These visual displays provide an informal, interactive format for the presentation of research, data, and innovative practices and will be available on demand at any time during the convention week and for sixty days thereafter.

Posters Sessions are organized thematically, and related topics are grouped within each of the 11 Poster Strands. Time blocks of 45 or 60 minutes are allocated for live chats with authors whose posters are included in each Poster Strand.

• Strand 1: Promoting Diversity and Multicultural Competence in School Psychology
• PO016: Positive Racial Self-Concept as a Buffer Against Discrimination
  Tara L. Rempel, & Heather L. Rickmers Tacovsky
• PO032: Homework Implications Across Diverse Student Populations
  Gagan Shergill, Melissa L. Holland, Melissa M. Hernandez, & Victoria Morales
• PO053: Examining Racial Representation in the Assessment of Autism
  Paige D. Laich, & Robyn B. Bratica
• PO069: The Life Experience and Psychological Well-Being of LGB Students
  Raymond Lee, Carolyn M. Springer, PhD, & Bernard S. Gorman
• PO085: The Effects of Microaggressions on Students' Academic Self-Efficacy
  Melissa R. Glenn, EdS, & Crystal R. Hill-Chapman, PhD
• [CANCELED] PO087: I Wish I'd Learned That: Social Justice in Graduate Training
• PO098: I See Myself: Using Culturally Relevant Passages in Reading Interventions
  Maria C. Jimenez, & Brian C. McKevitt
• PO116: Improving School Personnel Competencies Working With LGBTQ Students
  Bret T. Morrison, Biridiana Miramontes, & Lisa Kelly-Vance, PhD
• PO130: The Effect of School Policy Language on Minority Student Outcomes
  Lynette N. Carrillo, Jasmine G. Hammer, & Samuel Y. Kim
• PO137: Integrating Students With Disabilities: It Begins With Teacher Attitudes
  Samantha K. Beckett, & Jocelyn H. Newton, PhD
• PO146: Safe Spaces: How Comfortable Are Educators Supporting LGBTQ Students
  Kallie E. Horton, & Robert J. Dixon
• PO150: Teacher Attitudes Towards Inclusion: Impact of Location and Experience
  Hailey M. Wierzba, & Jocelyn H. Newton, PhD
• PO154: Examining Measurement Invariance of Universal Screening Across Student Identities
  Anna Whitehouse, Brian Daniels, Jill S. Battal, & Melissa Pearrow
• PO162: Executive Functioning and Language Proficiency Across Elementary Bilingual Educational Models
  Emily R. Edelman, & Daniel K. Feinberg
• PO188: Culturally and Linguistically Diverse Students Experiences With Acculturative Stress
  Farah Alkhafaf, & Elana R. Bernstein
• PO192: Illuminating Bilingual School Psychology Practice: Effects of Policy and Procedures
  César D. Villalobos, Melina J. Islas, Hongyi Wang, & Marie L. Tanaka
• PO202: Expressive Communication Patterns of Dual Language Learners in Early Childhood
  Christina N. Wood
• PO220: Language Development in Simultaneous and Sequential Bilinguals
  Malgorzata N. Gusiletov, & Emilie A. Ney
• PO222: Diversity and Disability: Examining the Behavioral Referral Pipeline
  Chaselyn C. Miller, & Daniel M. Hyson, PhD
• PO231: Reducing Teachers' Implicit Racial Bias Through Family–School Collaborations
  Zachary A. Santana, Sarah A. Fefer, & David J. Gertz
• PO235: How High School English Language Learners Perceive Their School Climate
  Kim Corrigan, MS, & Ryan S. Clancy
• PO239: Identifying and Addressing Racial and Ethnic Disparities in Special Education
  Mariana Davila, & Christopher Le
• PO241: Reporting of Child Mental Health Concerns by Asian American Parents
  Christopher Le, & Mariana Davila
• [CANCELED] PO251: Spirituality, SEL, and Culturally Responsive Practice With Native American Students
• PO256: International School Psychology Program Collaboration: Our Cup of Tea
  Richard W. VanVoorhis, EdD
• PO280: Cultural Context of PBIS in a Belizean Private School
  Kylie N. Roe, MS, & Amity L. Noltemeyer
• PO284: Racial and Ethnic Disparities in Teacher-Reported ADHD Symptoms
  Abbey J. McClemont, & Stephanie S. Fredrick
• PO286: Variability in Student-Specific Teacher Self-Efficacy for Diverse Students
  Christina N. Wood
• PO319: Americanah: Meaning-Making of Race and Immigrant Status in Schools
  Mawule A. Sevon, & Angelina N. Nortey
• PO329: Early Literacy Achievement Model for Dual Language Learners
  Arlene Ortiz
• PO331: Enhancing Professional Experiences Through Participatory Research During Study Abroad
