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DS — Documented Session Sessions and Workshops Qualifying for NASP and APA-Approved Continuing Professional Development (CPD) Documentation

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Sessions and Workshops Qualifying for NASP and APA-Approved Continuing Professional Development (CPD) Documentation

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Sessions and Workshops Qualifying for NASP and APA-Approved Continuing Professional Development (CPD) Documentation

— Documented, approved CPD sessions.
Require registration and an additional fee.
[EC] — Sessions for Early Career Professionals
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[D] — Sessions on Diversity
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OS303

Understanding Cognitive Predictors of Relational and Social Aggression for Prevention

Few research investigations have specifically examined the cognitive predictors of indirect bullying. Panelists who have been authors of three studies conducted to examine the relationship of different conceptualizations of cognitive functioning to indirect bullying (relational and social aggression) will each present their viewpoint of the contributions of each of the investigations, with the resulting information synthesized for understanding and preventing relational and social aggression by identifying potential perpetrator profiles.

OS139

Preventing and Responding to Child Sexual Abuse [D]

School psychologists have a unique and powerful opportunity to prevent and respond to child sexual abuse. This presentation will introduce best practices in developing child sexual abuse prevention efforts in schools, as well as responding to such abuse when it occurs. The role of the school psychologist in school-based prevention and intervention efforts is paramount, and this presentation will outline that role and action steps in detail.

OS140

Error Analysis of Achievement Assessments for Spanish Speaking Students [D]

Formal academic assessments are heavily used in the identification of learning disorders, especially in states where the ability achievement discrepancy model is primary. In this session, participants will learn expected error patterns for Spanish speaking students who are learning English, practice applying those error patterns to responses on common reading and writing tasks, interpret how error may impact standard scores, and discuss how to present the potential impact of second language acquisition.

OS141

Graduate Students' Perceptions of Program Accreditation and Advocacy [D]

This session will report graduate students' knowledge and perception of the NASP 2020 Professional Standards and the accreditation process. Information on how graduate students have advocated for changes in their own program, and if they believe they should have a larger voice in NASP standards will also be presented. Attendees will hear graduate students’ thoughts on training standards, as well as how practitioners and NASP can help graduate students advocate for themselves and their training.

OS144

Incorporating Physical Activity Within Mental Health Interventions: School Psychologists' Perspectives

Research continues to suggest that physical activity can enhance mental health outcomes among youth. Twenty school psychologists participated in focus groups to explore their perspectives of implementing physical activity within mental health service delivery. Results suggest that school psychologists feel strongly about infusing physical activity within mental health service delivery and could foresee their skill set in data analysis, mental health promotion, and consultation in strengthening these efforts in schools. Implications for practice will be discussed.

OS145

In Pursuit of Equity: Discipline Disproportionality and SWPBIS Implementation [D]

Students from particular racial, gender, and age groups are consistently overrepresented in exclusionary school discipline practices in schools throughout the United States. School-wide positive behavioral interventions and supports (SWPBIS) has been suggested as a framework for reducing exclusionary discipline and discipline disproportionality. This session will review the evidence for SWPBIS in addressing discipline disparities and identify important implementation elements that promote equity in educational outcomes.

OS146

From Screening to Intervention: A Skill-by-Treatment Interaction in Computational Fluency

Many students continue to struggle with computation. Fortunately, there are many effective computation interventions, but some research has suggested that they are most effective when match to students' levels of baseline fluency. This presentation will describe a study that examined a skill-by-treatment intervention in computational fluency. Results of the study will be provided, as well as recommendations for how to determine which instructional strategies to use with students who have acquisition and fluency deficits.

OS147

Neuromyths in the Classroom: The Cost of Pseudoscience

Neuroscientists know a great deal about attention, stress, memory, exercise, sleep, and music and their application to education, but the complexity of this information has enabled many pseudoscientific beliefs or neuromyths to develop between research and classroom practices. This study explored the prevalence of neuromyths among a group of public school teachers. School psychologists will assess their own beliefs in common neuromyths and learn to recognize/identify and respectfully challenge teachers’ beliefs in neuromyths.

OS002

That Could Have Been an Email: Making Meetings More Productive

Inefficient and ineffective meetings have a negative impact on organizational satisfaction. School teams are often unaware of evidence-based practices for effective meetings. This mini-skills session will review extant literature, provide action steps for school psychologists to improve the meetings that they facilitate, and offer tips for consultation with team members for meetings facilitated by others.

OS178

State of Affairs: Trauma Assessment Practices in Children and Adolescents [D]

Over 50% of children will experience significant trauma. This study reviewed assessment practices of psychologists and mental health practitioners. Sixty percent of participants conducted trauma assessments, and they were most frequently initiated during a formal evaluation. Comprehensive rating scales were included in the majority of assessments. Given the negative impacts of trauma that extend beyond childhood, regular trauma assessment in schools is needed. Practitioners will learn how to incorporate or improve existing trauma assessment practices.

OS010

Culturally Sensitive Anxiety Assessment Practices With Native American Populations [D]

There is a paucity of research on anxiety in Native American youth despite high prevalence rates. Current research findings suggest the Screen for Child Anxiety Related Emotional Disorders (SCARED) is a valid tool to use when identifying Native American children and adolescents for developing anxiety disorders. Practitioners will learn about two freely available anxiety screening tools, ways to enhance clinical interviews to increase cultural sensitivity, and will be provided assessment templates.

