April 22, 2026
@ 3:15-4:15pm

Unique Learners: Cognitive Profiles of Common Genetic Syndromes

Children with genetic syndromes often present with distinctive cognitive and learning profiles that influence their school experiences. This session provides an overview of the cognitive and behavioral characteristics associated with several genetic disorders affecting children and adolescents, including Turner syndrome, Klinefelter syndrome, Neurofibromatosis Type 1, Williams syndrome, and Angelman syndrome. Emphasis will be placed on how these cognitive profiles inform assessment and support planning, with practical suggestions for school-based intervention.

Strengthening Classroom-Based Tier 2 Behavioral Supports: Practical Strategies for School Psychologists

Effective targeted behavioral supports are essential within a comprehensive Multi-Tiered System of Supports (MTSS), and school psychologists play a critical role in their design, implementation, and evaluation. This session will examine the development of Tier 2 behavioral interventions in K-12 settings, beginning with the foundational importance of strong Tier 1 practices to ensure targeted supports are efficient and sustainable. Participants will engage in a practical review of core Tier 2 interventions, including behavior contracts, direct behavior rating (DBR), self-monitoring, and Check-In/Check-Out (CICO). Emphasis will be placed on functional alignment, efficient progress monitoring, treatment integrity, and defensible data-based decision making. Systems-level considerations, including building staff capacity, strengthening implementation fidelity, and improving coherence within existing MTSS frameworks‚ will be discussed. Free, evidence-informed tools and resources will be shared to support intervention development and implementation.

Karen Monahan, PhD is an assistant professor in the school psychology graduate program at Winthrop University and an active leader with both the National Association of School Psychologists and the SC Association of School Psychologists. She obtained her bachelor's degree in psychology at SUNY Geneseo, and her master's degree and Ph.D. in school psychology at the University of Maryland, College Park. Dr. Monahan spent 15 years working in public schools; the first 5 as a school psychologist, and the last 10 as a district-level administrator for psychological and related services. Her areas of interest include supporting students' social, emotional, and behavioral growth within a multi-tiered system of supports (MTSS); school-based safety assessments and crisis response; and professional issues in school psychology.