyslexia for their Virtual Professional Learning series. Dr. Clonan has published more than a dozen research articles and book chapters and has presented her findings across the country.
    Sessions
    • 014 : Language Comprehension: The Overlooked Bridge to Proficient Reading
  • Cait Hynes, MSEd, PD
    Cait is a passionate school psychologist and theatre professional whose work bridges psychology and educational theatre to support students’ academic and social-emotional growth. After spending a decade working simultaneously as a full-time school psychologist and high school theatre program director, she continues to integrate these fields through applied practice, training, and consultation. She is also an adjunct professor of psychology at Stevens Institute of Technology.
    Sessions
    • 015 : ACT UP! Theatre-Based Strategies for School Psychologists
  • Heather Dahl
    Heather Dahl, MA, is a New York State Certified School Psychologist who has worked in the Wappingers Central School District at John Jay High School since 2007. She earned her master’s degree in School Psychology from Marist University. Heather currently serves as Treasurer-Elect and Publications Co-Chair for the New York Association of School Psychologists (NYASP). She has held several leadership roles within NYASP, including Chapter K Co-Representative, and has contributed to key initiatives including advocacy for state classification terminology, organizational policy development, and conference planning. Within her school district, Heather serves on the safety, crisis, building, and district threat-assessment teams and acts as a district liaison supporting these intiatives. She is also a member of the Community Crisis Response Team, a specialized initiative managed through the Dutchess BOCES School Safety and Security Services. In addition, she coordinates Link Crew, a peer-mentoring and freshman-transition program designed to support students as they enter high school. Heather's professional interests include school safety and threat assessment, dyslexia identification, school neuropsychology, and anxiety disorders. She is passionate about promoting school safety through trauma-informed practices and expanding access to mental health services for children and adolescents in schools and communities.
    Sessions
    • 016 : The Importance of Lockdown Drills Through a Trauma Informed Lens
  • Bruce White
    Officer Bruce White has been with the East Fishkill Police Department since 2008 and has served as a School Resource Officer (SRO) at both John Jay High School and Orchard View Alternative High School since 2020. Prior to his role as an SRO, Officer White worked as a NYS Court Officer, serving in the Westchester County Supreme Court, Newburgh Criminal Court, and Dutchess County Family Court. He began his career in law enforcement after graduating from the Correctional Services Training Academy in 1995, and spent ten years working as a Correction Officer at Sing-Sing and Downstate prisons. Officer White holds a variety of professional certifications, including: School Resource Officer (SRO), Defensive Tactics Instructor, Crime Scene Technician, Community Resource Officer (CRO), Instructor Development Course (IDC), Crisis Intervention Training (CIT), Field Training Officer (FTO), and Juvenile Officer (JO ). Officer White is a frequent presenter on school safety, community policing, lockdown procedures, and trauma-informed approaches to emergency planning.
    Sessions
    • 016 : The Importance of Lockdown Drills Through a Trauma Informed Lens
  • Nicholas Harris, Ph.D., NCSP
    Dr. Nicholas R. Harris is originally from Maine and pursued his undergraduate and initial graduate education in Vermont, where he resided for 11 years. He currently lives in New York’s Capital Region with his wife, two children, and their dog. Dr. Harris serves as Secretary and Co-Chair of the Ethics and Professional Practices Committee for the New York Association of School Psychologists (NYASP). He is a Licensed Psychologist, Certified School Psychologist, and Nationally Certified School Psychologist. Dr. Harris works full-time at Guilderland High School in Guilderland, NY, and engages in part-time private practice. He earned his doctorate in psychology from Ball State University in Indiana, where he also completed graduate certificates in Autism and Applied Behavior Analysis. He additionally holds a master’s degree in clinical psychology. Dr. Harris’s professional interests include Autism Spectrum Disorders, Neuropsychology, Cross-Battery Assessment, MTSS, legal and ethical issues in practice, Diversity, Equity, and Inclusion, and NYSUT’s Collective Care Team. Within his district, he has contributed to teams focused on school start times, equity initiatives, social-emotional learning, and multi-tiered systems of support. Dr. Harris has extensive experience across a range of educational and clinical settings, including residential treatment centers, multiple school districts, an ABA clinic, and the Center for Autism Spectrum Disorder in Indiana. He is a regular contributor to the NYASP Newsletter, writing on the ethical and legal dimensions of school psychology practice.
    Sessions
    • 017 : Legislative Session
  • John Kelly, Ph.D.
    Dr. John Kelly has been a school psychologist for 38 years and is an Adjunct Professor at St. John’s University in New York. Dr. Kelly has presented at national and international conferences on topics that include mental and behavioral health services, advocacy, legislative issues, leadership development, violence and bullying prevention, and suicide awareness. Dr. John Kelly is a retired school psychologist from the Commack School District on Long Island, NY, where he worked for 35 years. He recently returned from working on St. Croix in the US Virgin Islands for the VI Department of Education, where he helped develop social and emotional programs for the schools. He is also an Adjunct Professor at St. John’s University in the School Psychology program, as well as the University of the Virgin Islands School Psychology program. He earned his Ph.D. in Clinical and School Psychology from Hofstra University. Dr. Kelly has presented at numerous national and international conferences on topics that include mental and behavioral health services for children, advocacy training for school psychologists, legislative issues related to education and children, leadership development, violence and bullying prevention, and suicide awareness. Dr. Kelly is a former member of the Executive Board of the New York Association of School Psychologists (NYASP) and is a Past-President of the National Association of School Psychologists (NASP). Dr. Kelly has received numerous state and national awards, including the NYS School Practitioner of the Year in 2001 and the NASP School Psychologist of the Year in 2003.
    Sessions
    • 017 : Legislative Session
  • Kara Canale, M.Ed. CSP
    Kara Canale is a certified school psychologist with over 25 years of experience within public education, supporting students from PreK through high school. She brings extensive clinical assessment experience and currently serves as an clinical assessment consultant with Pearson, providing guidance and expertise to professionals on the effective use of evidence based tools. Kara resides in Pennsylvania with her family.