OS179

Implementing Trauma-Informed Multitiered Systems of Support: Our Role [D]

The purpose of this presentation is to use research to connect the training and expertise of school psychologists to a rationale that we are ideally positioned to lead the efforts of trauma-informed multitiered systems of support (TI-MTSS) in schools. Framed in the 10 Core Area guidelines by the National Child Traumatic Stress Network, we operationalize the school psychologist’s role and skills within each domain. Practitioners will gain information to support their implementation of TI-MTSS.

OS312

Does Data Ambiguity Impact Confirmation Bias in Learning Disability Assessment

Does a confirmation bias based on referral information differ on whether evaluation results represent average, learning disability, or ambiguous performance? The results from an experimental study will illustrate how school psychologists process through data profiles adequately and protected from bias. Practitioners will learn how biases and heuristics impact assessment practices, how to protect from possible errors in reasoning, and how these cognitive factors may interact with the patterns of data presented to school psychologists.

OS143

Implementation of RAP to Improve Reading Comprehension

There is a need for continued research regarding best practices for improving reading comprehension abilities in school-aged individuals. This paper presentation will discuss the use of the RAP reading comprehension intervention with five students ranging from third to eighth grade. Results from the study suggest RAP could be a beneficial reading comprehension intervention for students exhibiting difficulty in this area. Limitations, implications for future research, and the significance for practitioners will also be discussed.

OS180

Preliminary Evidence for an ADHD Gamified Screener

This paper presentation is designed to demonstrate the effectiveness of the popular game “spot the difference” on discriminating attention deficit and hyperactivity impulsivity disorder (ADHD) in adults. The differences in time, accuracy, visual strategies, and eye-tracking variables between ADHD, faking ADHD, and non-ADHD groups will be discussed. We will provide preliminary evidence for the use of “spot the difference” game as an ADHD screener.

OS181

Morphological Awareness in Elementary Students

This study investigated the role of morphological awareness (MA) on reading comprehension in elementary age students. MA was assessed at the subword, word, and sentence level. Phonological awareness (PA), rapid automatized naming (RAN), and vocabulary were all controlled for. Results indicated that vocabulary, PA, and RAN impacted reading comprehension. MA helped to explain some of the variance present. This study affirms that vocabulary, RAN, and PA are all important factors in reading.

OS182

Spirituality and SEL: Culturally Responsive Practice With Native American Students [CANCELLED] [D]

Affirming culture and identity is a core element of culturally responsive practice with Indigenous students (NASP, 2020). Spirituality is an important component of Native American culture and resilience, although it is often not included in Western education (HeavyRunner & Morris, 1997). This session will provide recommendations for school psychologists to consider the role of spirituality in fostering Native American students’ well-being, specifically as it relates to social–emotional learning.

OS183

A Meta-Analysis of the Mystery Motivator Intervention

The mystery motivator (MM) is a behavioral intervention that provides an individual with an opportunity to earn rewards for appropriate behavior(s). A unique characteristic of the MM intervention is the element of reward uncertainty in which individuals are either unaware if the MM is in effect for a given day or which reward they will receive. The present study reports the results of a meta-analysis of the effects of the MM intervention on behavioral outcomes.

OS018

Risk and Protective Factors for Sexual Minority Youth [D]

Over two thirds of sexual minority youth are harassed daily based on LGB-related discrimination, leading to an overall feeling of fear or discomfort at school and an increase in skipping days of school. This presentation examines two data sets and compares variables to support the claim that by creating a safe and affirming environment at school, sexuality minority youth are less likely to experience negative outcomes, specifically when compared to heterosexual youth.

OS184

Academic Self-Efficacy Miscalibration in High School Students With ADHD [D]

This study examined academic self-efficacy miscalibration, or the discrepancy between students’ self-efficacy and their actual competence, in high school students with ADHD. Data of 23,503 students in the High School Longitudinal Study of 2009 (HSLS:09) was used. As hypothesized, students with ADHD showed significant higher levels of miscalibration compared to their peers in math and science. Miscalibration occurred regardless of their ADHD medication status. Results will inform interventions to help students with ADHD set realistic goals.

OS185

Helping Students Transition to Middle School [D]

How effective are attributional interventions in education, like growth mindset, when used as universal interventions? We will provide results of a study of one such intervention that was not successful in shifting attributions or impacting motivation, social belonging, and achievement but may have been successful in improving achievement for a local minority population. We will compare these results to several meta-analyses. Practitioners will learn how best to implement attributional interventions in a school setting.

OS025

Treating Trauma to Improve School Outcomes

Treating underlying trauma may help improve students' school-based outcomes. We will provide results of a study that show improvement in traumatic stress symptomology, problematic classroom behaviors, and academic engagement following the implementation of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program in an urban high school setting. Practitioners will learn how to implement an evidence-based, trauma-informed intervention to support adolescents experiencing traumatic stress.

OS188

Problematic Internet Use, Social–Emotional Learning Competencies, and Bullying Victimization [D]

Do students’ experiences of being bullied make them vulnerable to problematic internet use (PIU)? Why some bullied adolescents were not likely to develop negativities, while others were at risk? We will provide results of a study that examined the relationship between bullying victimization and PIU and moderating effects of social–emotional learning (SEL) competencies among Chinese adolescents. School psychologists will learn what interventions to implement as means of preventing bullied adolescents from addiction to PIU.

OS189

Boosting Math Fluency Through Class-Wide Intervention

Effective class-wide fluency interventions are a low-cost method to practice targeted skills and are recommended as a component of core mathematics instruction. This presentation will discuss the relationships between fluency, strategy use, and researcher-provided feedback for improving students’ math skills in a class-wide multiplication intervention. The discussion will be guided by data from a randomized controlled trial and will focus on practical implications for intervention.

