The Hill Country Summer Institute (HCSI) 2023 is a two-day live broadcast virtual conference that addresses critical issues important to Educational Diagnosticians, Licensed Specialists in School Psychology, and Speech and Language Pathologists.
All conference participants can attend four live sessions (two on Monday and two on Tuesday). Any sessions not attended live may be viewed as "bonus content" recordings later in the summer. These session recordings are for information only and will not garner further CEs.
Participants must attend at least one conference session to access the recordings.
Sessions are ordered by conference schedule
Legal Update for Evaluation Staff
Jim Walsh, Attorney at Law
This legal update will cover critical information evaluation personnel need to know in order to stay legally compliant.
OHI and ID: FIE Components and Important Issues
Dr. Gail Cheramie
This workshop is divided into two sections focusing on the following topics:
Part 1: (a) ID criteria regarding intellectual and adaptive behavior assessment. (b) Critical issues to consider when determining the condition of ID (e.g., variability within the cognitive profile, appropriate use of the SEM, defining “deficit” for adaptive behavior, variability between informants for adaptive behavior). Case studies will be used in this section.
Part 2: (a) OHI as an IDEA category and medical versus behavioral diagnoses within the category. (b) The FIE related to conditions under this category with emphasis on ADHD (e.g., observational methods, rating scales, and direct assessment). (c) Critical issues to consider when determining condition and eligibility.
Considerations for Best Practice during Speech Therapy Assessment and Treatment of Emergent Bilinguals (EB) with ASD
Dr. Teresa Guerra
Two populations within the U.S. educational system steadily on the rise are emergent bilinguals (EB) and children with autism spectrum disorder (ASD). This seminar will begin with a review of evidence-based literature supporting bilingualism for this population. Followed by a discussion of the differentiation of stereotypic language patterns related to ASD versus language differences of EBs. Assessment strategies will be presented for EBs from Spanish-speaking backgrounds, as well as for other common languages within Texas schools. Lastly, treatment considerations such as selection of language of intervention and strategies for cross linguistic transfer during therapy activities will be explored.
The School Behavioral Threat Process and the Support of SPED Staff
Participants will learn about the Pathway to Violence, review the processes of a SBTA team, discuss SPED support to assist the SBTA team in keeping a student off the pathway to violence, and investigate scenarios of student threats and determine next steps.
Creative Counseling with Bibliotherapy
Dr. Jon Lasser
Participants will learn about bibliotherapy as a creative counseling intervention to address social, emotional, and behavioral goals and objectives. We will review the research base supporting the use of bibliotherapy as an effective intervention and look at practical applications of bibliotherapy across a wide developmental range. Finally, participants will gain a better understanding of the "how to" of bibliotherapy, including ways to measure progress on counseling goals when bibliotherapy is used.
Ethical and Practical Use of Current Research for School-Based SLPs
Dr. Mary Beth Schmitt
This session will summarize current research from speech-language pathology, psychology, and education on what matters for children’s learning. Participants will receive specific guidance on how to ethically decide when and how to apply research to their caseloads. Participants will also learn practical ways to stay current on research amid rising workloads and limited time.
IDEA Disability Condition Determination: Co-occurring or Differential. Are we asking the right questions?
Dr. Gail Cheramie
The purpose of this workshop is to discuss (a) the multi-method, multi-source, multi-trait assessments that comprise the FIE, (b) the analysis of data sets with consideration of factors that affect decision-making such as reliability and convergence, “weight” and validity, and common errors in clinical judgment, and (c) the specific components of the FIE that facilitate disability determination addressing overlapping symptoms, differential classifications, and co-occurring conditions.
Understanding Genetic Disorders in Children and Adolescents for School Based Evaluations
Dr. Grace Mucci
Genetic disorders often have significant implications for a child’s education and learning. While there are many types of genetic disorders, which are characterized by genetic mutations with multiple environmental and idiopathic causes, there are few studies that have addressed the cognitive and learning challenges these children face. This workshop will review the most common genetic disorders, identify the typical physical characteristics, and discuss the known neurocognitive phenotype and its effect on cognition, communication, and learning abilities. This will be followed by considerations for both assessment and educational needs. Questions are encouraged to facilitate a more in-depth understanding and application to daily practice.
The Intersection of Academic Language Therapy and Neurodiverse-Affirming Practice
Dr. Mary Beth Schmitt
This session will explore short and long-term impacts of language disorder on academic language for preschoolers through adolescence. In this session, participants will learn the research supporting an academic-language approach and specific assessment and treatment strategies to use with clients of varying ages. The entire presentation will be framed from a neuro-diverse-affirming approach to working with children in the public education system.
School attendance problems and school refusal
Dr. Chris Kearney
This session will cover assessment and intervention recommendations for largely Tier 2 cases of school attendance problems, with a particular focus on school refusal or anxiety-based absenteeism. This will include a discussion of the four main treatment packages related to a functional analysis of school attendance problems/school refusal, including special circumstances that often apply to each. Coverage will also include, to a lesser extent, recommendations for Tiers 1 and 3