  Kenneth Denton, & Reagan L. Miller
• PO332: Using Protective Factors to Promote Academic Achievement in High School
  Sophie V. Hall, & Matthew R. DuBois
• PO391: Understanding Perspectives of Muslim Parents Toward Children With Autism
  Abdullah S. Bernier
• PO393: Dropout Trends in Pennsylvania by Race and Gender
  Dana L. Keener, Alexus C. Dutrieuille, Sarah K. Blosser, MS, & Kristen F. Schaffner
• PO398: Deafverse: A Game-Based Intervention for Self-Determination in Deaf Youth
  Paige M. Johnson
• [CANCELED] PO422: Confronting Disparities in Exclusionary Discipline for American Indian K–12 Students
• PO426: Made for You and Me: Cultural Validity of the SSIS-SEL-CIP
  Susan C. Hart, James C. DiPerna, & Leah J. Hunter
• PO441: Examining the "Norms" of Intelligence Test Usage in Trinidad
  Cherisse R. Rambarose, & W. G. Willis
• Strand 2: Assessment and Intervention in an RTI Framework
• PO040: Using an Early Numeracy Screener to Predict Future Math Achievement
  Lauren Fairweather, & Sarah J. Conoyer
• PO077: School Psychology Trainee Administration and Scoring Errors on the WJ-IV-ACH
  Adam Lockwood, Kelli A. Sergott, & Ryan L. Farmer
• PO125: Predicting Statewide Spanish Reading Test Performance With aimswebPlus Spanish
  CAROLINE CARBERRY, David A. Klingbeil, & Jamison Carrigan
• PO133: The Impact of Incentives in an Online Reading Fluency Program
  Noelle J. Wozniak
• PO168: Analyzing Education Interventions: Making the Best Choice for Your Students
  Rebecca Overfield, & Abril Rangel-Pacheco
• PO180: Uncertain Risk: Comparisons Across BESS Subscale and Total Scores
  Fred W. Greer, Christine DiStefano, & Erin Dowdy
• PO193: Using DBR Assessment Methodology to Facilitate a Self-Monitoring Intervention
  Elissa M. Monteiro, Ashley Pfenning, MA, Wesley A. Sims, & Theresa M. Stewart
• PO197: Actively Involving Students in Academic Progress Monitoring
  Jenlyn Furey, Susan M. Rattan, Kailee M. Garibaldi, & Jordann M. Plante
• PO199: Adding to IGDIs: Developing an Early Math Measure for PreK
  Kristen Missall, PhD, & Robin L. Hojnoski
• PO230: Behavioral Strategies to Increase Effectiveness of Oral Reading Fluency Interventions
  Caitlin E. Dorle
• PO232: A Systematic Review of the Check and Connect Literature
  Julia Porter, & Stephen P. Kilgus, PhD
• PO249: Integrated School-Based Supports: Combining PBIS and SEL
  Thomas K. Franzmann
• PO262: Evaluating the Effectiveness of the Color Wheel System
  Alyssa Mitchell-Chavez, Sara Ebner, & Kathleen B. Aspiranti
• PO268: Publication Trends Among Single-Case Experimental Designs Targeting Academic Skills
  Jaclin Boorse, Dayna Younis, Katherine Koller, & Lanae Drachslin
• PO297: Effectiveness of Early Warning Indicator Predictors: Who Are We Missing
  Alyssa A. Symmes
• PO298: Student Goal Attainment in Data-Based Individualization for Early Writing
  Elizabeth M. McCollom, Mallory A. Stevens, & Katya J. Sussman
• PO309: Effects of MTSS Training on Nebraska School District Curriculum Selection
  Barbara C. Racine, Linnea R. Swanson, & Amanda L. Witte
• PO322: Considering Parental Risk Factors in Preschool Universal Screening
  Samira A. Amirazizi, Isabelle Fleury, Tameisha Hinton, & Madeline I. Spiess
• PO338: Data-Based Individualization and Student Early Writing Achievement
  Mallory A. Stevens, Elizabeth M. McCollom, & Katya J. Sussman
• PO346: Promoting Student Multiplication Fluency With Technology and Nontechnology Interventions
  Kourtney R. Kromminga, Robin S. Codding, Thuy Nguyen, & Kristin E. Running
• PO349: Examining the Effects of Reciprocal Peer-Mediated Check-In Check-Out
  Amanda L. Faler
• PO352: Standard Setting Methodology for a New Spanish Assessment
  Nirmaliz Colón-Acosta, Yu Su, & Sandra Pappas
• PO363: Shall We Begin: Determining Appropriate Baseline for Oral Reading Fluency
  Arynne G. Horton, Stephanie Smith Kellen, Christina L. Pynn, & Emily Loethen
• PO370: A Social Validity Study of MTSS in Primary Grade Settings
  Fred W. Greer, & Christine DiStefano
• PO372: Examining Early Mathematics Trajectories of English Language Learners
  Taylor A. Lesner, Elizabeth Glenn, & Nicole A. Heller
• PO412: Validity and Classification Accuracy of Curriculum-Based Measurement of Sentence Construction
  Bridget O. Hier, Emily A. Watts, Joshua J. Circe, & Taylor Hitchings