OS190

Enhancing Teacher–Student Interactional Quality in Middle School Classrooms [D]

What factors are most essential for promoting high quality D201 interactions in middle school classrooms? This study of 334 middle school teachers demonstrates how to distinguish between low, medium, and high quality teacher–student classroom interactions and the importance of factors such as school geography and student racial composition, student behavior, and teacher self-efficacy and connection to other teachers. Implications for student and teacher supports will be discussed.

OS191

Tools for Assessing Classroom Management Within Data-Based Coaching and Consultation

Effective instructional and behavioral management in the classroom has been linked to students' increased academic learning and positive classroom behaviors. School psychologists can support educators' classroom management through data-based coaching and consultation but need empirically supported assessment measures to do so. This session will present results of a systematic literature review to identify and describe existing classroom management assessment tools. We will provide recommendations for using these tools within feasible, scalable coaching and consultation models.

OS192

Using Cost-Effectiveness to Evaluate Academic Screening Models

A cost-effectiveness analysis examined four approaches to academic screening in reading across fourth through eighth grades in a large suburban school district. Screening models included prior year statewide achievement test data, a curriculum-based measure alone (aimswebPlus), a gated model, and a multivariate model. Attendees will be walked through the process of systematically understanding cost and effectiveness data in academic screening to help administrators make informed decisions when allocating resources in an MTSS model.

OS186

Parent Perceptions of Early Intensive Behavioral Intervention for Autism

The focus of this study was on parents’ retrospective perceptions of past early intensive behavioral intervention (EIBI) services and current outcomes for their children with ASD. Results of this study suggested that the intensity of ABA intervention accounted for significant variance in adaptive skill levels and school placement, emphasizing the importance of the length of time EIBI was received. Parent interviews reveal benefits and limitations of EIBI perceived by parents.

OS193

Delivering Math interventions to Maximize Student Outcomes: Meta-Analysis Findings

When delivering supports within RTI, interventions must be intensified to meet student needs while ensuring they are feasible, equitable, and resource efficient. Treatment strength is an understudied, yet important intervention component. The purpose of this presentation is to provide updated findings and recommendations on math interventions targeting whole number computation and discuss moderating effects of treatment strength (e.g., duration, frequency), implementation components, and dependent variable aspects (e.g., criteria). Research and practice implications will be provided.

OS194

Effects of Intervention on Kindergarten Readiness for Students With Disabilities

This study examines early intervention participation on kindergarten readiness focusing on students with disabilities; 113 students, including 30 with disabilities, participated. Findings suggest early intervention programs had a positive impact on growth scores for overall general development and five developmental domains. There was no significant difference for students with disabilities based on the number of participating years in early intervention programs. Participants will gain an understanding of the outcomes of early intervention programs.

OS195

Neurodiversity and Intelligence: The Flynn Effect in Children With Autism [EC] [GS] [D]

The Flynn effect (FE) has been demonstrated across several contexts and with many different populations. However, little is known about the FE among youth with autism spectrum disorder (ASD). Using the National Database for Autism Research, this study examined whether general intelligence changed significantly over a decade (N = 671). Results demonstrate that there is no FE in children with ASD, further demonstrating the neurodiversity within the spectrum. Implications for research and practice are discussed.

OS196

SEL in Head Start: Evaluating a Tier 2 Intervention

Early childhood is an ideal time for targeted promotion of prosocial behaviors and social–emotional skills. The current study investigates the impact of an abbreviated modified version of a second-tier intervention on Head Start students’ social–emotional competencies in rural Western Pennsylvania. Alignment between CASEL competencies, Head Start Early Learning Outcomes, and measures utilized by Head Start and FIRST STEP Next will be discussed. The findings of the study will be shared, with recommendations for practitioners.

OS197

Student and Faculty Perspectives on Multicultural Training Efficacy [D]

Historically, multicultural content in school psychology curricula has been lacking. This study presents results of a survey assessing students and faculty perceptions of the academic training and preparation to work with culturally and linguistically diverse (CLD) populations provided by their program. General trends in respondent perception are presented, along with differences in perceptions between individual groups (e.g., students and faculty). Implications and recommendations based on these findings are discussed.

OS198

School-Based Support for Families of Students With Traumatic Brain Injuries

Families of children with TBIs often experience emotional burden related to the sudden onset, intensity, and duration of the recovery process. Parents and siblings of students with TBI often do not receive support, which can impede the injured child’s recovery. This qualitative study involved focus groups with school psychologists to explore their understanding of challenges experienced by families of students with TBI, as well as opportunities for improving school-based support.

OS199

Frontiers in Early Childhood: School Psychology and Supporting Young Children

There is increasing recognition that school psychologists work in early childhood settings (e.g., Child Find, preschools, pediatrics) and that school psychologists’ skills are well suited for these settings. Limited scholarly work has explored school psychologists’ pursuing careers in early childhood settings. This presentation will present findings from in-depth interviews conducted with five school psychologists about their professional roles in early childhood settings, and the paths that brought them there.

OS003

Where Are the School Psychologists: Mental Health in Early Childhood

In early childhood developmentally appropriate acting out and mental health challenges can appear similar. This session will focus on better understanding the etiology of early childhood behavior, using the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood (DC:0-5). Participants will become more familiar with features of behavior and mental health in early childhood and gain an understanding of evidence-based interventions in early childhood for a range of problems.

