A tentative program is now available; there are three ways to access the program.

• View the schedule (PDF, 595KB)of the paper, symposia, and poster sessions.
• Log on to Conference Maker using the User ID created when submitting a paper, if applicable. You can search by name once you are logged in.
• View our online schedule.

Please know that the program is subject to change. If you note any major scheduling issues, please contact us and we will do our best to try and address them.

Plenary Speakers

We have lined up three premier plenary speakers for the main program events.

March 6, 2014 Plenary

"Introduction to the Neurosequential Model of Therapeutics"
Bruce D. Perry, MD, PhD

Perry is the Senior Fellow of The ChildTrauma Academy, a not-for-profit organization based in Houston, Texas and adjunct Professor in the Department of Psychiatry and Behavioral Sciences at the Feinberg School of Medicine at Northwestern University in Chicago. He serves as the inaugural Senior Fellow of the Berry Street Childhood Institute, an Australian based center of excellence focusing on the translation of theory into practice to improve the lives of children. Perry is the author, with Maia Szalavitz, of "The Boy Who Was Raised As A Dog," a bestselling book based on his work with maltreated children and Born For Love: Why Empathy is Essential and Endangered. Over the last thirty years, Perry has been an active teacher, clinician and researcher in children's mental health and the neurosciences holding a variety of academic positions.

March 7, 2014 Plenary

"Plea Bargaining in Practice: Does the Supreme Court Have a Clue?"
The Honorable Jed Rakoff, JD

Jed S. Rakoff has been a United States District Judge for the Southern District of New York since 1995. He holds degrees from Swarthmore (BA), Oxford (MPhil) and Harvard (JD). He currently co-chairs the National Academy of Sciences' Committee on Scientific Approaches to Eyewitness Identification and previously served on the Governing Board of the MacArthur Foundation's Project on Neuroscience and the Law. He is an adjunct professor at Columbia Law School, where one of the four courses he teaches is on Science and the Courts, and he was a member of the committee that prepared the 3rd edition of the federal judges'" Reference Manual on Scientific Evidence." He is the co-author of five books and the author of over 115 published articles, many dealing with the interplay of science and the law.

March 8, 2014 Presidential Plenary

"Do High Callous-Unemotional Traits in Children Compromise Early Parenting Interventions to Prevent Antisocial Behaviour? What Can We Do About It?"
Mark Dadds, PhD

Professor Mark Dadds is a principal research fellow of the National Health and Medical Research Council of Australia, and professor of psychology and director of the Child Behaviour Research Clinic at the University of New South Wales, Sydney Australia. He has developed and directed several national intervention programs for children, youth and their families, at risk for mental health problems. He has served as national president of the Australian Association for Cognitive and Behavioral Therapy, director of research for the Abused Child Trust of Queensland, and a recipient of several awards including an Early Career Award from the Division of Scientific Affairs of the Australian Psychological Society and a Violence Prevention Award for the Federal Government via the Institute of Criminology. Dadds has authored 4 books and over 200 papers on child and family psychology. He has won the Australian Psychological Society's awards for Early Career Research and the Ian Matthew Campbell Award for excellence in Clinical Psychology. His primary interest is in parenting and child development with particular reference to early detection and intervention strategies for preventing lifelong mental health problems and antisocial behavior.

Registration Deadline: Feb. 1, 2014

Friday, March 7, 2014, at 7 a.m. (runners will meet in the hotel lobby)
Cost: $25 (U.S. currency only)

Explore New Orleans with colleagues on a 5K Fun Run, sponsored by the AP-LS Student Section Committee! Registration includes a custom designed dry fit T-shirt (available in sizes S, M, L and XL). Download the registration form (DOC, 16KB) or email us for more details.

Workshop A

"How to Rate the SAVRY and Use it for Risk Management" 
Gina Vincent, PhD, Laura Guy, PhD

Participants taking this workshop should have experience with clinical assessment practices, but experience using the SAVRY is not required. Experienced SAVRY users nevertheless will benefit from deeper learning about using the SAVRY to develop appropriate risk management plans.

Learning Objectives

1. Explain key developmental concepts relevant to assessing risk among youth.
2. Describe the structured professional judgment model of violence risk assessment.
3. Explain the research findings on the SAVRY.
4. Explain how to make presence ratings for each item consider the individual relevance of each item, develop risk scenarios, and make summary risk ratings.
5. Demonstrate how to use SAVRY risk assessment data to identify appropriate risk management strategies.

This workshop is at the beginner/intermediate level.

Time/Credits: 8:30 a.m.–12 p.m. / 1-4:30 p.m. / 7 CE Credits

	Before Jan. 15, 2014	On or after Jan. 16, 2014
Member	$170	$195
Non Member	$225	$250
Student member	$80	$90
Student non- member	$105	$115

Workshop B

"Evaluation of Intellectual Disability in Capital Cases: Twelve Years Post Atkins" 
Karen Salekin, PhD, J. Gregory Olley, PhD

The workshop will review the emerging standards for the diagnosis of intellectual disability (a.k.a. mental retardation) as they are applied in court cases related to the U.S. Supreme Court’s 2002 opinion in Atkins v. Virginia. This decision prohibited the death penalty for persons with “mental retardation” but left to the states and the federal court flexibility with regard to the procedures to make this diagnosis. Since that time, specific diagnostic procedures have emerged based on case law, state statutes, and scholarly research. The workshop will present current issues and procedures to be used in Atkins hearings in light of ethical standards, standards for development, use and interpretation of psychological tests, and the standards of the American Psychiatric Association and American Association on Intellectual and Developmental Disabilities.