• PO433: Validation of the Social–Emotional Distress Survey-Secondary Across Sociocultural Groups
  Tameisha Hinton, Rhea Wagle, Isabelle Fleury, & Samira A. Amirazizi
• PO434: Evaluating the Technical Adequacy of the Behavior Screening Checklist
  Faith Miller, Alexandria C. Muldrew, Greta Kos, & Mahasweta Bose
• PO438: The Use of Istation Reading Assessments With English Language Learners
  Kirsten W. Newell, & Daniel Choi
• Strand 3: Promoting Safe and Positive Schools
• PO008: Utilizing a Three-Tiered Target Hardening Model to Promote School Safety
  Sydney R. Nelson, & John S. Carlson
• PO009: Suspension and Expulsion for Preschoolers With Disabilities
  Brittany A. Pereira
• PO025: School Climate and Violence Prevention Programs in Rural Schools
  Jennifer Rotzal, MEd
• PO028: Public Policy Update on Restraint and Seclusion in Schools
  Thomas Massarelli, & Brian M. Conners
• PO050: Surveying Relationships Between PBIS Implementation and School Climate
  Michael Li
• PO060: Promoting Mental Wellness in Schools Using the CDC's Professional Development Practices
  Krista Pattison, & Heather J. Costigan
• PO089: Creating School Emergency Response Plans for All
  Heather A. Kwolek, & Melissa A. Bray
• PO094: Empathy and Forms of Bystander Intervention in Bullying
  Lyndsay N. Jenkins, & Suravi S. Changlani
• PO095: Authoritative School Climate Model: Potential Racial Ethnic Differences
  Ying-Ruey Chuang
• PO097: Conducting Change: Preventing Conduct Disorder for At-Risk Elementary Students
  Emily K. Watson, Regan C. Schultz, Paige H. Nelson, & Cammye M. Anderson
• PO112: Predicting Teacher Self-Efficacy in Bullying Intervention
  Nicholas DeKeyser, & Daniel M. Hyson, PhD
• PO135: Promoting School Connectedness Through Animal-Assisted Therapy
  Deirdre A. Dwyer
• PO140: Social Influences and Social Desirability on Students' Bullying Attitudes
  Jaynee L. Bohart, & Greg R. Machek
• PO141: Bullying Victimization and Distress: The Role of Support in Schools
  Ji Yun Lee, & Chunyan Yang
• PO186: Teachers' Perspectives on School Mental Health Practices
  Teagan N. Twombly, Eliza S. Godfrey, Elizabeth K. Davis, & Alexander D. Latham, IV
• PO189: Now What: Next Steps in Trauma-Informed Practice Implementation
  Marni M. Choice-Hermosillo
• PO191: Reflections on a Nontraditional School Journey Implementing Universal Behavioral Supports
  Emily L. Winter, & Marlena Minkos
• PO208: Family Support, Empathy, and Bystander Help-Seeking Preference in Peer Aggression
  Jerica L. Knox
• PO211: Improving Academic Outcomes for Children in the Child Welfare System
  Joshua A. Brown
• PO221: Resilience Informed Care: Examining Positive Childhood Experiences
  Emma C. Sievers, & Jocelyn H. Newton, PhD
• PO237: The Role of Gifted Students in the Bullying Dynamic
  June L. Preast, & Kimberleigh S. Daniels
• PO242: Providing Supports for Students With Adverse Childhood Experiences
  Samantha R. Tousignant
• PO259: High School Coaches and Athletic Directors Perspectives: Gender Nonbinary Athletes
  Sam McSpiritt, Kendahl M. Shortway, Dana Mattioli, & Victoria Garcia
• PO260: Inappropriate Language and Relationships at School: A Cross-Lagged Panel Analysis
  DaShae J. Rodriguez-Harris, Kathleen Kelly, Kellie Menter, & Logan N. Riffle
• PO281: Examining Cyberbullying in Adolescent Youth in Belize
  Lauren E. Martone, & Daniel Houlihan
• PO306: Adapting School Bullying Assessments for Students With Disabilities
  Haley S. Wilcox, Madeline C. Rodriguez, Eder O. Villagomez, & Arbnora Hadji
• PO339: Teacher Use of Punitive Discipline Practices: Influencing Factors and Considerations
  Kathleen R. King, Wesley A. Sims, Theresa M. Stewart, & Jenna L. Nguo
• PO341: Teacher Support and U.S. Immigrant Students' School Violence Experiences
  Sarah Manchanda, & Chunyan Yang
• PO373: Creating Welcoming Schools to Develop Resilience in LGBTQ Students
  Christine N. Allen
• PO374: School Climate as a Moderator Between Self-Control and School Adjustment
  Hi Jae Jung, MA
• PO385: The Time and Cost of Classroom Behavior Management
  Matthew J. Gormley, Rebecca A. Overfield, Cassidy Spradlin, & Lauren Scanlan
• PO406: The Power of Mindset: Promoting Buy-In for Restorative Justice Implementation
  Heather M. Thompson, Samuel Y. Song, & Jacqueline M. Eddy