OS157

College Students' Perceptions of Peers With Autism: Replication and Extension [D]

Recent research addressing peer attitudes toward college students with autism demonstrated that students were favorably disposed toward peers when the peer was labeled as having autism. Our study builds on previous research and provides results whether students’ attitudes of peers with autism differed by college majors and gender of the peer. Practitioners will learn the potential benefits of disclosing one’s diagnosis to peers and how to best support these students when transitioning to college.

OS158

A Systematic Review of School Transitions' Impact on Suicidal Ideation [D]

Do school-based transitions impact student suicidal ideation? We will detail the results of a mixed studies systematic narrative literature review analyzing the impact of school-based transitions on student suicidal ideation to inform the future practice of school psychologists. Researchers will discover a gap in the existing literature and practitioners will recognize the need to support students as they transition schools.

OS161

Implementing Restorative Circles Training to Decrease Exclusionary Discipline Practices [D]

The purpose of this paper session is to provide guidance to school psychologists and other educators on how to develop effective professional development to train classroom teachers and other service providers in leading restorative circles. This presentation will specify all the steps needed to ensure that classroom teachers will be able to accurately and confidently facilitate restorative circles with their students.

OS162

The Impact of School Closures on Training: A Student Perspective [GS]

The coronavirus pandemic resulted in graduate students missing approximately 30–40% of their in-person training experiences during the 2019–2020 school year. Students’ perceptions of the impact of school closures on their skill development and readiness to enter their next training or professional experience is unknown. Accordingly, this paper will discuss the results of a survey that asked school psychology graduate students to compare their in-person and remote training experiences in assessment, counseling, consultation, and supervision.

OS163

Creating Sustainable Integrated Mental Health Supports Through Consultation

Schools are one of the major facilitators of mental health interventions and frequently utilize universal screenings for identifying students who are at risk. However, there is little guidance and inconsistent application with utilizing universal screening to inform modification of Tier 1 services and selection of Tier 2 interventions. This presentation will provide real world experiences facilitating universal screening and Tier 2 intervention implementation for middle school populations identified as at risk for mental health concerns.

OS167

Effect of Student Race and Gender on ASD Identification Decisions [D]

Gender and racial/ethnic disparities in diagnoses and educational identification of autism spectrum disorder (ASD) persist. Practicing school psychologists (N = 226) were randomly assigned to one of eight content-identical vignettes that differed by student’s race/ethnicity and gender. Participants rated their likelihood of identifying the student with each of the IDEA classifications and their associated confidence. Results from this study will elucidate the role of student demographic factors on school psychologists’ decision making concerning ASD.

OS164

Intervention for Adolescents With ADHD: Academic and Social Functioning Effects [D]

Adolescents with attention deficit hyperactivity disorder (ADHD) frequently experience significant academic and social impairment. We present findings from a randomized trial of the Challenging Horizons Program in high school students with ADHD (N = 186). Significant improvements in organization skills, homework performance, social skills, and inattention symptoms were found along with a less steep decline in report card grades relative to controls. Implications for delivery of feasible, effective school-based intervention for students with ADHD will be discussed.

OS159

Review of Evidence-Based Accommodations for English Learners [D]

This presentation will provide an overview of evidence-based accommodations for English learners (ELs) during instruction and assessment in addition to recommendations for implementation based on the results of a systematic literature review. Findings from the past 20 years of research in this area will be summarized and implications for future research will be discussed. This presentation will support attendees’ knowledge of accommodations for ELs and their consultation with general education teachers working with them.

OS034

Noncontingent Reinforcement and Social Engagement for Children With Autism [D]

Noncontingent reinforcement (NCR) is the use of positive reinforcement which is not directly related to a desired behavior or occurrence of a target behavior (Carr et al., 2000; Krasno, 2013). The current study is designed to evaluate the impact of NCR delivered on a fixed time schedule on appropriate group behavior and social engagement for 3–5 children with autism. Results and implications for use of NCR in clinics and schools will be discussed.

OS160

Climbing the Pyramid: Building Advanced Tiers in a Preschool Setting

Program-wide positive behavior supports (PW-PBS) can be effective in reducing problem behavior and increasing prosocial behavior in preschool settings. Even with a strong universal system in place, some children will need more intensive supports to address specific social, emotional, and behavioral challenges. This session will describe the development and implementation of advanced tiers (i.e., 2 and 3) within one low-income preschool setting. Specific interventions and processes for data-based decision making will be described.

OS165

System Change, the Forgotten Tool [D]

Why do some schools and districts struggle with full implementation of MTSS? Are there specific variables that lead to more successful MTSS implementation? We will provide results of a study looking at the knowledge and training that school psychologists have in implementation science. Practitioners will also learn how to use the Heptagon Tool to help their school or district scaleup a new innovative practice or program.

OS167

Oral Expression and Listening Comprehension: SLD or SLI

The ability to effectively understand and use language, oral and written, plays a critical role in the definition of a specific learning disability, as outlined by the federal government. How state departments of education operationalize constructs of oral expression and listening comprehension will be presented, and recommendations for IEP team decision making offered.

OS168

Continued Provision of School District Family Services During a Pandemic [D]

At a large metropolitan school district, our after-school psychology clinic traditionally provided services to families with children in special education. Services included family counseling and resource groups. COVID-19 school closures threatened to curtail important school-based mental health services, and challenged school psychologists to adapt our work within a telehealth framework. This paper describes a practical approach to adapting family outreach services via telehealth, with lessons learned from our school-based telehealth model.