    Sessions
    • 200 : BASC-4: A Comprehensive System of Behavioral and Emotional Assessment
  • Kathleen Woodward
    Sessions
    • 200 : BASC-4: A Comprehensive System of Behavioral and Emotional Assessment
  • Andrew Shanock, PhD
    Dr. Andrew Shanock, is a Professor of School Psychology at Nazareth University. Dr. Shanock specializes in cognitive and academic assessment. He has served as President of the Trainers of School Psychologists (TSP), NY Association of School Psychologists (NYASP), and the Trainers of School Psychologists: New York (TSPNY). Dr. Shanock has been a featured speaker at the national and state level for a variety of educational professionals, including school psychologists, speech language pathologists, and administrators. He consults with school districts around the country to promote issues such as collaborative assessment, MTSS/RtI, and instructional support team building. Dr. Shanock’s presentations are informative, entertaining, and interactive.
    Sessions
    • 201 : Collaborative Assessment and Free Web Based Academic Resources/Interventions to Address Literacy Needs of Bilingual and Monolingual Children
  • Melissa A. Collier-Meek, PhD, BCBA
    Melissa A. Collier-Meek is an Associate Professor of School Psychology at Teachers College, Columbia University. She conducts applied research on the assessment and promotion of sustained practices. Committed to dissemination, she has published and presented widely. In addition, she consults with schools to support educators, school teams, and administrators to facilitate sustained, effective practices that improve student outcomes. She received the Lightner Witmer Award from the American Psychological Association for early career scholarship related to sustaining practices. She serves as an Associate Editor for School Psychology and provides reviews to leading education journals, for which she has been twice been honored as reviewer of the year.
    Sessions
    • 202 : Moving Social Emotional Skills from Your Office to the Classroom - Consultation to Support Generalization
  • Todd A. Savage, Ph.D., NCSP
    Todd A. Savage, Ph.D., NCSP is a professor in the school psychology program at the University of Wisconsin-River Falls; he is also a former president of NASP (2015-2016). Dr. Savage earned his doctorate from the University of Kentucky in 2002, after completing his internship in the Omaha Public Schools. Prior to his current position, he was on faculty in the school psychology program at New Mexico State University. Dr. Savage’s scholarly research interests include LGBTQ+ student issues, particularly around gender diversity; social justice matters; suicide prevention and risk assessment; and school safety and crisis prevention, preparedness, and intervention.
    Sessions
    • 203 : Understanding and Supporting Gender Diverse Students
  • Geremy Grant, Ph.D., NCSP
    Dr. Geremy Grant is an Assistant Professor and the Program Director of the School Psychology programs at Alfred University. He also is a NYS state licensed psychologist and certified school psychologist, and is nationally certified through NASP. Geremy completed graduate degrees in educational and school psychology at Teachers College Columbia University. His research interests center on: 1) the implications of race and ethnicity in psychoeducational assessment, 2) risk and protective factors for the mental health of students of color, 3) recruitment and retention of culturally diverse school psychologists, and 4) best practices in training culturally responsive service providers.
    Sessions
    • 204 : A School Psychologist’s Primer to Identifying and Treating Conduct Disorder
    • 404 : Social Justice: Bridging Racial, Ethnic, and Cultural Gaps in Psychoeducational Assessment
  • Caitlyn Weaver, PhD, LP
    Dr. Caitlyn Weaver completed her PhD in 2023 at the University of Southern Mississippi. During her graduate training, Dr. Weaver obtained extensive training in behavioral assessment and intervention. After completing her doctoral internship in 2023, Dr. Weaver continued to serve Nebraska schools as a school psychologist and a licensed psychologist. She has experience serving public and private schools, as well as working in a psychology clinic. During the fall of 2025, Dr. Weaver transitioned to academia as an Assistant Professor of School Psychology at Alfred University. She is passionate about participating in the consultation and problem-solving processes with families and school teams to help students thrive.
    Sessions
    • 204 : A School Psychologist’s Primer to Identifying and Treating Conduct Disorder
  • Nick Harris, NCSP, Ph.D.
    Dr. Nicholas R. Harris is originally from Maine and pursued his undergraduate and initial graduate education in Vermont, where he resided for 11 years. He currently lives in New York’s Capital Region with his wife, two children, and their dog Marvel. Dr. Harris served has served as the Co-Chair of the Ethics and Professional Practices Committee since 2021 for the New York Association of School Psychologists (NYASP), and was Secretary from 2024-2026. He is a Licensed Psychologist, Certified School Psychologist, and Nationally Certified School Psychologist. Dr. Harris works full-time at Guilderland High School in Guilderland, NY, and engages in part-time private practice. He earned his doctorate in psychology from Ball State University in Indiana, where he also completed graduate certificates in Autism and Applied Behavior Analysis. He additionally holds a master’s degree in clinical psychology. Dr. Harris’s professional interests include Autism Spectrum Disorders, Neuropsychology, Cross-Battery Assessment, MTSS, legal and ethical issues in practice, Diversity, Equity, and Inclusion, and NYSUT’s Collective Care Team. Within his district, he has contributed to teams focused on school start times, equity initiatives, social-emotional learning, and multi-tiered systems of support. Dr. Harris has extensive experience across a range of educational and clinical settings, including residential treatment centers, multiple school districts, an ABA clinic, and the Center for Autism Spectrum Disorder in Indiana. He is a regular contributor to the NYASP Newsletter, writing on the ethical and legal dimensions of school psychology practice.
    Sessions
    • 206 : School-Based Autism Spectrum Disorder Evaluations: Diagnosis and Classification
  • Benjamin J. Lovett, Ph.D.
    Dr. Ben Lovett is a Professor in the school psychology program at Teachers College, Columbia University. He has over 100 publications focusing on psychoeducational assessment, disability accommodations, and test anxiety. Dr. Lovett teaches courses on assessment and legal/ethical issues in school psychology and consults widely to schools, particularly on issues related to accommodations and anxiety. His books include "Testing Accommodations for Students with Disabilities: Research-Based Practice" and most recently, "Overcoming Test Anxiety."
    Sessions
    • 207 : Managing Test Anxiety Using an MTSS Framework
  • Sheila Clonan, Ph.D.