• PO445: Implementation and Outcomes of the Comprehensive Behavioral Health Model
  Alexis S. Ervin, Jill S. Battal, Melissa Pearrow, & Whitney Walker
• PO453: Improving Relationships Between School Resource Officers and Students
  Adrianna M. Caballero, & April M. Taylor
• Strand 4: Recent Developments in School Psychology, Education, Supervision, and Research
• PO014: Incremental Validity of Continuous Performance Tests in ADHD Assessment
  Jeff W. Morris, & Sarah Panicucci
• PO019: Examining the Technical Adequacy of the COEDD
  Emily E. Hill
• PO024: The Training of Special Education Teachers in Norm-Referenced Testing
  Adam Lockwood, Ryan L. Farmer, Karen Sealander, & Margaret E. Schmitt
• PO029: Thin Slice Coding to Measure Parent and Child Emotion-Related Behaviors
  Sydney R. Nelson, Kristin M. Rispoli, & Nicholas J. Warren
• PO031: Correlations Between RSI-Teacher Form Scores and SSIS-SEL Student Form Scores
  Jeremy R. Sullivan, & Victor Villarreal
• PO055: Preliminary Validation of the Scale of Emotional Functioning for Educators
  Bonne M. Codalata, Lezli Anderson, R. Steve McCallum, & Michelle L. Fast
• PO075: Linkages Between Reading Failure Attributions and Related Measure of Reading
  Virginia M. McClurg, R. Steve McCallum, Chelsea S. Wilson, & Natalie R. Hassett
• PO076: The Relationship Between Growth Mindset, Reading Attributions, and Reading Ability
  Virginia M. McClurg, Rachel Gustafson, & Sherry M. Bell
• PO100: Student Perceptions of a Good Reader Vary by Ability
  Natalie R. Hassett, Sherry M. Bell, Chelsea S. Wilson, & R. Steve McCallum
• PO104: Self-Compassion–Based Intervention and Assessment With Youth
  John D. Barr, Thomas K. Franzmann, & Tyler Renshaw
• PO105: Correlations Between Ratings of Impairment and Behavioral and Emotional Risk
  Victor Villarreal, & Jeremy R. Sullivan
• PO108: Psychological Flexibility: Interventions and Measures for School Mental Health
  John D. Barr, & Tyler Renshaw
• PO110: Examination of Preservice Teachers' Self-Efficacy in a Simulated Classroom
  Bradley Davis
• PO157: Measuring Engagement and Disaffection With the Student Engagement Instrument
  Kayleigh O´Donnell, Amy L. Reschly, & James J. Appleton
• PO181: Validation of the Academic Grit Scale Among Adolescents
  Emily K. Lewis, & Xu (Lilya) Jiang
• PO190: Comparing the WJ-IV COG Between Minority and White Students
  Arlene Ortiz, & Hailey J. Camozzi
• PO206: Clinical Predictors of Remote Instruction Engagement for Students With Disabilities
  Abiola Taiwo, & Elizabeth Glenn
• PO219: Behavioral Skills Training: A Single-Case Meta Analysis
  Jessica N. Cuitareo, Jaime M. Flowers, & Hailey B. Garcia
• PO247: Choosing a Statistical Model Amidst Ceiling and Floor Effects
  Vimal V. Rao, Kristin E. Running, & Robin S. Codding
• PO292: The Role of Planning in Early Writing Performance
  Amna Agha, & Adrea J. Truckenmiller
• PO311: iPad Mediated Assessment for Remote Training and Reducing Errors
  Stephanie L. Corcoran
• PO324: Measuring Youth ADHD: Psychometric Properties of the Conners 4th Edition
  Joanna L. Solomon, & Sara Rzepa
• PO328: Factorial Validity of the Implicit Thoughts, Emotion, and Behavior Questionnaire
  Kelsey Walker, & Xu (Lilya) Jiang
• PO344: A Comparison of Direct and Indirect Measures of Executive Functioning
  Esther Stavrou, PhD
• PO354: Setting Cut Scores for Literacy Measures Using a Rasch Model
  Nirmaliz Colón-Acosta, Yu Su, & Sandra Pappas
• PO376: Examining the Diagnostic Accuracy of Direct Attention Measures
  Rebecca Bosley, & Regan M. Chalk
• PO388: Social–Emotional Functioning and Achievement: The Mediating Effect of School Engagement
  Miranda R. Zahn, Stephen P. Kilgus, PhD, Katie Eklund, PhD, & Nathaniel von der Embse, PhD
• PO401: Structural Validity of the Vineland-3 Parent Caregiver Form
  Arynne G. Horton, & Ryan L. Farmer
• PO408: Externalizing and Internalizing Behaviors Predict Slower Academic Growth
  Christopher R. Niileksela, & Alexis R. Mondragon
• PO471: Training With Video Modeling to Conduct Preference Assessments: A Systematic Review
  Cassandra J. Taylor, Roderick D. O´Handley, & Oscar E. Ruiz, MA
• Strand 5: Promoting Social and Emotional Development
• PO027: Unintentional Benefits of Contemplative, Reflexive Practice: Implications for School Psychologists