OS166

Identifying Predictors of Teacher Stress and Burnout to Inform Intervention

Chronic teacher stress has been shown to be associated with elevated rates of attrition, physical and psychological health challenges, poor job performance, and negative student outcomes. How can school-based professionals support teachers experiencing stress and burnout? This presentation will synthesize the findings of previous literature on predictors of negative teacher outcomes to create a comprehensive model of teacher well-being. The proposed model will serve as a foundation for providing evidence-based recommendations for screening and intervention.

OS169

Achievement, Grit, and Mindset Across Adolescent Mental Health Profiles

The dual-factor mental health model proposes the integration of subjective well-being and psychopathology when conceptualizing mental health. In addition to investigating associations between noncognitive factors, academic achievement, and mental health, the current study also empirically identified mental health groups through latent profile analysis among adolescents (N = 429). Gender and socioeconomic disproportionalities were observed across mental health groups. Adolescents with complete mental health had higher achievement, grit, academic grit, and growth-oriented mindsets than other adolescents.

OS171

A National Study: Factors Influencing the School Psychology Shortages [D]

The purpose of this study is to provide demographic characteristics, employment setting details, and reasons behind the national school psychology shortage. Data collected from a U.S. national sample (N = 1,104) across 44 states will be presented. School psychology practitioners, administrators, graduate trainers, and graduate students will learn specific reasons behind the school psychology shortage, as well as recommendations to alleviate the school workforce shortage.

OS172

Perceptions of IEP Meetings Through the Lens of Parents [D]

The purpose of this paper session is to report the results of a study looking at the effectiveness and barriers to IEP meetings through the lens of parents. Quantitative and qualitative data collected from a parent population in the southeast region will be presented. Attendees will learn how to make IEP meetings more parent friendly and inclusive so parents feel they are equal partners.

OS053

Evaluating a DBR Self-Monitoring Intervention for Middle Schoolers With ADHD

Students with ADHD have difficulty regulating their behaviors, which can have adverse academic and social effects. Self-monitoring interventions represent a highly feasible intervention approach that has demonstrated effectiveness with students with ADHD in school settings. Direct Behavior Rating (DBR), a common behavioral assessment tool, has recently been adapted into a format that facilitates a self-monitoring intervention approach. This study evaluates the efficacy of this approach, which will inform intervention planning for middle school students with ADHD.

OS173

Supporting Reentry After a Psychiatric Hospitalization

Set students up for success by learning best practices for reintegration plans following a psychiatric hospitalization. Participants will leave with templates for reentry that details guidelines and provides sample questions to consider when supporting a student’s return to school following hospitalization.

OS170

Strategic Planning at the District Level: Improving School Psychological Services

It can be frustrating that our role as school psychologists is frequently misunderstood, often by important stakeholders. In this paper presentation, participants will learn how to change that. Specifically, participants will be provided strategies for how to advocate for an expanded role and tools for strategically planning at the district level to improve service delivery and student outcomes.

OS174

Best Practices for Preparing for an Armed School Intruder [D]

Being prepared to respond to an active shooter on school property is critical to keeping students safe and ready to learn. Lockdowns can save lives and are an integral component in crisis response. However, when not done appropriately, lockdown drills may cause physical and psychological harm. Learn a hierarchy of developmentally appropriate drill strategies that will increase preparedness while minimizing potential harm to K–12 students and staff members.

OS175

Federally Funded Grant: Collaborative University Training in School Psychology and ESE [D]

This presentation is a description of a federally funded $1.25-million personnel preparation grant project that collaboratively trains preservice school psychologists and ESE teachers (i.e., university scholars). These university scholars learn together how to design and implement research-based instruction and intervention to advance favorable social–emotional learning and academic pre-K–12 student outcomes. During this presentation, the proposal process, course content, resources, products, and preliminary outcomes from this personnel preparation grant will be shared.

OS176

Lead Exposure: History, Symptoms, and the Role of School Psychologists [D]

This presentation will provide knowledge of lead exposure and the historical context behind current legislation that makes lead exposure in society today an issue of social justice. Participants will build knowledge about symptoms associated with lead exposure and what the outcomes are for these students. Furthermore, participants will gain insight into the school psychologist’s role in advocacy and intervention work when working with students who have been exposed to lead.

OS177

What's the Big Deal About Attendance [D]

What impact does loss of instructional time due to chronic absenteeism have on SLD referrals? We will provide results of a study that shows how chronic school attendance and tardies in the early grades impact teachers’ SLD referral rates. Participants will learn how chronic absenteeism can serve as an early warning sign for students’ early school failure and will be provided examples of proactive interventions to reduce chronic absenteeism.

OS297

Recent Methodological Advancements in Indirect Service Delivery

This session will feature three empirical studies that showcase recent methodological advancements in indirect service delivery. Led by a consultation expert, this session will highlight innovative statistical approaches and novel assessment methods. Collectively, these studies demonstrate current innovations, practices and issues within school-based consultation research and provide multiple considerations for researchers, consultants, and school-based partners to consider.

OS045

Engaging Families Virtually: Shifting Parent SEL Groups Online [D]

The school closures due to the COVID-19 pandemic impacted various outreach and educational programs. This session will focus on the adaptation of parent education groups to a virtual format in response to the COVID-19 pandemic. Presenters will share considerations and tips on digital adaptations that may be necessary in order to engage low-income, multicultural, and multilingual families within a school community in online parent education programs following a participatory action framework.

OS046

Black and Latinx Home–School Collaboration: Where Are the School Psychologists [D]

The field of school psychology is committed to advocating for an equitable, positive, and inclusive educational environment. This includes access to evidence-based educational and culturally responsive home–school collaboration practices. This session examines specific home–school collaboration barriers facing Black and Latinx families. This session also examines the extent to which school psychologists are actively engaged in home–school collaboration efforts between schools and Black and Latinx families.