    Dr. Sheila Clonan is a New York State Licensed Psychologist in private practice, specializing in the assessment of students with dyslexia, ADHD, and other learning disabilities. A permanently certified school psychologist with over thirty years of experience in public schools, higher education, and private practice, Dr. Clonan began her career managing a reading research project under Dr. Benita Blachman in collaboration with Drs. Sally and Bennett Shaywitz at the Yale Child Study Center, investigating the effects of intensive phonologically-based intervention on reading outcomes and brain organization. She subsequently served on the faculties of Syracuse University and Colgate University, where she taught courses in learning disabilities, reading, and neurodiversity. Together with her co-presenter, Dr. Michelle Storie, Dr. Clonan is the author of the recently published Assessing Dyslexia in Schools: Empowering Practitioners through Reading Science with Guilford Press, as well as more than a dozen peer-reviewed articles and book chapters, and is a founding Board Member of The Reading League.
    Sessions
    • 210 : Bridging Science and Practice: A Hands-On Workshop in Case-Based Dyslexia Assessment
  • George McCloskey, Ph.D.
    George McCloskey, Ph.D., is a Professor and Director of School Psychology Research in the School of Professional and Applied Psychology at the Philadelphia College of Osteopathic Medicine and holds Diplomate status with the American Academy of Pediatric Neuropsychology. With more than 45 years of experience in assessment, intervention, research, teaching, and test development, Dr. McCloskey has developed a comprehensive model of executive functions that guides the assessment of strengths and weaknesses and informs intervention planning. Dr. McCloskey is a frequent presenter at international, national, and state conferences and consults with school districts and private schools throughout the United States on the development of executive functions in children and adolescents. He is the lead author of Assessment and Intervention for Executive Function Difficulties, Essentials of Executive Function Assessment, and Chapter 10 of Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners. He is also the author of the McCloskey Executive Functions Scales (MEFS), published by Schoolhouse Educational Services. In collaboration with his wife, Laurie McCloskey, he co-authored the SILAS/McCloskey EF Toolkit and the children's book The Day Frankie Left His Frontal Lobes at Home.
    Sessions
    • 304 : Partnering with Parents to Strengthen Children's Executive Functions: Helping School Psychologists Empower Parents
  • Dawn Muller
    Dawn Muller is an Assessment Consultant with Western Psychological Services, also known as WPS. She is a Nationally Certified School Psychologist and has been practicing throughout Maryland and Delaware over the past 24 years. Dawn’s undergraduate degree is from Old Dominion University, where she studied both Psychology and Communication Disorders. She holds both a M.A. and a Psy.S. degree from Gallaudet University, where she specialized in working with the Deaf Community. Dawn has spent her career working with elementary, middle, and high schoolers in various school settings. Additionally, her specialization and fluency in sign language has allowed her to work as a consultant for children with hearing loss, vision loss, and multiple disabilities. Dawn has also taught at the undergraduate and graduate level as an adjunct professor, including her alma mater, Gallaudet University. She is an active member of her state and national organizations for School Psychology.
    Sessions
    • 305 : Social Cognition: The Missing Link in Assessments
    • 406 : “Better Data, Better Decisions: Using the Tests of Dyslexia for SLD Identification”
  • Ben Knaebel, M.A. NCSP
    Benjamin Knaebel, Ed.S., NCSP, is a Clinical Product Specialist at CentralReach and a veteran school psychologist with over a decade of experience across public and private education. A certified school psychologist and Ohio State University alumnus, Benjamin has spearheaded programs in special education, Section 504, and comprehensive student support services. At CentralReach, he bridges clinical expertise with innovative assessment software to streamline practitioner workflows. Additionally, he oversees NASP-approved continuing professional development for the CentralReach Institute, championing evidence-based practices that empower clinicians and educators to improve outcomes for students with autism and other neurodevelopmental conditions.
    Sessions
    • 306 : Bridging Minds, Sharing the Load: School Psychologist–BCBA Collaboration to Reduce Burnout and Strengthen Practice
  • Katie Huba, MS, BCBA, COBA, LBS
    Katie Huba is a Board Certified Behavior Analyst, researcher, educator, and project manager with over 10 years of experience in applied behavior analysis, supervision, assessment, and neurodevelopmental research. She currently serves as Project Manager for Assessments at CentralReach and as Supervision Coordinator at John Carroll University, where she supports the development of future behavior analysts through clinical training and fieldwork supervision. Katie has authored peer-reviewed publications, presented at regional and national conferences, and is passionate about advancing evidence-based supervision practices, assessment development, and person-centered care.
    Sessions
    • 306 : Bridging Minds, Sharing the Load: School Psychologist–BCBA Collaboration to Reduce Burnout and Strengthen Practice
  • Kristen Stanton, M.S., C.A.S.
    Kristen Stanton is a seasoned professional with a strong background in counseling and mental health services in educational settings. She is certified in New York State as a School Counselor and holds a Master of Science and Certificate of Advanced Studies in Counseling & Psychological Services from Oswego State University, along with a Certificate of Advanced Studies in Community Schools from Binghamton University. Kristen has extensive experience as the Director of School & Youth Initiatives at the NYS Office of Mental Health Suicide Prevention Center, where she oversees statewide suicide prevention programs and manages multiple grant initiatives, including those funded by GLS and CDC. Her leadership includes co-leading the LGBTQ+ and Schools and Youth Subgroup of the NYS Suicide Prevention Council, emphasizing inclusive strategies for supporting at-risk youth. Previously, Kristen served as Program Manager of the Suicide Safety in Schools program at Contact Community Services in Onondaga County, where she developed a comprehensive mental health and wellness program for school districts and higher education in the county. She has also excelled as a Student Assistance Counselor, providing counseling, crisis intervention, and educational workshops on adolescent issues and substance use at Fowler High School in Syracuse and Cicero North Syracuse High School. Her commitment to fostering a supportive environment and enhancing mental health resources for all students and staff underscores her invaluable contributions to education and community wellness.
    Sessions