  Erin M. Sappio
• PO039: School Employees' Knowledge and Interest in School Psychology Graduate Programs
  Shannon B. Viola, Elise Hendricker, & Melanie R. Lemanski
• PO045: Best Practices in Trauma-Informed Care Training for Graduate Students
  Madison M. Gage, & Brian C. McKevitt
• PO082: School Psychologist Employment and Ratio Trends in Texas From 2017–2020
  Stephanie Barbre, & Jeremy R. Sullivan
• PO093: Attracting, Preparing, and Retaining School Psychologists: A Workforce Pipeline Analysis
  Amity L. Noltemeyer, Julie Q. Morrison, & Susan Davies, EdD
• PO115: The Motivations of Informants in Self Reports: Bias or Adaptive
  Alexandria Travis, & Hedwig Teglasi
• PO127: Relation of Emotional Intelligence of Educators and Burnout
  Bonnie M. Codalata, Michelle L. Fast, Lezli Anderson, & Rachel Gustafson
• PO160: Is Alternative School Placement an Educational Scarlet Letter
  Karen Ji, Samantha Crawford, & Caleb O. Troncoso
• PO254: Facilitators and Barriers of Telehealth in School Psychology: A Post-COVID Review
  Yu Zhang, EdS, Scott B. Greenspan, PhD, Samuel J. Carr, & Sarah A. Fefer
• PO282: EFA of the Criteria for Quality Manuscripts in School Psychology
  Sequoya A. Fitzpatrick, MA
• PO348: Stress in Graduate School: Identifying Strategies to Overcome Challenges
  Sarah L. Christenson, & Robert J. Dixon
• PO382: Educators' Online Teaching Efficacy During COVID-19 Pandemic: Effects of Demographics
  Meg K. Stomski, & Chunyan Yang
• PO390: Examining Faculty Demographics in School Psychology Doctoral Programs
  Chip Panahon, Alexandra Hilt-Panahon, Collin M. Seifert, & Rayna Yaeger
• PO409: School Psychology Starts With Faculty Awareness
  Shelby P. Homan, Stephanie Nielson, Emily A. Hendrix, & MacKenzie D. Sidwell
• PO414: Supporting School Psychology: Examining State Association Practices
  Tonya D. Klem, Robert J. Dixon, & Kisten A. Gillespie
• PO456: Training School Psychology Graduate Students to Conduct a Preference Assessment
  Sandra C. Pearson, Roderick D. O´Handley, & Cassandra J. Taylor
• Strand 6: Consultation and Collaboration With Educators and Parents
• PO003: Cyberbullying and Indirect Bullying: Are They the Same Behaviors
  Laura M. Crothers, Latitia S. Lattanzio-Paros, Ara J. Schmitt, & Sybil Kolbert
• PO018: Female Adolescents' Social Support: Associations With Anxiety and Depression
  Kathleen Kelly, & Christine K. Malecki
• PO022: Behavior Problems and School Engagement: Social Problems as a Mediator
  Eliana Rosenthal, Amanda K. Nelson, George J. DuPaul, & Sara R. Franklin-Gillette
• PO042: BPT on Emotional and Social Concerns for Children With ADHD
  Amanda K. Nelson, Alicia M. Chunta, Sara R. Franklin-Gillette, & George J. DuPaul
• PO049: Risk Assessment and Crisis Intervention in a Time of Telehealth
  Melissa L. Holland, Lauren C. Morelli, & Zainab Khan
• PO052: The Relationship Between Emotional Intelligence and Anxiety in Graduate Students
  Alexandra M. Vicidomini, Sarah Blair, & Cliff (Yung-Chi) Chen
• PO070: Parental Support and Strengths-Based Parenting as Predictors of Grit
  Lauren E. Fennimore, & Xu (Lilya) Jiang
• PO073: A Multitiered Approach to Support Adolescent Substance Use Disorder
  Rachel M. Wiegand, Haonan Quan, & Jasmine R. Romero
• [CANCELED] PO091: Supporting Children's Development of Gratitude
• PO113: Evaluating an Intervention for Gifted Students Who Experience Anxiety
  Leanna N. Henry, & Elana R. Bernstein
• PO122: Understanding How Caregiver Mindfulness Works and Why It Helps Youth
  Caleb D. Farley
• PO129: Secondary School Professionals' Perceptions of Barriers to Mental Health Services
  Katherine G. Kowalski, & Kristy Brann
• PO131: Tootling: A Behavioral Component Analysis
  Kennedi J. Alstead
• PO132: Using Relaxation and Guided Imagery to Reduce Disruptive Behaviors
  Michelle Levine, Melissa A. Bray, & Emily L. Winter
• PO139: Universal Preschool Interventions Addressing Social–Emotional Development
  Castine M. Berry, & Kasey A. Valencia
• PO151: Examining SEL Intervention Outcomes for K–1 Students at Risk
  Delaney Boss, & Jessica Vezzoli
• PO159: Understanding Factors Influencing Educators Perceived Ability Supporting Student Mental Health
  Chelsea Salvatore, Rachael E. Hite, & Alexis M. Sanchez