OS001

Promoting Self-Care for Early Career School Psychologists [EC]

Self-care is not currently a primary topic in graduate training programs, and early career school psychologists may not be adequately prepared for the reality of day-to-day demands and the emotional labor of their professional role. The purpose of this session is to identify stress factors related to the early career period, describe tips for developing and maintaining self-care, and share NASP resources currently available to early career school psychologists.

OS234

Teamwork Makes the Dream Work: Distributed Leadership for MTSS

A multitiered system of supports (MTSS) is a comprehensive framework for serving students. However, implementation involves various components that are too cumbersome for one leader, which contributes to the use of distributed leadership for MTSS. Yet, there is little attention on how school leadership teams think about and act upon distributed leadership models when implementing MTSS. This presentation reports the findings from a case study examining a leadership team’s use of distributed leadership for MTSS.

OS235

SEL Screening to Identify Students At-Risk in Middle School

Social–emotional learning (SEL) skills have been found to predict classroom behavior, academic performance, and peer relationships (Zins et al., 2004). The SEL skills of 369 seventh grade students were screened, and associations were found with absences, number of discipline referrals, and state test scores. School administrators and educators will learn about the implications for the value of SEL screening in schools, and support for the relationship between SEL and school engagement, classroom behavior, and outcomes.

OS073

School Psychologists' Awareness, Training, and Current Practices With Transgender Youth [D]

School psychologists have an ethical responsibility to meet the unique social, emotional, and academic needs of diverse populations of students, including transgender youth. The purpose of this paper presentation is to discuss school psychologists’ current levels of awareness about transgender experiences, attitudes towards transgender individuals, training, and supportive practices for transgender youth. Practical recommendations and suggestions for increasing training and implementation of supportive school practices will be discussed.

OS236

Sound the Alarm: Cognitive Assessment Errors in Practice

Disturbingly, experienced school psychologists routinely commit administration and scoring errors. These errors can have detrimental and long-lasting implications on students and possible legal ramifications for school psychologists in practice. Practitioners will learn the most common cognitive assessment errors made in the field, as well as a set of strategies to implement for reducing scoring errors.

OS233

Supporting Child Behavior Using Tiered Parent Training via Telehealth

Despite the impact of COVID-19, practitioners must continue to serve families through contemporary platforms. Indirect support, such as parent training and consultation, are a promising way to maximize the provision of behavioral health services for students. This presentation will describe a tiered intervention model delivered via telehealth to support the feeding behavior of children with mild feeding challenges. School psychologists may consider a similar model as a way to remotely serve students on their caseloads.

OS237

Belonging: Racial Minority Adolescent Insight for Inclusiveness in Rural Schools [D]

Rural racial minority adolescents encounter circumstances unique from other youth, including limited geographic and socioeconomic resources coupled with enculturation, prejudice, and discrimination. During this paper session we will provide results of a qualitative study exploring strengths, stressors, and context for rural minority adolescents that influence their school belonging as school belonging is positively correlated with academic and psychological outcomes. School psychologists will learn how they can contribute to making rural public schools more inclusive.

OS238

Self-Care in Action [D]

Practitioners who utilize self-care strategies can feel a relief of anxiety during times of adversity. This paper presentation will describe a mixed method study that investigated the self-care of practitioners, with the goal of providing recommendations for self-care. We will provide results of a national study on self-care practices of practitioners, including actions taken during the COVID-19 crisis. Practitioners will learn strategies that lead to a healthier workforce.

OS239

Burnout Among Parents of Children With Disabilities: A Systematic Review

Originally conceptualized as applying to human service workers, research on burnout has been extended to parents. This research is limited, but indicates that many parents do experience burnout, with parents of children with disabilities particularly susceptible to burnout. Here, we conduct a systematic review of burnout among parents of children with disabilities where we identify parental and child characteristics associated with burnout. We also identify evidence-based interventions for treating parental burnout.

OS240

School Connectedness Through Eyes of Hispanic Students and Their Teachers [D]

This presentation aims to describe the data elicited from a phenomenological study involving Hispanic/Latinx youth and teachers who they nominated as feeling “most connected to” within one middle school in an urban setting in New England. The authors will present statements from the interviews that have formed common themes. During this presentation, attendees will learn from the themes that emerged from the interviews, and that reflected perspectives of both Hispanic/Latinx students and their teachers.

OS242

Campus Mental Health: Stigma and Students' Approach to Resources

Stigma is a known barrier to students' approach to mental health resources. This paper presentation discusses a research study that investigated mental health stigma at a Canadian university using a mixed methods sequential explanatory design. Undergraduate students (N = 218) completed a survey addressing mental health stigma and likelihood of using/recommending university mental health resources. Semistructured interviews were conducted with a subset of participants (n = 18) to inform quantitative findings. Recommendations for reducing stigma on campus are discussed.

OS243

Promoting Latinx Parent Home-Based Involvement: Strengthening Home–School Collaboration [D]

Despite the importance of parent involvement in children’s early academic achievement, there is a paucity of research exploring motivations for parent involvement in the early schooling years among linguistically and ethnically diverse populations such as Latinx students. Grounded in Hoover-Dempsey and Sandler’s theoretical model, this study examines Latinx parents’ motivations for home-based involvement in shared-book reading with their preschool children. Implications for school psychologists and early education teachers will be discussed.

