Virtual Poster Series

If you are interested in submitting a poster or have questions regarding the poster series contact Nick Affrunti, NASP Director of Research.


Check out our Poster specifications (PDF) for more information.

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.

test Current Nationwide Practices in U.S. Identification and Reclassification Criteria for Emergent Bilinguals
To be classified as an Active Bilingual Learners/Users of English (ABLE) student indicates that students have access to language skill supports such as language modifications and regular monitoring of performance in the classroom. Once ABLE students are considered to be proficient in English, they lose their ABLE designation, are reclassified as English proficient, and lose their previous supports, potentially resulting in poor academic achievement. Federal policy provides states with significant freedom in how to identify and reclassify their ABLE students. Previous studies have found that criteria and standards across states for the identification and reclassification criteria have differed, with some parallels in the use of home language surveys and English language proficiency tests. However, each state relies on a different standard for identification and reclassification of their ABLE students. Using a rigorous double coding procedure, all policy documents on identification and reclassification from all 50 states and Washington D.C. were evaluated. Similar to previous findings, all states used home language surveys and English language proficiency tests in their identification policies, although some states had additional criteria and all states differed in the cut scores required to qualify. Similarly, all states had reclassification policies, with heavy emphasis on performance on English language proficiency tests, although such cut scores differed across states. Not all states had identification or reclassification criteria for ABLE students with disabilities, and most were identical to that of ABLE students without disabilities.
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test School Climate and Bystander Intervention: Perceptions of Minoritized Groups
Students of minoritized backgrounds, including racially and ethnically minoritized students and LGBTQIA+ students, are known to be more likely to experience bullying and be at-risk for mental health concerns (Moyano & Sanchez-Fuentes, 2020; Xu et al., 2020). It is important to understand students’ relationships within the larger school community in order to understand how to minimize the likelihood of minoritized youth being victimized and increase the likelihood of them engaging in bystander intervention. This poster presentation will answer the following questions: (1) Do White students and non-White students differ significantly in their perceptions of school climate, perceived social norms regarding bullying and sexual harassment, and likelihood to intervene in situations of bullying? (2) Do heterosexual students and LGBTQIA+ students significantly differ in their perceptions of the school climate, perceived social norms regarding bullying and sexual harassment, and likelihood to intervene in situations of bullying? Participants included 359 high school students from a suburban school in the Northeast United States who were participating a pilot study for an intervention for bullying and sexual harassment prevention. The current study highlights that students’ identities play an important role in the way they interact with their peers and the school community. The study specifically highlights the importance of sexual orientation in the way students perceive their school and classmates, but also highlights an increased likelihood to intervene in situations of bullying. These results are important to understanding how to better support students from minoritized backgrounds, particularly in schools that have a predominantly White and heterosexual student body.
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test Navigating Type 1 Diabetes In School: Implications and Strategies for Student Well-Being and Academic Success​
This poster compiles recent research on the impact of Type 1 Diabetes (T1D) among youth, specifically focusing on its effects on cognition, academics, and social-emotional functioning. T1D has been found to influence various aspects of cognitive performance, potentially affecting outcomes of psychological evaluations, and often coexists with other psychological disorders. As T1D becomes more common among school-aged children, school psychologists may feel uncertain about meeting their needs. This poster aims to empower psychologists by giving them an overview of T1D, its implications, and its role in fostering confident and effective engagement with affected youth with T1D.
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test Decoding Parental Psychological Control: Associations With Psychopathology and Peer Support
Recent trends indicate a rise in mental health issues among youth, exacerbated by the COVID-19 pandemic. This study explores the role of parental psychological control (PPC) in shaping adolescents' psychosocial development and its association with internalizing problems such as depression and anxiety. The research utilizes the Psychological Control Scale-Youth Self Report, the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), school phobia, social phobia, separation anxiety disorder, and generalized anxiety disorder subscales of the Screen for Child Anxiety-Related Emotional Disorders revised version (SCARED-R; Birmaher et al., 1999), and the Center for Epidemiological Studies Depression Scale (Radloff, 1977) to assess the impact of PPC on adolescent mental health, with a particular focus on the moderating effects of peer social support. Data collection involved participants aged 11-13 from a diverse middle school demographic. Preliminary results suggest that close friend social support significantly moderates the relationship between PPC and adolescents’ symptoms of depression and anxiety. Classmate social support, however, showed no significant moderating effect. This study highlights the importance of peer relationships in mitigating the negative impacts of PPC, suggesting potential directions for targeted interventions to improve youth mental health outcomes.
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test Evaluating Cultural Awareness in School Personnel: A Self-Assessment Tool
The study examines the psychometric properties of the Self-Assessment Checklist (SAC), a tool designed to assess cultural awareness across three domains: physical environment, communication styles, and values/attitudes. Data from 598 educators show adequate levels of internal consistency of the SAC and suggest a shortened 14-item scale aligning with the original domains. This version offers efficiency without compromising theoretical relevance. The SAC could serve as a practical tool for educators to gauge their cultural responsiveness, aiding schools in prioritizing professional development and fostering an inclusive environment.