Learning Objectives

1. Describe issues in the assessment of ID in capital cases and the importance of making informed choices throughout the entire process.
2. Discuss the issues associated with the assessment of intelligence in the context of a capital case and how best to proceed.
3. Discuss issues related to the assessment of adaptive behavior in capital cases and how best to proceed.
4. Discuss the importance of educating attorneys and triers-of-fact on the topic of ID.
5. Present information to address common pitfalls in the effective communication of findings to the trier of fact, including both testimony and report writing.

This workshop is at the intermediate level.

Time/Credits: 8:30 a.m.-12 p.m. / 1-4:30 p.m. / 7 CE Credits

	Before Jan. 15, 2014	On or after Jan. 16, 2014
Member	$170	$195
Non Member	$225	$250
Student member	$ 80	$ 90
Student non- member	$105	$115

Half-Day Workshops (Choose one or both Workshop C, and/or Workshop D)

Workshop C

"Grant Writing 101 for Psychology and Law" 
Christian Meissner, PhD

Successful grant writing is a skill that is learned and honed over time. While a half-day seminar cannot promise an experience that will ensure success, it can provide tacit knowledge of successful grant writing and engage participants in thoughtful activities that may improve the quality of their future proposals. Participants will learn the value of a five-year research plan and the importance of mapping research activities and objectives to the proper funding agency and mechanism. Key sections of a successful proposal will be discussed, and participants will be given opportunities to generate and critique sample proposals, including both the scientific significance and the broader societal and educational impacts of their proposed research. Participants are encouraged to bring a proposal they have previously drafted or are currently generating for the course exercises. This workshop is most likely to benefit individuals who are new to grant writing or those seeking to improve their skills.

Learning Objectives

1. Develop a five-year research plan.
2. Locate funding opportunities and map their research interests to relevant funding agencies and mechanisms.
3. Generate successful background, motivation and significance sections.
4. Develop a cohesive set of goals, objectives, and activities.
5. Articulate the broader impact and educational aspects of their proposal.

This workshop is at the beginner level.

Time/Credits: 8:30 a.m.-12 p.m. / 3.5 CE Credits

	Before Jan. 15, 2014	On or after Jan. 16, 2014
Member	$90	$100
Non Member	$120	$130
Student member	$40	$50
Student non-member	$55	$65

Workshop D

"Cultural Competence in Forensic Assessment" 
Barry Rosenfeld, PhD, ABPP

This workshop will cover a range of issues related to forensic assessment of individuals from diverse ethnic and linguistic backgrounds. Topics covered include an overview of the construct of “cultural competence” and the requisite self-assessment and pre-evaluation cultural research that is often necessary for cross-cultural assessments. In addition, more focused topics such as modifications to the typical evaluation and treatment process, decision-making regarding psychological testing and the interpretation of test results, the impact of language and culture on the therapeutic alliance, and the use (and misuse) of interpreters will be reviewed. Finally, this workshop will conclude with a review and discussion of ethical issues related to cross-cultural forensic assessment and treatment.

Learning Objectives

1. Describe the principals of cultural competence in psychological evaluations.
2. Identify forms of cultural biases that can impact forensic consultation.
3. List steps necessary before evaluating individuals of diverse cultural background.
4. Differentiate appropriate and inappropriate psychological tests that can be used with individuals of particular cultural backgrounds.
5. Competently interpret assessment and interview data in culturally diverse settings.
6. Participants will be capable of training and utilizing interpreters in forensic assessment.
7. Apply ethical standards to their cross-cultural practice.

This workshop is at the intermediate level.

Time/Credits: 1-4:30 p.m. / 3.5 CE Credits

	Before Jan. 15, 2014	On or after Jan. 16, 2014
Member	$90	$100
Non Member	$120	$130
Student member	$40	$50
Student non- member	$55	$65

To register for a pre-conference workshop, please download the workshop registration form (DOC, 23KB) and follow the instructions regarding payment and form submission.

The 2014 conference will be held at:

Sheraton New Orleans Hotel
500 Canal Street
New Orleans, LA 70130 

The APLS 2014 hotel registration website is now available. The conference room rates are $179/night, and includes internet access in guest rooms. 

Reminder: Mardi Gras is Tuesday, March 4, 2014, so book early.