OS244

Understanding School-Based Protective Factors Against Out-of-School Suspensions [D]

Research has shown that out-of-school suspensions are ineffective and perpetuate the school-to-prison pipeline (Skiba, Arredondo, & Rausch, 2014). This study will use the School Survey on Crime and Safety (SSOCS, 2017–2018) to examine the effect of teacher training in school safety and the use of mental health services, behavior supports, and restorative justice practices on the rate of out-of-school suspensions. Results aim to promote the use of positive practices for reducing challenging behavior in schools.

OS241

Diversifying the Field: Supporting and Empowering Minoritized Graduate Students [GS] [D]

How can graduate training programs cultivate inclusive, equitable, evidence-based practices that recruit, retain, and support students from minoritized backgrounds? In this paper presentation, facilitators will provide an overview of the current literature base regarding the need for diversification within the field, and the challenges and barriers of graduate students from minoritized backgrounds. Participants will then have the opportunity to discuss how all stakeholders can work to support minoritized students with a panel of professionals.

OS245

Integrating Positive Psychology Interventions With Social–Emotional Learning [PS]

Today’s youth face a rising number of economic, social, and health stressors, requiring psychologists to work efficiently to promote positive mental health and resilience rather than prioritize individualized treatments. This session proposes the integration of positive psychology interventions (PPIs) and social–emotional learning (SEL) including strategies to teach appropriate social skills and promote positive relationships and personal happiness (subjective well-being). Participants will learn Tier 1 classroom-level strategies that upregulate positive emotions and downregulate negative emotions.

OS246

Considerations for Single-Skill Math CBM Under Varying Instructional Conditions

This presentation will report on the results of a study examining the precision of growth slopes of single-skill math CBM assessment probes across four conditions: two set sizes and intervention with and without goal setting, for students participating in an explicit timing intervention. Researchers and practitioners will learn of recommended timelines and schedules for monitoring growth in single-skills under varying instructional conditions as well as tips for probe construction.

OS247

School-Based Mindfulness Interventions: Assessing Current Studies With Evidence-Based Guidelines

Mindfulness-based school interventions (MBSIs) have increasingly been incorporated in classrooms to support students’ mental health and well-being; however, there is little research evaluating the quality of studies. We will provide results from a systematic review that will reveal the strongest evidence with MBSIs across specific outcomes for youth. Practitioners will learn about the existing scientific literature with MBSIs for youth.

OS248

Capacity to Access School Mental Health: A Statewide Case Study [D]

The State Department of Education licenses professionals to provide behavioral health services; however, there are vast inequities across districts. This presentation compares the staffing ratios of public school district licensed professionals, based on student economic need, to the ratios recommended by professional organizations. Capacity building and access to state and community resources is examined using social network analysis and interviews with key stakeholders from around the state. Policy and professional development implications are addressed.

OS102

Clued in: Improving Single-Case Graph Presentation

Visual analysis is the primary method for detecting the presence of treatment effects in single-case data. Despite the frequency of use, research has found graph characteristics, such as y-axis scaling and ratio of axes, to impact visual analysis. The current study sought to determine whether warning analyst of variations in graph construction would eliminate this impact. Results of the study found the warnings to be insufficient, supporting the need for standardization of graphing practices.

OS249

Addressing Child Behavioral Problems: Parent and Administrator Perspectives of PCIT

Parent–child interaction therapy (PCIT) is an evidence-based intervention addressing child behavioral problems with a larger effect size than many established interventions. However, it is not easily accessible. Schools seem a promising avenue to reach more children. This interview study with five parents who have completed the standard PCIT and 15 school administrators will provide initial data of their perspectives, which may inform future examination and implementation of PCIT in schools at a larger scale.

OS250

Social Media, Family Strengths, and Psychological Distress: A Moderation Model [D]

Social media rumination, the tendency to continuously mull over social media, is associated with psychological distress in youth (Lannin et al., 2020; Nolen-Hoeksema, 1991). The present study found that social media rumination was less detrimental to the mental health of youth whose families have developed multiple strengths such as open communication and trusting and caring environments. Effective mental health interventions may require considering the interaction between real-world and online environments (Dworkin, Hessel, & LeBouef, 2019).

OS251

Classroom Intervention Choice: Influence of Diagnostic Label and Teacher Efficacy

Children with ADHD and SLD face similar academic and behavioral challenges. Although combined behavioral and academic interventions are among the most effective, other factors influence intervention choice. This study examined the relationship between diagnostic label and teacher self-efficacy on intervention choice. Results indicate that teachers endorsed academic interventions for children with SLD compared to ADHD, even with identical presenting needs, and that self-efficacy was not a moderator but a predictor. Implications are relevant to researchers/practitioners.

OS252

Integrating Self-Determination Into School Psychology Best Practice [CANCELLED] [D]

Self-determination theory (SDT) and its educational applications will be reviewed. Attendees will first participate in a review of SDT before discussing how to promote autonomy, choice, and other aspects of self-determination in our daily practice. Results of a quasiexperimental assessment of the Steps to Self Determination curriculum will be reviewed before discussing available instruments to assess self-determination skills.

OS253

Using Rasch Measurement Theory to Identify Poorly Performing ORF Passages

It has become widely acknowledged that oral reading fluency (ORF) passages vary in text difficulty. Moreover, research has flagged some passages as especially problematic because they do not adequately discriminate between students with high/low ORF skills. The resultant purpose of the present study was to estimate the Rasch discrimination index for a sample of first through third grade ORF passages using the Rasch Poisson Counts Model in order to identify poorly performing passages.