• PO161: Understanding Social Skills Improvements in Intervention for Adolescents With ADHD
  Sean Morse, Rachel E. Capps, MA, & Steven W. Evans
• PO166: Social Support Compensation: The Protective Role of Siblings
  Samantha Coyle, Kelly N. Clark, Christine K. Malecki, & Molly M. McDade
• PO174: A Three-Tiered Approach for Responding to School Refusal Behavior
  Arantxa B. De Anda, Alec Burrola, & Grace K. Carrillo
• PO177: Tele-Counseling With Children, Adolescents, and Families
  Pam W. Gershon, PsyD, Jessica Phillips, Kathleen Lema, & Zalmon Katanov
• PO185: Principal Perspectives on Addressing Student Mental Health
  Eliza S. Godfrey, Elizabeth K. Davis, Teagan N. Twombly, & Bri´Anna Collins
• PO196: Social–Emotional Monitoring Tools in Preschool: How They Measure Up
  Zoe Barnes, & Sarah J. Conoyer
• PO210: Parent–Child Interaction and Social Responsiveness in Children With Autism
  TRICIA CHOY, & Ainsley E. Losh
• PO212: Maternal Adverse Childhood Experiences Impact on Child's Executive Functioning
  Antonella Onofrietti, & George A. Perez
• PO213: Development of a New Moral Disengagement Measure of Bullying
  Ruth Jeong
• PO215: Understanding Prosocial Teasing in Adolescents
  Kristina L. Wiemer, & Christine K. Malecki
• PO229: Facilitation of Preschool Social–Emotional Competence Through Maternal Emotion Regulation
  Margaret N. Cox, & Elizabeth Glenn
• PO245: Social Support Profiles and Its Impact on Adolescents' Psychological Functioning
  Mei Ki Chan, Jill D. Sharkey, Michael J. Furlong, PhD, & Erin Dowdy
• PO255: Adverse Childhood Experiences Related to Core Social Support Competencies
  Evelyn G. Abbott, & Seth Marshall
• PO283: Time 4 K: A Collaborative Effort Addressing Children's Mental Health
  Conrae J. Lucas-Adkins, & Rebecca L. Jennings-Knotts
• PO299: Student Mental Health: The Influence of Perceived Social Support
  Abigail Geis, & Robert J. Dixon
• PO315: Authentic Choices and Effective Approaches to SEL in Primary Grades
  Leah J. Hunter, James C. DiPerna, & Susan C. Hart
• PO327: Understanding Factors Related to Bystander Intervention in Bullying
  Mariam Hanna, Astrid A. Hernandez, & Gabriella E. Davila
• PO333: Extracurricular Burnout: In Defense of Idle Hands
  Zachary Crew, & Amy L. Reschly
• PO342: The Influence of Social–Emotional Functioning on Academic and Behavioral Outcomes
  Stephen P. Kilgus, PhD, Madison M. Weist, Miranda R. Zahn, & Katie Eklund, PhD
• PO343: Personality Differences Between Profoundly Gifted Students and Nonprofoundly Gifted Students
  Candace H. Boan-Lenzo, PhD, Natalie Ball, Mickey Randolph, PhD, & Ethan J. Schilling
• PO359: The Impact of Stress on Teacher-Based Universal Screening
  Shannon V. Ryan, Mariah Davis, Stephanie Joseph, & Samantha J. Rushworth
• PO361: Contributing Factors to Relational and Physical Aggression in Girls
  Elizabeth Day, & Sycarah Fisher
• PO364: School Connectedness, Attempts to Connect, and Compassion Fatigue During COVID-19
  Sarah Manchanda, Chunyan Yang, Tammy Y. Yabiku, & Raymond Q. Vo
• PO368: Examining the Relationship Between Student and Teacher Behaviors
  Anacary Ramirez, Kathleen R. King, Rondy Yu, & Jenna L. Nguo
• PO396: Twice-Exceptional Postsecondary Students With ADHD, a Phenomenological Study
  Rebecca J. Tipton, & Ryan T. Coleman
• PO417: Promoting Social–Emotional Learning Through Shared Book Reading in Urban Preschoolers
  Zachary A. Bella, & Karen C. Stoiber
• PO418: Group and Individual Trajectories in Emotional and Behavioral Problems
  Kenzie M. Miller, EdS, & Kerri L. Clopton
• Strand 7: Promoting Academic Success
• PO004: Job Stress: Investigating the Effect of Teacher-Perceived Work Environment
  Zachary A. Bella, Glenna Gransee, & Kathleen L. Monahan
• PO013: An Exploration of Factors Impacting Utilization of School-Based Behavioral Consultation
  Chung-Hau Fan, Yanchen Zhang, Ya-Ting Juang, & Nai-Jiin Yang
• PO023: Teacher-Friendly Behavioral Interventions for the Consulting School Psychologist
  Andrea E. Sikavi, Mackenzie Nelson, Jacob P. Barry, & Robyn B. Bratica
• PO034: Social Validity of Supports for English Learners: A Pilot Study
  Sarina Roschmann, & Sara E. Witmer, PhD
• PO037: Parents as Partners: Implementing Interventions at Home During School Closures
  Lee E. Pruett
• PO046: Building the MTSS Pyramid: Supporting the People Who Construct It
