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: November 2025
Rigorous Procedures for Measuring Broad and Narrow Abilities in Individuals
Many school psychology instruments measure hierarchical constructs, but omega–hierarchical subscale coefficient (omega-HS) is often misinterpreted as a reliability index. Applying conventional reliability thresholds (e.g., .50 or .75) to omega-HS can be misleading, as these exceed its construct-dependent upper bounds. This poster clarifies omega-HS’s proper interpretation and limitations, showing that many subscales approach their theoretical maximums. We present set of psychometrically rigorous procedures that can determine the utility of a subscore for an individual. With Monte Carlo simulation, our results demonstrate that measures with seemingly low omega-HS values often contain useful information that leads to reliably better understandings of individuals.
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Creating Affirming School Environments to Support LGBTQIA2S+ Personnel
This project presents a literature review on factors influencing LGBTQIA2S+ educators’ decisions to disclose their identity, highlighting risks and benefits across personal, professional, and systemic domains. Insights from the review informed the creation of the Supporting LGBTQIA2S+ Educators Evaluation Tool, which guides users in assessing and improving school climates. Designed for school psychologists, administrators, and educators, the tool promotes LGBTQ-affirming practices and supports informed decision-making. In the context of shifting legal protections, this work underscores the importance of inclusive, safe environments for both staff and students.
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A Comprehensive Overview of Existing Latinx Newcomer Social-emotional Interventions
The purpose of this poster is to present findings from a systematic review examining what social-emotional interventions for culturally and linguistically diverse (CLD) Latinx newcomer students have been studied in the literature. Specifically, the review addresses two research questions: (1) What social-emotional interventions for Latinx newcomer students exist? and (2) What are the features of these interventions? Specifically, what are the adaptations made to be responsive to Latinx culture, who delivers the intervention, what are the dosage and frequency of intervention delivery, what outcomes are measured, and what evidence of effectiveness are used in studies located? This poster highlights the importance of targeted social-emotional interventions in supporting Latinx newcomer students and presents key findings, recommendations, and implications for school-based practice. Some outcomes of these interventions have included increased school engagement, improved social-emotional knowledge, and reduced trauma symptoms among Latinx newcomer students.
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Examining Parental Protective Factors to Promote Latine Parental Engagement
Latine youth represent one of the fastest-growing populations in U.S. K-12 schools. Major demographic shifts have highlighted the need to better support for Latine students and their families. Parental engagement, defined as parents’ involvement in their children's educational experiences, has been strongly linked to academic achievement, but little is known about its predictors among Latine families. Moreover, much of the existing research focuses primarily on White, middle-class families, leaving a gap in understanding for its importance for Latine populations. This study aimed to identify which specific parental protective factors—social connections, concrete support in times of need, and social and emotional competence of children—predict parental engagement among Latine parents. Additionally, the study examined whether gender moderated these associations. Participants included 915 parents of kindergarten students across coastal central California who identified as Hispanic or Latine. Parents completed the Parents' Assessment of Protective Factors (PAPF) and the Parental Engagement of Families from Latine Backgrounds (PEFL) surveys upon their children’s kindergarten entry. A hierarchical linear regression revealed that, when controlling for the effects of other parental protective factors, parental engagement was significantly predicted by concrete supports (b = 0.31, p < .001) and highest level of parental education (b = 0.21, p < .01), but not by social connections or self-reported social-emotional competence. These findings suggest that that providing concrete supports such as parent workshops, and school community resources can be beneficial to parental engagement regardless of education level.
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Ways to Provide Job-Embedded Training on Positive Psychology Interventions
Positive Pathways for Autism (PPA) is a multi-component positive psychology intervention developed specifically for students with ASD to broaden the research in this specific area. This poster will describe the PPA intervention training, specifically how it was conducted and how it was received by the counselors. In the poster, we will share more information on the counselor’s acceptability of the training and suggestions for future improvement. We will also share the counselors’ rate of successful adherence to protocol during the implementation of the intervention.
