NASP is pleased to present these virtual posters presentations. These posters have been selected for their quality and offer a new way to engage with the latest exciting School Psychological research.
Current Group: July 2025
A Blueprint for Assessing Automatically Maintained Self-Injurious Behavior in Schools
This poster presents a structured blueprint for school psychologists to assess and intervene in cases of automatically maintained self-injurious behavior (SIB) while adhering to the Least Restrictive environment (LRE) mandate. We outline a six-step process for conducting Functional Behavior Assessments (FBAs) of automatically maintained SIB, integrating recent research on SIB subtypes with established FBA methodologies. The steps include: (1) indirect assessment, (2) descriptive observations, (3) preference assessment, (4) automatic self-injury screening and brief functional analysis (BFA), (5) competing stimulus assessment (CSA), and (6) development of function-based interventions aligned with LRe principles. We illustrate the application of this blueprint through a hypothetical case study. By following this systematic approach, school psychologists can more effectively identify the specific subtype of automatically maintained SIB and design targeted interventions that balance behavior reduction with LRE requirements.
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Happiness Matters: Exploring Positive Pathways for Autism
School psychologists play a vital role in promoting students' social-emotional functioning through evidence-based practices. Positive psychology interventions (PPIs) are a promising approach shown to enhance well-being, evoke positive emotions, foster social connections, and reduce symptoms of anxiety and depression. Despite the growing evidence supporting PPIs, limited research exists on their application within the autism community, where comorbid mental health conditions such as anxiety and depression are common. This study introduces Positive Pathways for Autism (PPA), an 8-session positive psychology intervention designed to support autistic students in improving their well-being, relationships, academic engagement, sense of purpose, and ability to manage mental health symptoms. The poster presents the development, implementation, and preliminary outcomes of the PPA intervention delivered to five students in a Southeastern postsecondary autism support program during Spring 2024. Quantitative data were gathered through pre- and post-intervention surveys measuring life satisfaction, emotional experiences, flourishing, self-esteem, academic engagement, anxiety, and depression, and analyzed using paired samples t-tests. Qualitative insights from post-intervention interviews were analyzed using a constant comparative method to assess perceived impact and program relevance. Findings offer preliminary evidence of the intervention’s efficacy and acceptability and highlight implications for future research and school-based practices supporting autistic students.
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Effectiveness of Two Variations of Repeated Reading Intervention for Fluency
Data were collected from 10 elementary school students to determine if there were any differences between two variations of a repeated reading intervention. In condition one (RR1), participants were asked to read a 150-word passage three times. In condition two (RR2), participants were asked to read three 50-word sections of a 150-word passage twice, then read the whole passage once. Researchers collected data on the length of time required for each intervention and oral reading fluency, calculated by words correct per minute. Results of this study indicated that there are no significant differences between the administration procedures for RR intervention.
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How Comprehensive is Our Role?: An Exploration of Responsibilities
School psychologists from one Northeastern state (n=324) were surveyed to examine the degree to which they engage in various professional activities that align to the roles and responsibilities outlined in the NASP Practice Model. Not surprisingly, individual assessment and report writing continue to be activities that school psychologists are most frequently engaged in. The implications that this has for school psychologist practice and ongoing professional advocacy are discussed.
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School Avoidance Post-Reintegrating In-Person Learning: Experiences of Chronically Absent Adolescents
The present study applied phenomenological and constructivist-interpretive qualitative research methods to explore the lived experiences of school avoidant adolescents and the factors related to onset of chronic absenteeism in the context of post-pandemic in-person schooling. Virtual short-response survey data was collected from 351 chronically absent (i.e., full or partial absence from school for 10% or more of total school days) 8th through 12th grade students experiencing school avoidance during the 2022-2023 academic school year. All participants were enrolled in fully in-person learning programs administered by public (n=343) or private (n=8) schools across the United States. Results showed that students characterized typical experiences in school by themes of Fear and Distress and Isolation and Detachment. Moreover, students attributed absenteeism onset to contextual factors of COVID-19 and Online Learning, Secondary Schooling, and Mental Health Challenges. These findings contain implications for theory and intervention.
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Body Heals Mind: Exploratory Sequential Study on International Graduate Students
This study examines the associations among physical activity, cultural adaptation, environmental identity, and resilience on the well-being of international graduate students in the U.S. Using a mixed-method design; the qualitative results showed the essential role of physical activities in supporting physical health, enhancing psychological resilience, and fostering well-being. While our quantitative results showed moderate well-being, cultural adaptation, environmental identity, and nature-relatedness, our results revealed low resilience and severe depression among international graduate students.
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Bolstering School Connectedness for Students With Incarcerated Parents
Parental incarceration affects millions of children and youth in the United States. Youth who have
experienced parental incarceration are more likely to experience worse behavioral, academic, and
health outcomes in comparison to their peers. However, less is known about factors that reduce
the risk of poor outcomes for youth with a history of parental incarceration. This study used
multivariable logistic regression analyses within a statewide sample of 119,029 students to
examine school-based outcomes among youth with histories of parental incarceration as well as
the potential protective effect of school connectedness for these outcomes. Results indicated that
parental incarceration was associated with lower levels of academic achievement and more
instances of disciplinary action. School connectedness moderated these associations; for students
with an incarcerated parent, higher levels of connectedness to one’s school increased the
likelihood for academic achievement and reduced the risk for instances of disciplinary action. This
study adds to the growing body of literature on students with incarcerated parents to include an
examination of the potential protective factors that operate in these youths’ lives. Results have
important implications for school psychologists, including attending to and bolstering strategies and programs that increase school connectedness.
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Family Advocacy for Children with ASD: Through a Cultural Lens
This scoping review explores how diverse and multilingual families advocate for their children with autism spectrum disorder (ASD) in schools, highlighting key facilitators and barriers. Findings emphasize the prominent role of mothers, the need for more research on fathers and female children, and barriers such as stigma and language differences. Supports like advocacy training and peer networks were commonly noted. School psychologists, educators, and administrators can use these insights to strengthen family-school partnerships and promote equitable practices that better support the advocacy efforts of these families.
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Overcoming Intercultural Barriers: School Psychologists and Immigrant Family Dynamics
This study examines the challenges school psychologists face in communicating with immigrant families during psychological assessment feedback sessions. Using Thematic Analysis, this study explores psychologists’ perceptions on intercultural barriers, emotional dynamics, and gaps in multicultural training influencing these interactions. Findings highlight the need for a more adaptive, non-essentialist approach to multicultural competence. By identifying key factors that enhance communication, this research offers insights to support more effective, inclusive, and meaningful feedback sessions for diverse families.
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Family and Student Perspectives on School-Based Anxiety Interventions: A Systematic Review
Anxiety disorders often begin before age 15 and can impair well-being, academics, and development. Schools are key access points for mental health services, especially for culturally and linguistically diverse (CLD) students. This systematic review examines family and student perspectives on school-based anxiety interventions for TK–6th grade. Findings from 13 U.S. studies suggest general acceptability of interventions, though cultural relevance was rarely addressed—only 2 studies incorporated cultural considerations. This poster highlights the need to better align interventions with students’ cultural identities to enhance effectiveness and equity in school mental health services.
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