    • 307 : Building Comprehensive Suicide Prevention Programming in NYS Schools
  • Emily Derrenbacher
    Sessions
    • 307 : Building Comprehensive Suicide Prevention Programming in NYS Schools
    • 402 : In Their Shoes: Understanding LGBTQ+ Youth Experience and the Power of Adult Acceptance
  • Kirra Guard, PhD, NCSP
    Dr. Kirra Guard is a professor of school psychology at SUNY Oswego and school consultant. Kirra's areas of interest include academic instruction and intervention, effective assessment, data-based decision making, multi-tiered systems of support, and implementation science. Previously, she was a state technical assistance provider in New York, providing training and coaching to implementation specialists throughout the state on how to improve academic outcomes for students with disabilities. In addition to experience as a state technical assistance provider, Kirra has been a school psychologist and CSE chair in the Rochester and Syracuse areas of New York. She holds a PhD in school psychology from Lehigh University and an MA in teaching from Hobart and William Smith Colleges.
    Sessions
    • 308 : Applied Implementation Science for School Psychologists: How Do We Build the Capacity of our Schools to Implement Effective Practices?
    • 409 : Demystifying De-Implementation: A Step-by-Step Process for Removing Low Value Practices in Schools
  • Rachel Fidler, PhD, NCSP
    Dr. Rachel Fidler (she/they) is a PRODiG+ fellow and lecturer in the Counseling and Psychological Services Department at SUNY Oswego, which occupies the land of the Onondaga and Haudenosaunee people. Dr. Fidler seeks to dismantle systems of oppression as they manifest in school psychology research, teaching, and practice while working to build systems of care that are culturally and linguistically sustaining. Their research focuses on translating critical theory to praxis through participatory research methods that engage community members as co-researchers, elevate the priorities of those marginalized by school psychology, and drive actionable transformation of the field. As a bilingual school psychologist, Dr. Fidler also presents and consults on topics related to supporting multilingual K-12 learners and bilingual school psychology trainees.
    Sessions
    • 308 : Applied Implementation Science for School Psychologists: How Do We Build the Capacity of our Schools to Implement Effective Practices?
  • Megan Garton, EdD
    As a senior extension associate at Cornell’s Yang-Tan Institute on Employment and Disability, I serve as the Co-Director for the New York State Education Department Office of Special Education Technical Assistance Partnership for Data. Within this role and with more than 20 years working in education as a special educator, special education administrator, researcher, program evaluator, and technical assistance provider, I have engaged in training and coaching of school district personnel, conducted research on implementation of Multi-tiered Systems of Support and organizational capacity, and conducted program evaluation for state and regional implementation efforts. My background also includes training and coaching leadership teams focused on implementation of regional, district, and school wide initiatives, including skill development in data-informed decision-making, capacity building, and utilizing evaluation plans for iterative improvement to training, tools, and processes related to evidence-based practices.
    Sessions
    • 308 : Applied Implementation Science for School Psychologists: How Do We Build the Capacity of our Schools to Implement Effective Practices?
    • 409 : Demystifying De-Implementation: A Step-by-Step Process for Removing Low Value Practices in Schools
  • David A. Kilpatrick, PhD
    David A. Kilpatrick, PhD is a professor emeritus of psychology for the State University of New York at Cortland and current Adjunct Lecturer in psychology. 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.
    Sessions
    • 400 : Understanding and Addressing Word-Level Reading Difficulties
  • Nathaniel Gray, MSW
    Nathaniel Gray, MSW, is the Founder and Principal Consultant of Gray Area Consulting and a New York–based trainer and policy-to-practice strategist focused on improving outcomes for LGBTQ+ young people in schools and youth-serving systems.⁠ Nathaniel’s work began in direct practice in New York City, supporting homeless and marginalized LGBTQ+ youth through roles and placements with organizations including Hetrick-Martin Institute and the Ali Forney Center.⁠​ After earning an MSW from Fordham University (leadership and policy focus), Nathaniel was selected as an inaugural Empire Fellow focused solely on LGBTQ+ policy at the New York State Office of Children and Family Services (OCFS), helping translate affirming standards into practical guidance and training for youth-serving systems.⁠ Nathaniel later served as OCFS DEI Coordinator and went on to lead the Pride Center of the Capital Region as Executive Director, doubling the operating budget from $325K to $720K and securing major public funding to expand services and community reach.⁠ Today, Nathaniel serves as a Subject Matter Expert with the NYS Office of Mental Health’s Suicide Prevention Center of New York (SPCNY), supporting the development of evidence-informed training for youth-serving professionals statewide.⁠ ⁠Across sectors, Nathaniel is known for creating clarity and safety in discussions about mental health, the LGBTQ+ experience, and safe learning spaces for professionals and parents with queer youth. Nathaniel has delivered 300+ trainings for schools, clinics, and public agencies across New York State.⁠ Honors include City & State Pride Trailblazers (2025), NYS Civil Service's "Pay It No Mind" Award (2024) and City & State's Albany 40 Under 40 (2021).
    Sessions
    • 402 : In Their Shoes: Understanding LGBTQ+ Youth Experience and the Power of Adult Acceptance
  • Cherliz Cohen
    Cherliz Cohen is a doctoral student in the School-Community Psychology Psy.D. program at Hofstra University. She earned her Master’s in Counseling for Mental Health and Wellness from New York University, along with an advanced certificate in LGBTQ+ Health, Education, and Social Services. Cherliz has extensive experience working with K–12 and college students in both therapeutic and mentorship capacities, providing culturally responsive support across academic, emotional, and identity-related challenges. Her clinical approach integrates Cognitive Behavioral Therapy, Feminist Therapy, and Emotionally Focused Therapy to foster empowerment and resilience in diverse populations.
    Sessions
    • 407 : Bridging Pride and Practice: Supporting LGBTQIA+ Students Through Educator and Mental Health Collaboration
  • Sophia Medolla
    Sessions
    • 407 : Bridging Pride and Practice: Supporting LGBTQIA+ Students Through Educator and Mental Health Collaboration
  • Emma Leah Hettrich, Psy.D., ABSNP