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Ways to Improve Caregiver Engagement within a Tier 2 Intervention
This mixed-methods study explored strategies to engage caregivers in a Tier 2 school-based mental health intervention. Students participated in weekly group sessions focused on positive psychology principles, with caregivers receiving home activities in both paper and electronic formats in their native language. Caregivers were invited to complete a weekly feedback survey (n = 10) and a post-intervention interview (n = 5). Findings revealed that caregivers viewed the intervention as highly acceptable, enjoyable, and culturally relevant. Overall, the study demonstrated that aligning program goals with family values and enhancing accessibility can support caregiver engagement in school-based mental health programs.
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Ensuring Effective Data-Driven Instruction for Educators: A Literature Review
Professional development (PD) consistently improves the delivery of evidence-based practices, specifically Data-Based Individualization (DBI) and Curriculum-Based Measurement (CBM). The review identifies common key themes of effective PD programs that are centered around DBI and CBM. A total of eight studies were analyzed to assess the critical components of PD, which were identified to be ongoing support, practical application, administrative support, resource availability, graph interpretation, and constructive feedback. The review identifies how these elements enhance educators’ ability to implement DBI and CBM successfully. It discusses implications for future research, limitations in the research, and advocates for comprehensive PD strategies that empower educators to improve student learning through informed data-driven practices.
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Does Active Perspective Taking Reduce Office Discipline Referrals
Subjective behavioral infractions often lead to disproportionate discipline for marginalized students. It is important to find ways to decrease the disproportionality in discipline, as ODRs can have negative, long-term consequences (Naser et al., 2021). We discuss the results of active perspective-taking as an intervention to reduce office discipline referrals for subjective behavior.
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Advancing School Psychology Training: The Role of Science-Based Case Conceptualization
School psychologists are tasked with making data-based decisions from a range of sources, often relying on abstract reasoning and clinical judgment. For training programs, this means preparing future school psychologists to integrate diverse theoretical frameworks, engage in cross-cultural understanding, and applying these elements to psychological and psychoeducational assessment, and service delivery. However, research on how training programs effectively develop the concrete skills necessary for such integration is scarce. This gap can result in inconsistent, uninformed decision-making, with serious implications for diagnostic accuracy and intervention planning. For example, cognitive biases and lack of fidelity often contribute to the disproportionate representation of certain demographic groups in special education (Wilcox & Schroeder, 2015; Sullivan & Proctor, 2018). To address this, we propose integrating science-based case conceptualization into school psychology training programs. Zaheer and Farmer (2020) describe case conceptualization as a dynamic process that refines and adapts as new information becomes available, helping safeguard against biases and heuristics. This presentation will highlight how this approach can be applied across all levels of graduate training to improve student outcomes and ensure more consistent, evidence-based practices in school psychology.
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Understanding Gifted and Linguistically Diverse Learners through the Assessment Process
English Language Learners (ELLs) continue to be underrepresented in Canadian gifted programs. Current practices for giftedness assessment reflect latent biases still embedded in our education systems which assume that students from diverse linguistic and cultural backgrounds are less likely to be gifted or hold less academic potential than native English speakers. Due to intersections of language, culture, socioeconomic status, and refugee lived experiences, educational histories of ELL students are highly diverse, making equitable assessment a sensitive and complex issue. This poster presentation presents a preliminary literature review which explores possibilities for conducting equitable psychoeducational assessments of gifted linguistically diverse students.
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The Relation of Early-Childhood Teacher Stress Level, Supports, and Well-Being
This study analyzed the relationship between early childhood (EC) teacher stress, burnout, and self-care activities. Previous research has found EC teacher stress to be high, particularly increasing since the COVID-19 pandemic. Results indicated that EC teachers are reporting higher levels of stress since the pandemic. Burnout and the number of self-care activities engaged in are associated with EC teacher stress levels. The relationship between stress mindset, the number of challenges reported, and stress was not significant. This study expands previous findings by highlighting the large number of potential resources that EC teachers identify as being used to cope with stress.
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