The Sheraton New Orleans Hotel strongly discourages trying to arrive on Mardi Gras Day (Tuesday, March 4). It is nearly impossible to get to the hotel on Mardi Gras Day. The hotel is on the parade route so the street is blocked off. They cannot guarantee that conference attendees will be able to park at the hotel or anywhere nearby. You cannot get close to the hotel because it is on the parade route and there are barricades with New Orleans Police Officers. If attendees take a cab from the airport, they will be dropped off about 5-10 blocks away and the guest will have to make their way through the crowds to get to the hotel. If attendees must arrive on Mardi Gras Day, it is best to arrive after 4 p.m.: the parade will have passed the hotel by this time. The street closures start at 6 a.m.

We invite you to participate in the book exhibit, advertising in the program or conference bags, or sponsoring an event at the AP-LS 2014 Annual Conference in New Orleans. We anticipate approximately 900 participants, both domestic and international.

Exhibitor hours are:

• Thursday, March 6 — 12-5 p.m.
• Friday, March 7 — 9 a.m.-5 p.m.
• Saturday, March 8 — 9 a.m.-5 p.m.

To apply for exhibit space or conference advertising please contact Kathy Gaskey.

Suggested Instruction for Session Chairs

• After you pick up your registration materials at the meeting you may want to spend a few minutes locating the room in which your session will be held.

• Arrive at the meeting room a few minutes early and meet briefly with the presenters.

• Laptops will be available in all presentation rooms.  Make sure to allow time before the session to load presentations onto the laptop. You may want to ask that presenters send their slides or other computer-based presentation in advance.

• Paper sessions are 60 minutes long, whereas Symposium Sessions are 80 minutes long. Allow approximately 10 minutes for questions and comments from the audience. Divide the remaining time evenly between the presenters.

• Convene the session promptly at the announced time.

• Introduce each presenter with a title and institutional affiliation.

• Student volunteers will be keeping time and informing the presenters when their time limit is approaching. Student volunteers will have cards that let presenters know when they have eight minutes, five minutes, two minutes, and one minute left, or to stop.

• When the presentations have been completed, invite questions and comments from the audience. Some chairs invite speakers from the audience to identify themselves by name and institutional affiliation.

• Adjourn the session promptly at the announced time. This is very important as the participants in the next session will need time to set up as well so that session can start on time.

• If, for some reason, you are unable to attend your session as scheduled, please let Beth Caillouet and Allison Redlich know as soon as possible.

Suggested Instructions for Paper Presenters

Laptops, screens and LCD projectors will be available in all meeting rooms (except poster sessions). Overhead projectors, the internet, VCRs/DVDs are not provided.

• Send your paper/slides to the discussant (if there is one) one week before the meeting if possible.

• Practice your talk ahead of time so that you know it fits within your allotted time.

• Paper sessions are scheduled for one hour (60 minutes); Symposia sessions are scheduled for one hour and twenty minutes (80 minutes). Divide by the number of people participating in your session, allowing at least 10 minutes for questions and answers.

• Plan a brief presentation. Student volunteers will be keeping time and informing the presenters when their time limit is approaching. Student volunteers will have cards that let presenters know when they have eight minutes, five minutes, two minutes, and one minute left, or to stop.

• After you pick up your registration materials at the meeting, you may want to spend a few minutes locating the room in which your session will be held.

• Arrive in your scheduled room at least five minutes before the session is scheduled to start.

• If, for some reason, you are unable to attend your session as scheduled, please let the chair know. Also, email the conference co-chairs about the change.

Suggested Instructions for Poster Presenters

Poster sessions are intended to present research in a format that is easy to scan and absorb quickly. This session is designed to facilitate more in-depth discussion of the research than is typically possible in a paper or symposium format. Two poster sessions will be held on Friday and Saturday nights of the meeting. APLS will not provide AV equipment for this session. There are no electrical outlets for user-supplied equipment. Some push-pins will be provided but it is a good idea to bring some with you.

• Prepare all poster material ahead of time.

• Be sure that your presentation fits on one poster. The poster board is 4 feet high and 8 feet wide.

• The success of your poster depends on the ability of viewers to readily understand the material. Therefore, here are some suggestions:

  • Keep the presentation simple.

  • Prepare a visual summary of the research with enough information to stimulate interested viewers (not a written research paper).

  • Use bulleted phases rather than narrative text.

  • Prepare distinct panels on the poster to correspond to the major parts of the presentation. For example, consider including a panel for each of the following: Introduction, methods, results, conclusions, and references.

  • Number each panel so that the reader can follow along in the order intended.

  • Ensure that all poster materials can be read from 3 feet away. We suggest an Arial font with bold characters. Titles and headings should be at least 1 inch high. Do not use a 12 point font.

  • Prepare a title board for the top of the poster space indicating the title and author(s). The lettering for this title should be no less than 1.5 inches high.

  • Do not mount materials on heavy board. These may be difficult to keep in position on the poster board.

• Arrive early to set up. Each poster will be identified with a number. This number corresponds to the number printed in the program for your presentation.

• Make sure that at least one author is in attendance at the poster for the entire duration of the panel session.

• Consider bringing a one-page handout of the poster or sign-up sheets (with pens available) for people to request the poster.

• Remove materials promptly at the end of the session.

• If, for some reason, you are unable to attend your session as scheduled, email the conference co-chairs about the change.