OS254

A Collaborative Community Responsive Training Model in School Psychology

What happens when we cross the line between the classroom and the field? This session will present a collaborative model for training school psychology graduate students that connects theory to practice by incorporating field-based learning experiences into didactic classes. The presenter will discuss how establishing partnerships with local school districts enables University faculty to remain engaged with current practice, provide experiential learning opportunities to their students, and provide service to their local district.

OS255

BIP, BIP, Hooray [CANCELLED]

This presentation will review results from a study utilizing the Behavior Intervention Plan Quality Evaluation II (BIP-QE II) as a tool to evaluate quality of BIP templates and redacted BIPs for special education students. Participants will learn about (a) legal considerations for BIPs, (b) applying the BIP-QE II to guide BIP development and evaluate BIPs, and (c) results from the study. Implications for early career and seasoned school-based practitioners will be discussed.

OS256

Examining Bilingual School Psychologists: Demographics, Training, and Competencies [D]

Bilingual school psychologists (BSPs) play an essential role in serving culturally and linguistically diverse students in public schools. The purpose of this exploratory study was to examine the lived experiences and practice competencies of BSPs by investigating their demographics, training experiences, and practices. Findings and implications, especially related to the training of BSPs and their service provision in schools, will be discussed.

OS257

Writing Meaningful Reports for Parents and Teachers

Psychologists typically spend a lot of time writing reports, with the outcome that they are often not read by stakeholders. The current study was designed to help school psychologists write user-friendly and meaningful reports for parents and teachers. Participants included parents and teachers in K–12 public schools who participated in a collaborative assessment process. A postassessment online survey was used to gauge satisfaction and usability. Anticipated results include increased satisfaction with the process and report.

OS126

Cognitive Biases When Evaluating Academic Progress Monitoring Data

School psychologists are expected to be data-based decision makers in all facets of practice. However, the extent to which cognitive biases influence evaluations of academic progress monitoring data is not well understood. This presentation explores factors that influence belief conservatism, or the inability to update ones beliefs in the presence of contradictory data when evaluating student progress monitoring data.

OS258

Collaboration With Culturally And Linguistically Diverse Families Through Social Bridging [D] [PS]

Social bridging with persons outside of ones’ own cultural community can promote the successful adaption of refugee students and families. This presentation will focus on the rationale for and outcomes associated with an empirical evaluation of one such social bridging experience conducted between first-year school psychology graduate students and English language learner refugee family members who were not educated in the United States, but whose children are educated in the United States.

OS259

Summer Reading Loss: Targeting Through an In-Person and Virtual Camp [D]

We will discuss summer reading loss and its impact on reading performances with elementary aged students. Participants will learn about an in-person summer reading camp that was successful in increasing reading performance especially for the younger students. The methods and barriers of transitioning from an in-person reading camp to a virtual reading camp will also be discussed. Data collection from the virtual camp will be analyzed and presented to the participants.

OS260

Student- and School-Level Factors Associated With School Suspensions [D]

Suspension from school is predictive of negative student outcomes, and students of color and students with disabilities experience disproportionately higher rates of suspension. Based on the findings of a research study, this presentation will examine school- and student-level factors associated with the risk of suspension and identify factors that can be targeted to decrease the risk of suspension and improve student outcomes. Attendees will be equipped with targeted recommendations to address disproportionality in suspension.

OS261

Reconceptualizing Student Wellness: An Exploration of Positive Psychotherapy

Positive psychotherapy (PPT) is a promising Tier 3 positive psychology intervention for individuals displaying symptoms of psychopathology. While traditional mental health care focuses on reducing mental illness, PPT recognizes the importance of increasing subjective well-being to achieve complete mental health. This presentation will share the benefits of implementing positive psychology interventions in schools, discuss the components and evidence-based benefits of PPT, and provide resources for implementing PPT in various settings.

OS262

Improving Student Outcomes Using Class-Wide Function-Related Intervention Teams

Help teachers address off-task behavior using praise, group contingency, and teaching of appropriate behaviors while using a cost-effective intervention that is acceptable and liked by students as well as teachers. This presentation will provide the results of a study which utilized class-wide function-related intervention teams in three elementary classrooms. Participants will learn about the intervention used in the study, how to implement it, and its positive impact on student and teacher behavior.

OS263

Mental Health Trajectories and Academic Adjustment in High-Achieving Youth

Middle adolescence is associated with declines in mental health, including increased mental illness and diminished subjective well-being. A dual-factor model (DFM) recognizes that complete mental health involves both reduced symptoms of psychopathology and high subjective well-being. This presentation will share the results of a study on the stability of mental health within a DFM for students enrolled in accelerated curricula, describe associations between mental health and academic success, and discuss implications for school-based services.

OS266

Altering Racial Preferences via Transformation of Stimulus Functions [D]

How can we reduce racial biases in educational settings? We will provide the results of a pilot study examining the use of relational frame theory to alter racial biases through transformation of stimulus functions. Practitioners will learn culturally sensitive consultation practices in order to promote reform in schools pertaining to disproportionate disciplinary practices and teacher responses to students of color, thus promoting racial equity in the educational setting.

OS267

Embedding Family Engagement Within Positive Behavioral Interventions and Supports

Research demonstrates that family engagement is tied to positive outcomes for students. However, schools continue to experience challenges involving parents. Family engagement within positive behavioral supports (FE-PBIS) provides a structured approach for embedding engagement efforts within existing school-wide PBIS practices. This paper will present findings from a 2-year formative evaluation of the FE-PBIS intervention implemented in an elementary setting. Presenters will describe the implementation process, examine effects on school-wide student behavior outcomes, and discuss feasibility.

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