    Dr. Hettrich is a NYS certified school psychologist, licensed psychologist, and diplomat of the American Board of School Neuropsychology. Dr. Hettrich works full time as a school psychologist within an elementary school on Long Island. She is on the NYASP Executive Board as the Membership Co-Chair. Dr. Hettrich recently served on the New York Dyslexia Task Force and is a co-author of Evaluating for dyslexia in the schools: Guidance for screening, intervention, and evaluation (2025, NYASP). Dr. Hettrich has provided assessment and intervention for individuals with developmental disabilities including Autism Spectrum Disorder and Intellectual Developmental Disorder for over 20 years.
    Sessions
    • 408 : Evaluating Intellectual Disability Within the School
  • Michael Paff, EdD, NCSP
    Michael Paff, EdD, NCSP, is the president of NYASP. He is a NYS certified school psychologist, NYS licensed psychologist, former CSE/504 chairperson, and former graduate trainer. He is now a licensed psychologist working with the Office for Children and Family Services, Division of Juvenile Justice and Opportunities for Youth. Dr. Paff works with adjudicated and incarcerated adolescents and young adults in four different downstate facilities. In these facilities, he does psychological and neuropsychological evaluations, provides consultation with educational, clinical, and aftercare teams, helps oversee treatment for incarcerated youth with intellectual/developmental disabilities and for youth convicted of mass violence-related acts, and provides clinical supervision for other psychologists. Dr. Paff was a member of the NYS Dyslexia/Dysgraphia Task Force and is a current member of the NYS Suicide Prevention Council. He also has a private practice in Ulster County. He is passionate about school psychology, working with justice-involved youth, creating safe schools and communities for LGBTQ+ youth, the science of reading, and suicide prevention.
    Sessions
    • 408 : Evaluating Intellectual Disability Within the School
  • Pamela A. Madeiros, J.D.
    Pamela A. Madeiros focuses her practice in the area of legislative and regulatory affairs. Her experience in identifying and resolving issues which blur distinction between health, mental health and education policies is well established. She is a valued partner with the New York State Department of Education, including the Office of the Professions, relating to professional licenses, the Bureau of Proprietary School Services, relating to the approval and operation of trade and business schools, and the Office of College and University Evaluation, relating to accreditation, permission to operate and general regulation of college and universities in New York State. She is an engaged participant in innumerable task forces and advisory committees through her representation of special education programs, Children’s Day Treatment programs, Article 28 Clinics, and schools for the deaf throughout the state. Pam has credibility with decision makers and insight to well established and emerging policies. She works collaboratively with the Department of Health, the State Education Department and the Office of Mental Health and has established partnership relationships at all levels within each such agency. Pam worked closely with the Department of Health to inform the development of the Medicaid State Plan Amendment as related to the School Supportive Health Services (SSHSP/PSSHSP) and the Office of the Medicaid Inspector General’s treatment of programs under recent Compliance Plan regulations. Her experience in rate appeals, program approval, contract negotiation and regulatory quality reviews and audits extends well beyond educational programs. She has developed wide-ranging experience in the Office of the State Comptroller audits and compliance reviews. Prior to joining the firm, she served as Senior Counsel with the New York State Legislative Bill Drafting Commission and was responsible for introducing several Latin American delegations to the state legislative process through her involvement with the Rockefeller Institute.
    Sessions
    • 017 : Legislative Session
  • Elizabeth Rizzi, MA
    Elizabeth Rizzi, MA is a certified School Psychologist and CSE Chair in the Millbrook Central School District. Previously, she was a School Psychologist at John Jay High School in the Wappingers Central School District for 18 years. She is the Parliamentarian of the New York Association of School Psychologists (NYASP), and plays a leadership role in advancing the profession across the state. Professor Rizzi earned her Master’s degree and completed her training at Marist College (now University), where she now serves as an Adjunct Professor in the School of Social and Behavioral Sciences. In addition to her work in schools and higher education, she consults with Putnam/Northern Westchester BOCES, specializing in Threat Assessment and Mental Health during Crisis. She is a certified trainer in multiple areas, including the Comprehensive School Threat Assessment Guidelines (CSTAG), Suicide Safety for Teachers and Staff (SST), and PREPaRE Workshops 1 & 2. Elizabeth regularly presents on topics related to school safety, mental health, wellness, and crisis preparedness. She is also a Level 1 Crossfit Trainer. Her professional interests include school safety, learning disability assessment, cross-battery assessment, teacher consultation, and school-based counseling aimed at improving student outcomes. A strong advocate for health and wellness, Ms. Rizzi brings this passion to all areas of her life—both personally and professionally.
    Sessions
    • 401 : Informed Bystander Training for Threat Assessment Prepared Schools
  • Jason Pedersen, Ph.D., NCSP
    Jason A. Pedersen, PhD, NCSP, currently serves as President of the National Association of School Psychologists (NASP) and is a nationally recognized leader in school psychology whose work focuses on systems-level design, infrastructure coherence, and sustainable implementation across local, state, and national contexts. He is also the Founder and Principal of Pedersen Education Strategy Consulting, where he advises schools, districts, and state agencies on building coherent, high-functioning educational systems. Dr. Pedersen has held numerous leadership roles at both the state and national levels, with a consistent focus on shaping policy, building organizational capacity, and advancing scalable, system-wide solutions. He is co-author of The Data-Driven School: Collaborating to Improve Student Outcomes, and has contributed extensively to Best Practices in School Psychology. In recognition of his contributions to the field of school psychology, he has received numerous national and state level awards, including being named NASP’s 2023 School Psychologist of the Year. He is widely known for helping education systems move from fragmented, initiative-driven practices to integrated, prevention-focused models. His work spans large-scale implementation of Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), social-emotional learning (SEL), and trauma-informed practices, with an emphasis on aligning governance, data systems, scheduling, and staffing to ensure long-term sustainability.
    Sessions
    • 500 : NASP President Address, Jason Pedersen, NASP President: Empower. Build. Elevate. Realizing the Promise of School Psychology
  • John Garruto