  Jose M. Castillo, Rachael E. Hite, Nicholas L. Scheel, & Lora Williams
• PO047: An Examination of Preservice Consultant Trainees Consultation Self-Efficacy in Taiwan
  Chung-Hau Fan, Yanchen Zhang, Ya-Ting Juang, & Nai-Jiin Yang
• PO059: Teacher Perceptions of PBIS Coaching: An Exploratory Investigation
  Nina E. Ventresco, & Patricia H. Manz
• PO136: Parents as Teachers During COVID-19
  Julie A. Grossman
• PO145: National Review of State-Level Guidance for Effective Family Engagement
  Eliza S. Godfrey, Megan J. Kaul, & Stanley A. Garbacz
• PO152: Behavioral Consultation With Teachers: Bridging the Perspective Gap
  Garry D. Wickerd, & Hannah K. Luken
• PO153: Trauma Training: Impacting Preservice Early Childhood Educators' Attitudes and Knowledge
  Sierra L. Caine, & Jocelyn H. Newton, PhD
• PO169: Family–School Partnerships: Cultural Differences in Parent Perception
  Lauren M. Hendrickson, & Daniel M. Hyson, PhD
• PO201: Facilitators and Barriers to Engagement in a Parent Training Program
  Holland S. Hayford, Heather L. Agazzi, PhD, & Kathy L. Bradley-Klug
• PO203: Autism in Inclusion Classrooms: Supporting General Education Teachers
  Mariangela Perrella, & Christina N. Wood
• PO227: Interdisciplinary Behavioral Consultation: Preparing Graduate Students for Interdisciplinary Careers
  Mari S. Bappe, Brianna K. Jensen, & Madison M. Stivers
• PO250: Exploring Social Validity of Universal Behavior Screening in Elementary Schools
  Quynh D. Wellons
• PO252: Strategies to Improve Home–School Collaboration With Military-Connected Stakeholders
  Brandon J. Wood, & Kaitlyn M. Inniger
• PO265: Consultation in Early Childhood: PBIS and SEL Screening and Support
  Caitlin L. Bourgaize-Saunderson, & Sarah A. Fefer
• PO288: Understanding Parents of Children With Disabilities' Motivation for Homework Involvement
  Tyler A. Womack
• PO296: Understanding the Role of Racial Diversity in School-Based Consultation
  Andryce Clinkscales
• PO303: Parent Perspectives of Disability and Home–School Communication
  Erin L. Schreiner
• PO316: Consideration of Early Intervention Consultation Frameworks in School Psychology
  Chloe A. Beacham, & Andrew T. Roach
• PO360: CBC-XR: Supporting a Student With ADHD Across a Grade-Level Transition
  Matthew J. Gormley, Cassidy Spradlin, Rebecca A. Overfield, & Lauren Scanlan
• PO403: Proactive Restorative Consultation: An Approach to Engaging Latinx Families
  Jacqueline M. Eddy, Samuel Y. Song, & Heather M. Thompson
• PO404: Teleconsultation With Parents on Task Completion During COVID-19
  Raveen Gill, & Cheyenne M. Rede
• PO407: Meeting the Need: Rural Parent Preferences for School-Based Trainings
  MacKenzie D. Sidwell, Leah J. Arnold, & Kiley S. Vinyard
• PO413: Ready or Not, Here Comes MTSS: Are Preservice Teachers Trained
  Jamie L. Yarbrough, PhD, Shelby B. Spencer, & Alisa M. Conrady
• PO416: Check-In to School, Check-Out From Behavior in the SDC Setting
  Hanah Sargent
• PO430: Helping Parents Improve Children's Behavior Through Teleconsultation During a Pandemic
  Norma J. Gomez, Jaspreet K. Bhathal, & Kati A. Kochevar
• PO461: Attitudes Matter: Multilevel Associations of Leadership, Climate, and Teachers' Attitudes
  Yanchen Zhang
• PO465: School Leadership, Educators' Beliefs, and Fidelity: A Mediation Analysis
  Yanchen Zhang
• Strand 8: Health and Well-Being
• PO012: Using Model, Lead, and Test to Increase Sight Word Recognition
  Jasmine R. Sorrell, Matthew Ferrigno, Daniel L. Gadke, PhD, & Kasee K. Stratton-Gadke
• PO033: Speech to Text Technology to Improve Writing in LD Students
  Caleb Knight
• PO065: Telepractice to Provide an Academic Intervention
  Berenice Saez, MA, & Daniel F. McCleary, PhD
• PO072: Tackling Test Anxiety With Your Students
  Keshia K. Greve, & Brian C. McKevitt
• PO114: Expressive Writing Intervention Effects on Math Anxiety and Math Performance
  Josephine R. Svoboda, & Lisa Kelly-Vance
• PO118: Evidence-Based Interventions for Teacher–Student Relationships and Student Success
  Raelyn Y. Curiel, & Bailey E. Powers
• PO123: Evaluating the Components of a Reading Intervention Package
  Marissa J. Warren, & Melissa Coolong-Chaffin
• PO138: Increasing Learning Outcomes for Students With Disabilities Using Response Cards