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test Preventing and Reducing Symptoms of Selective Mutism in Elementary School
Selective mutism (SM) is an anxiety disorder characterized by the inability to speak in situations in which speaking is expected. For children in elementary school, SM often presents as being partially or completely mute at school, while being able to talk freely and comfortably with family members at home (Wong, 2010). SM can contribute to various academic and social problems for children, and if left untreated, anxiety symptoms can continue into adulthood (Mulligan et al., 2015; Wong, 2010). It is therefore important that elementary school personnel are educated about the signs of SM and are aware of the academic challenges faced by children with SM as well as the support services and interventions that are available to them. School psychologists can play an integral role in the treatment and prevention of SM by educating community members about how SM may present at school and coordinating with teachers to implement school-based interventions. This literature review explores the impact of SM and the role of school psychologists in identifying, preventing, and treating symptoms of SM.
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test Examining the Effects of Dual Language Instruction on Executive Functioning
This poster summarizes a study which examined the potential impacts of bilingual development on children’s EF within the context of an elementary school that offered dual language supports to a subset of children across grades K-5. Analyses aimed to determine whether participation in different language instruction models (i.e., Dual Language Immersion [DLI] and traditional English instruction) was associated with the executive functioning of (N = 160) elementary school-aged children in third grade. Several EF constructs (i.e., behavior, emotional, and cognitive regulation) were compared across groups to examine any significant differences in EF as reported through behavioral diagnostic rating scales completed by teachers.
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test Are Sight-Word or Sight-Phrase Interventions More Effective and Efficient?
Flashcard-based and computer-based flashcard interventions both have a wealth of evidence, but tablet-based flashcard interventions have not been as deeply examined. The present study examines tablet-based flashcard Sight-Word and Sight-Phrase interventions for their efficacy and their efficiency. Results showed that both Sight-Word and Sight-Phrase interventions were effective, but the participants spent significantly less time on the Sight-Phrase intervention.
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test Child Mental Health, Parenting, and Approaches to Learning Throughout COVID-19
The COVID-19 pandemic disrupted children’s education by forcing them to adapt abruptly to virtual learning (Tan et al., 2021). Approaches to learning (ATL) is a child’s learning attitudes and behaviors, and it is a specific developmental domain in education that may be affected by the pandemic (Meisels & Atkins-Burnett, 1999; Tan et al., 2021). It is associated with academic readiness and later success in core academic domains (i.e., math, reading; Bustamante et al., 2017; Li-Grining et al., 2010; McWayne et al., 2004; Tan et al., 2021; Vitiello et al., 2011). However, the majority of this research took place prior to the pandemic, so the present study sought to extend the research past the pandemic. The pandemic also impacted children’s mental health (anxiety and depression) with the increase in social isolation and remote learning (Jarvers et al., 2023; Hyunshik et al., 2021; Vasileva et al., 2021). Positive parenting practices are crucial in averting the development of poor mental health and poor ATL among young children (Clayborne et al., 2021; Hyson, 2008; Ryan et al., 2017; Tan et al., 2021). It influences child motivation (Wigfield & Eccles, 2002) and is associated with improved mental health outcomes (Clayborne et al., 2021; Hyson et al., 2008). LGM analyses did not result in significant findings to support that kindergartener mental health symptoms significantly changed before, during, and after the pandemic. Results indicate that anxious and depressive symptoms may play a role in children’s ALT in early education, particularly after the pandemic. Higher levels of anxious and depressive symptoms were associated with lower levels of ATL. Parenting behaviors had a direct effect on ATL, but did not moderate the relationship between child anxiety and depression symptoms and ATL after the pandemic. Findings suggest that positive parenting practices do not significantly weaken or strengthen the relationships between child mental health symptoms and ATL post-pandemic.
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test Critical Social Justice Analysis of Trauma- Informed Practices in Rural Schools
Youth in rural areas experience high rates of trauma exposure yet few studies have explored specific mental health interventions for this population (James et al., 2017). Schools have long been identified as an ideal location to provide mental health supports (Rones & Hoagwood, 2000) and trauma-specific supports have been shown as an effective treatment for a range of trauma-related symptoms within the school setting (Nadeem et al., 2011). Students from rural communities have less access to mental health services (US Department of Health and Human Services, 2019) so that school-based, trauma-specific supports can be an important source of support for students who may not otherwise receive such care. This poster presents the results of a scoping literature review on trauma-informed practices in rural schools with a critical social justice lens developed by Sabnis & Proctor (2022). Findings suggest that many of the priorities of trauma supports in rural schools align with those of Critical School Psychology. Further integration of Critical School Psychology and school-based trauma-informed supports offers an opportunity to dismantle inequality in school systems that perpetuate the marginalization of minoritized student groups.
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School Psychology Review

testIf you're interested in research a NASP membership includes access to School Psychology Review (SPR) which publishes the latest peer reviewed research.

Fact Sheets

If you're a graduate student, NASP has a whole page dedicated to resources to help you be successful in your work.

Staying on Top of Graduate Research Projects

Writing for Success: A Student Guide for Navigating Uncharted Waters

Preparing for Faculty Careers in School Psychology