    John Garruto, D.Ed., NCSP, ABSNP, is a school psychologist and adjunct professor in New York. His primary interests are for the assessment of learning disabilities, neuropsychology, and professional school psychology. He has served the New York Association of School Psychologists (NYASP) for five years as Research Chair, two years as Speaker Chair for the 2011 and 2015 NYASP conferences, and is a Past-President of NYASP. Dr. Garruto has also served as both an at-large and Northeast Regional Representative for the NASP Ethics and Professional Practices Board as well as Chair (he is currently Co-Chair). He has also authored and co-authored book chapters on emotional neuropsychology, report writing, and is also co-author of the book "Essentials of Woodcock-Johnson IV Tests of Cognitive Abilities."
    Sessions
    • 600 : Ethics for the Practicing School Psychologist
  • Courtney Huguenin, MS, NCSP
    Courtney Huguenin, MS, NCSP, is in her 12th year as a school psychologist at Connetquot High School in Bohemia, New York. She previously worked as a special education teacher in New York City. Her professional interests include chronic absenteeism and school refusal, advocacy, and crisis prevention and response. Courtney serves on the National Association of School Psychologists (NASP) Board of Directors and as the NASP Delegate for New York. She previously served as Co-Chair of the NASP Professional Communication Committee. She earned her MA in Psychology in Education from Teachers College, Columbia University, and her MS in School Psychology from St. John’s University. She is also a certified PREPaRE Third Edition trainer.
    Sessions
    • 605 : Pathways to School Reengagement Through Effective Reentry Planning
  • H. Thomas Brant, MA, CAS
    Henry Thomas "Tom" Brant, MA CAS is the NASP Delegate for the State of Connecticut, and member of the NASP School Safety and Crisis Response and Government and Professional Relations committees. Additionally, Tom is a NASP PREPaRE trainer for Workshops 1 and 2. Tom is currently the Director of Pupil Services for Amity Regional School District No. 5 in Woodbridge, CT and an Adjunct Professor in the NEAG School of Education at the University of Connecticut. Previously, Tom worked as a School Psychologist at Newtown High School in Sandy Hook, CT.
    Sessions
    • 605 : Pathways to School Reengagement Through Effective Reentry Planning
  • Eric Elias, MS Ed, ABSNP
    Eric Elias, MS Ed, ABSNP is a school psychologist in Meriden, CT. He is Connecticut’s 2018 School Psychologist of the Year and current president of the Connecticut Association of School Psychologists (CASP). Eric has over 30 years of experience as a school psychologist. He is a co-host of the successful podcast School Psyched. As an author, Eric has had a number of articles published in peer reviewed journals, contributed numerous articles for his state association newsletter and is published in the NASP Communique. Eric has supported the practice of school psychology on a national level through his involvement on the NASP Communications Committee and presentations at the National Association of School Psychologists annual conferences. Eric teaches assessment as an adjunct and is also on the advisory board for the School Psychology program at Southern Connecticut State University. Eric is passionate about social and emotional learning, social justice as well as evidence-based assessment, practice and interventions.
    Sessions
    • 605 : Pathways to School Reengagement Through Effective Reentry Planning
  • Kristin Miller, PhD
    Prior to joining the faculty at Siena, Dr. Miller worked in the field as a school psychologist, behavior specialist, consultant, and researcher in schools. Her research and applied interests include evidence-based treatment of child externalizing disorders, prevention of school violence, test anxiety, self-management, and positive psychology. She is a graduate of Lehigh University.
    Sessions
    • 801 : Study First, Relax Second: Rethinking Test Anxiety Interventions
  • Jody-Ann Turner, MS
    Jody-Ann Turner is a doctoral candidate in the School Psychology program at State University of New York, University at Albany. Her clinical interests include neurodevelopmental disabilities, early identification and intervention, integrated behavioral health care, and school-community partnerships. She currently provides psychoeducational assessment and intervention services in schools and is particularly interested in improving equitable access to developmental and behavioral health services for children and families.
    Sessions
    • 803 : Bridging Educational and Healthcare Systems: The Role of School Psychologists in Promoting Equitable Access to Neurodevelopmental Services
  • Olivia Prince, MS, CAS, NCSP
    I am a 4th year doctoral student at the University of Albany in the School Psychology PsyD program. I will be completing my 5th and final year of the PsyD program at the time of the NYASP conference.
    Sessions
    • 805 : Examining the role of declarative fluency and generalization in procedural subtraction performance
  • Francyne Zeltser
    Dr. Francyne Zeltser is a New York State Licensed Psychologist (#020690) and an experienced clinician specializing in child, adolescent, and adult mental health. As the Senior Director of Mental Health and Testing Services, she leads a team of licensed psychologists, neuropsychologists, and psychotherapists who provide comprehensive counseling and assessment services. She also oversees the psychology externship, internship, and postdoctoral fellowship training programs, which emphasize hands-on learning, professional development, and supervision. Dr. Zeltser earned her undergraduate degree in Psychology from Binghamton University and completed her graduate training at St. John’s University. She completed the CPD accredited training for professionals for supporting PDA children through PDA North America. In addition to her clinical roles, she serves as an adjunct professor and has been featured in various media outlets, including Parents.com, CNBC.com, womansday.com, Care.com, The Bump, and Today.com. Outside of her professional responsibilities, Dr. Zeltser takes great pride in her roles as a wife and mother of two boys. Dr. Zeltser offers a range of psychotherapy and assessment services, including cognitive-behavioral therapy (CBT), parent management training (PMT), and psychological, psychoeducational, autism, and guardianship evaluations. Her expertise includes child and adolescent development, behavior management, effective parenting strategies, educational interventions and advocacy, and the treatment of anxiety through direct psychotherapy and the SPACE intervention. She also conducts psychological, psychoeducational, autism, developmental, and guardianship evaluations. Additionally, Dr. Zeltser provides support with toilet and sleep training and offers short-term consultation services to address issues that impact family functioning. Her clinical practice focuses on treating anxiety and mood disorders, ADHD, conduct and disruptive behaviors, parenting challenges, and school-related issues, as well as difficulties adapting to changes, life transitions, and adjustment challenges. Dr. Zeltser utilizes a supportive, problem-solving approach to help patients develop adaptive strategies for managing life’s challenges and achieving both short- and long-term goals. She works with patients to improve focus, social skills, time management, reduce negative emotions, build a growth mindset, resolve conflicts, and get organized. Her integrative, evidence-based approach ensures high-quality care tailored to the unique needs of each patient.