  Jessica D. Kotik, Valerie E. Hogan-Sandi, & Chelsea S. Wilson
• PO142: Determining the Effectiveness of a Literacy Toolkit for Informal Educators
  A. Casey McPherson, Kerrie Chitwood, & Zachary A. Taylor
• PO156: Can Schools Grow Grit: A Longitudinal Investigation of School Experiences
  Jenna E. Greenstein
• PO163: Reviewing the Effectiveness of Accelerated Reader on Reading Outcomes
  Sara Ebner, Clair Tischner, Kathleen B. Aspiranti, & Alicia Fedewa
• PO171: Unspoken Voices: The Power of Support for Students With ASD
  Cierra R. Becton, Faith Scott, & Brittany Hawkins
• PO207: Parent Involvement in Education and Child ADHD During COVID-19
  Moira J. Wendel, Kellie Menter, & Julia A. Ogg
• PO209: Immediate Versus Delayed Error Correction on Phonological Awareness Learning
  Megan J. Monette
• PO226: Bullying as a Mediator of School Climate and School Success
  Kaitlyn M. Ayala, Shengse Jeong, Kathleen Kelly, & Logan N. Riffle
• PO244: Determining Effective Fraction Instruction Sequences
  Kristin E. Running, Robin S. Codding, Vimal V. Rao, & Abigail Goodridge
• PO258: Association Between Writing Productivity, Writing Apprehension, and Grit
  Tanya L. Eckert, Tanya L. Eckert, PhD, Joshua J. Circe, & Alec R. Goldstein
• PO266: Investigating Trends Involving Written Expression Interventions in School Psychology Journals
  Kristen Mahony, Mary P. Comis, Elizabeth McCallum, & Ara J. Schmitt
• PO293: Computer Science Attitudes in First Generation College Students
  Mateo A. Mayorga, Ava R. Lynn, Venus S. Perez, & Novia Tjiptamustika
• PO313: Impact of Executive Function and Motivation-Engagement on Academic Success
  Ryan S. Clancy, & Kim Corrigan
• PO323: Using CBT to Improve Writing Performance
  Jada K. White, Jessica D. Kotik, Jane Persaud, & Merilee McCurdy, PhD
• PO358: Behavior Management, Engagement, and Emergent Literacy During Small-Group Instruction
  Kandia N. Lewis
• PO386: The Relationship Between Student Off-Task Behavior and Writing Performance
  Taylor Hitchings, Bridget O. Hier, Emily A. Watts, & Carly C. Finelli
• PO395: School-Based Motivational Interviewing for Eliciting Behavior Change
  Jenna M. Gower
• PO399: Barriers Impeding Self-Regulated Learning Practices in the Classrooms
  David N. Longhurst, Anthony R. Ariotti, Nai-Jiin Yang, & Gregory L. Callan
• PO405: Cyclical Relationships Among Self-Regulated Learning
  Aliya L. Halterman, Samantha J. Tibbets, Tyler R. Barton, & Gregory L. Callan
• PO436: Long-Term Parental Influence on Achievement in a Racially Representative Sample
  Leann V. Smith, PhD, & Jackie M. Caemmerer
• PO447: Influence of Social–Emotional Factors on Student Achievement
  Allison A. Fairchild, Ernest C. Smith, IV, Shang Xu, & Michelle M. Perfect
• PO449: Use of Self-Regulated Learning to Promote Elementary School Children's Reading
  Myung S. Hyun, EdD, & Andy V. Pham
• Strand 9: Psychological Services for Specific Groups of Students
• PO051: Leveraging School Involvement to Help Students Cope With Global Crises
  Sara R. Franklin-Gillette, Christina N. Wood, Eliana Rosenthal, & George J. DuPaul
• PO056: Stress, Self-Care, and Job Satisfaction Among School Personnel
  Samantha Baculy, Shuci Wu, & Cliff (Yung-Chi) Chen
• PO080: Integrating Mental Health Literacy Into Social–Emotional Learning
  Colby Tibbitts
• PO111: Addressing COVID-19 Impact on Undergraduate Need for Mind Body Health
  Melissa A. Bray, Aarti P. Bellara, Emily L. Winter, & Johanna Tiarks
• PO148: Mindfulness Activities as Emotional Support During Oral Reading Fluency Interventions
  Lauren A. Steinhoff
• PO173: The Impact of COVID-19 on Children and Parenting Practices
  Kellie Menter, Moira J. Wendel, & Julia A. Ogg
• PO271: Mental Health Screening Practices in Schools: A Multistate Investigation
  Brandon J. Wood, Faith E. Ellis, & Elizabeth Koval
• PO318: Do Mental Health Awareness Trainings Work: Outcomes and Future Directions
  Alexis M. Sanchez, & Nathaniel von der Embse, PhD
• PO357: Predictors of Adolescent Well-Being During the COVID-19 Pandemic
  Xueqin Lin, & Chunyan Yang
• PO371: School With Food Allergies: A Survey of Students and Caregivers
  Sadie C. Cathcart, Lindsay M. Fallon, & Stacy L. Bender
• PO448: Identifying and Alleviating Traumatic Stress Symptoms in Students With Diabetes
  Carolyn R. Tureaud, & Michelle M. Perfect