    Sessions
    • 710 : Beyond the Behavior Plan: Building Collaborative School-Based Behavioral Support Through BCBA Services, Parent Partnership, and Teacher Coaching
  • Ariel Kornblum, PsyD, BCBA, LBA
    Dr. Ariel Kornblum is a licensed psychologist in New York State (#021301), a Board Certified Behavior Analyst (BCBA, #1-16-23753), and a New York State Licensed Behavior Analyst (#001532). She earned her undergraduate degree in Psychology from The George Washington University and completed her graduate studies at St. John's University. Dr. Kornblum also completed the CPD Accredited Training for professionals for supporting PDA children through the UK PDA society, as well as the level 1 and 2 trainings through PDANA. In her current role as Senior Director of Clinical Operations, Behavioral & Educational Services, Dr. Kornblum leads a multidisciplinary team of Board Certified Behavior Analysts (BCBA), Licensed Behavior Analysts (LBA), behavior therapists, and certified special educators. This team provides comprehensive academic and therapeutic support to learners ages 2 to 21+ across schools, homes, and communities throughout the New York City metropolitan area. Dr. Kornblum also collaborates with special education attorneys, families, and school staff to provide expert testimony, enhance treatment integrity, and optimize clinical outcomes. Additionally, Dr. Kornblum is licensed to offer telehealth services in Florida, New Jersey, and Michigan. She specializes in a range of therapeutic modalities, including Cognitive Behavioral Therapy (CBT), Acceptance and Commitment Therapy (ACT), behavioral parent management training (PMT), Supportive Parenting for Anxious Childhood Emotions (SPACE), and applied behavior analysis (ABA). She also provides school and teacher consultations and executive function coaching. Her areas of expertise encompass behavior management, school refusal, social skills development, and the treatment of anxiety and depression. Dr. Kornblum works closely with families to address behavioral challenges related to ADHD, Autism Spectrum Disorder (ASD), and Pathological Demand Avoidance (PDA). She takes a collaborative approach to treatment, partnering with parents, caregivers, school teams, and external providers to ensure consistency and the successful application of evidence-based practices. With a commitment to neurodiversity-affirming practices, Dr. Kornblum integrates these principles into all of her clinical work to promote sustainable, positive outcomes. A regular presenter to parents and professionals, she speaks on a variety of topics, including anxiety treatment, ASD, PDA, behavior management, and evidence-based interventions.
    Sessions
    • 710 : Beyond the Behavior Plan: Building Collaborative School-Based Behavioral Support Through BCBA Services, Parent Partnership, and Teacher Coaching
  • Jared Campbell
    Jared Campbell is an award winning singer/songwriter from upstate New York and has been traveling the country performing for thousands of people and hundreds of schools over the past decade. He’s shared the stage with famous bands and musicians and has also been featured on TV. He’s been acknowledged by Billboard Magazine as one of the top independent musicians in the northeast. His songs are said to be uplifting, thought provoking and emotionally heartfelt. Jared mixes humor, stories of life on road and personal experience to relate to the audience set before him. Young people have walked away with life changing experiences such as finding their true passion in life, appreciating others around them and ceasing to bully those that are different, stopping their attempts at suicide and forming life lasting relationships with the friends and family surrounding them.
    Sessions
    • 019 : Keynote Address, Jared Campbell: Connection Changes Everything
  • Kelly Caci, MA
    Kelly Caci, MA, is a school psychologist in the Newburgh Enlarged City School District in a K-5 elementary school. She has worked for 28 years in the field at the elementary and middle school levels. Ms. Caci is the NYASP Legislative Chair, and has served on the NYASP board since 1998, previously in the capacity of NYASP president and newsletter editor. Ms.Caci has implemented a comprehensive PBIS program, peer mediation program, as well as other preventive social-emotional programs in her current work at the elementary level. She has presented and written on numerous topics, including trauma, dyslexia, diagnosis, and retention. She was also the workgroup leader on NYASP's guidance documents on Evaluating for Dyslexia in the Schools and School Re-Entry and Recovery in Response to the COVID-19 Health Crisis. She also serves on the NYSUT Collective Care Team. Ms. Caci can be reached at kelly.caci@nyasp.org.
    Sessions
    • 405 : NYASP Business Meeting
  • Imad Zaheet
    Sessions
    • 409 : Demystifying De-Implementation: A Step-by-Step Process for Removing Low Value Practices in Schools
  • Samuel O. Ortiz, Ph.D.
    Dr. Ortiz is Chief Clinical Officer for Marker Learning and Professor of Psychology at St. John's University, New York. He has served as Visiting Professor and Research Fellow at Nagoya University, Japan, as Vice President for Professional Affairs of APA Division 16 (School Psychology), as member and Chair of APA’s, Committee on Psychological Tests and Assessment, as member of the Coalition for Psychology in Schools and Education, as representative on the New York State Committee of Practitioners on ELL and LEP Students, and as member of APA Presidential Task Force on Educational Disparities. Dr. Ortiz has published widely on a range of topics and is a frequent presenter at professional conferences as well as an internationally recognized expert on issues involving nondiscriminatory assessment, evaluation of English learners, Cross-Battery Assessment (XBA), and specific learning disabilities. He is author of the Ortiz Picture Vocabulary Acquisition Test (Ortiz PVAT)—the first test with dual norms designed specifically for English learners and English speakers. He is also primary co-author of the Cross-Battery Assessment Software System (X-BASS v3.0), Culture-Language Interpretive Matrix (C-LIM), C-LIM+Achievement Test Extensions (C-LIM+ATE), True Peer Estimator (TPE), and co-author of the Intervention Library: Finding Resources for Students and Teachers (IL:FIRST v1.0). His books include “Assessment of Culturally and Linguistically Diverse Students: A practical guide,” and “Essentials of Cross-Battery Assessment, 3rd Edition”. Dr. Ortiz is bilingual (Spanish) and bicultural (Puerto Rican).
    Sessions
    • 817 : Advances in School Psychology Testing and Practice: The Future is Now!
    • 818 : Assessment of Linguistically and Acculturatively Diverse Students: A practical, systematic framework for all practitioners.

CE Info

3  Ethics Hour

CE Process Information

Each professional is responsible for the individual requirements as stipulated by his/her licensing agency. Please contact your individual licensing board/regulatory agency to review continuing education requirements for licensure renewal. Please note: You must attend "live" (in real-time) for the duration of the training to earn CE credits.

Before the event, you will receive access to your "attendee dashboard" link, hosted on the CE-Go website. This link will be sent to the email account you used to register for the event.

Upon accessing the CE-Go "attendee dashboard", you will be able to:

  • Complete evaluation forms for the event
  • Complete a summary evaluation form at the conclusion of the event
  • Download your continuing education certificate in a PDF format

APA, NYS, and NASP approved continuing education credits (CPD) are available at NYASP with attendance being tracked through use of verification codes. If you are interested in obtaining CE or CPD credits, you will need to stay for the entire session in order to obtain the verification code. Once the session is over, you will be asked to enter the verification code in your attendee dashboard in order to access and complete the session evaluation form. At the conclusion of the conference, you will also need to complete an overall conference evaluation form. Following completion of the conference evaluation and individual session evaluations, you will be able to download your credit certificates from your CE-Go dashboard.

If you have any questions or concerns regarding the CE-Go platform, please contact CE-Go at 888-498-5578 or by email at support@ce-go.com Please Note: Emails for this event will come from "support@ceactivities.com".

Please make sure to check your spam/junk folder in case those emails get "stuck". We'd also suggest "Allowlisting" support@ce-go.com. This tells your email client that you know this sender and trust them, which will keep emails from this contact at the top of your inbox and out of the junk folder.

Continuing Education Credit Hours are available from the following organizations

In-Person

National Association of School Psychologists
NYASP is approved by NASP (National Association of School Psychologists) to offer continuing education for school psychologists. NYASP maintains responsibility for the program. NASP Approved Provider # 1021
New York Association of School Psychologists
Any sessions that are not NASP CPD sessions are available for New York Association of School Psychologists (NYASP) continuing education hours.
New York Education Department's State Board for Social Work
CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers. #0060.
New York Education Department Board of Creative Arts Therapy
CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board of Creative Arts Therapy as an approved provider of continuing education for licensed creative arts therapists. #CAT-0008
New York Education Department for Licensed Mental Health Counselors
CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0072.
New York Education Department Board for Licensed Psychoanalysts
CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Psychoanalysts as an approved provider of continuing education for licensed psychoanalysts. #P-0031.
New York State Education Department's State Board for Psychology
CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists. #PSY-0016.
New York Education Department's State Board for Marriage and Family Therapy
CE Learning Systems, LLC  (d/b/a impactce.com) is recognized by the New York State Education Department's State Board for Marriage and Family Therapy as an approved provider of continuing education for licensed marriage and family therapists. #MFT-0045.

Policies

Grievance
If you have any concerns about the NYASP 2026 conference, please reach out to the conference co-coordinators at conference@nyasp.org. 
Refund

Refunds will be allowed up to two weeks prior to the conference. If your registration was paid by credit card, credit card processing fees will be deducted from the amount refunded. If you need to cancel your registration NYASP will need to be notified by 10/22/2026 in order for a refund to be granted. Please email conference@nyasp.org with any questions.  

Disability Accommodation

In accordance with the Americans with Disabilities Act, this conference will provide accommodations to participants who have disabilities or sensory impairments. Please reach out to conference@nyasp.org with any needs or concerns.

Cancellation

If you need to cancel your registration please notify NYASP by email at conference@nyasp.org. If you are seeking a refund, NYASP needs to be notified by 10/22/2026. Refunds will not be granted after this date. Please email conference@nyasp.org with any questions.  

Purchase Orders

If you paid for your conference registration with a Purchase Order: NYASP requires receipt of payment on purchase orders within 30 days of the conference. If payment is not received within this timeframe, the conference attendee will be personally responsible for providing payment.

Disclosures

The New York Association of School Psychologists (NYASP) requires presenters to disclose any use of artificial intelligence in developing or delivering their presentations or materials. Presenters must thoroughly review, fact-check, and screen all AI-assisted content for accuracy, cultural responsiveness, appropriateness, and bias. Additionally, inputting confidential, proprietary, or copyrighted information into any AI tool is strictly prohibited to protect privacy and intellectual property.
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2026 New York State Association of School Psychologists Conference
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  • Type
    In-Person Event
  • Location
    Hilton Albany (40 Lodge Street, Albany, NY 12207)
  • Date
    November 05 - 07, 2026

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