Virtual Poster Series

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

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 Using Mindfulness Techniques to Bolster Mental Health in Schools
This systematic review describes the effects of universal, school-based mindfulness interventions for fostering positive mental health outcomes in students. A search identified 616 studies, of which 21 met inclusion criteria The effectiveness of school-based mindfulness interventions for improving student mental health differed based on intervention type and the outcomes measured, with the greatest support emerging for mindfulness-based stress reduction (MBSR) interventions and the greatest improvements seen in stress, although results were mixed. While some interventions were associated with improvements in mental health among this population of youth, many did not yield significant impacts on these outcome measures, and many articles showed inconsistent results. The implications of these findings for school psychology practice are discussed.
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test Trainer and Participant Variables Impacting PREPaRE Knowledge and Attitude Scores
PREPaRE School Crisis Prevention and Intervention Training Curriculum Workshop 1 and 2 participants demonstrated significant knowledge and attitude gains from pre-test to post-test. Additionally, Workshop 1 participants with greater experience (i.e., >11 hours vs. 0 hours of prior crisis training) demonstrated smaller knowledge gains while participants in both workshops with more experience demonstrated smaller attitude changes towards crisis prevention. There were no significant differences in participant outcomes for a master trainer versus a Training of Trainers (TOT) trainer. In summary, the TOT model is effective and the PREPaRE training may be most beneficial for new professionals.
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test Rural Mental and Behavioral Health: Preliminary Results from a Meta-Analysis
The purpose of this study was to examine intervention characteristics and outcomes of mental and behavioral health interventions implemented in rural settings as well as the research methodologies used to examine them. A meta-analysis of articles published from 2000-2019 in several databases was conducted. Twenty-four articles that met inclusion criteria were coded. Results revealed intervention characteristics, effectiveness of interventions and malleable factors utilized in the studies. Future directions and implications are discussed.
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test Peer-Mediated Interventions for Children and Youth with Autism in General Education Settings
The purpose of the study was to investigate whether peer-mediated interventions could facilitate the academic and social skills of children and youth with ASD in general education classrooms. A systematic review was conducted through online database search of peer-reviewed, empirical studies published after 2004 . 106 studies were elicited after the initial search. After employing inclusion criteria and further recruiting within references, ten articles were selected for review. It is concluded that peer-mediated interventions can be effective in improving social initiations, responses, and social interactions in general for students with ASD in inclusive settings.
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test A Review of School-Based Interventions to Promote Equity for Latinx Students
Latinx students represent the largest minoritized group in the U.S. public schools. Between 2000 – 2015, the percentage of White students in U.S. public schools decreased from 61% to 49%, while the number of Latinx students increased from 16% to 26%. These patterns are projected to continue over the next decade (IES, 2019). Despite the increase of Latinx students, public schools in the U.S. have failed to dismantle the numerous systemic barriers that contribute to unequal educational outcomes for Latinx students. This poster illustrates the methods and findings of a systematic literature review of recent (2000 – 2019) research describing culturally responsive interventions that have been shown to effectively mitigate systemic school-based inequities faced by Latinx children and families. The goal of this literature review is to examine the relevant research regarding Latinx students as a whole and then to understand how much of this research has directly included Puerto Rican children and families. We have selected this specific population in order to inform our research team’s partnership with a local school community serving predominantly Puerto Rican students.
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test ASD, ADHD, and SPF: Parent Perceptions of Summer Treatment Program
This poster examines quantitative parent reports of change in impairment and social skills after 74 school-aged children with ADHD and ASD participated in the 5-week Summer Treatment Program, West Coast Model (STP-WCM). Results indicate that parents reported significantly less functional impairment related to ADHD symptoms and more social skills at posttest. Attendees will gain an understanding of how the STP-WCM supports behavioral change in children with ADHD and ASD and discuss implications for other settings.
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test Psychoeducational Services for Asian American Middle School Students
The underutilization of mental health services is a prevalent issue among Asian Americans (AA). Although current research has addressed a need for culturally adapted mental health support for AA, there is limited research on providing these services for AA youth. This study aims to create a psychoeducational group that discusses the importance of mental health and overall well-being among AA middle school students, as well as provide the knowledge and tools needed to identify, manage, and seek support for the social-emotional challenges they may face within their adolescence. Results indicated that the participants gained more knowledge and understanding about the importance of mental health, different mental health challenges, coping strategies, and counseling. Participants also appeared to be open to counseling as long as the counselor is someone they can trust. Findings have implications for the development and tailoring of future psychoeducational groups to address the barriers to student participation and engagement due to parent views and perceptions of mental health services, as well as increase the gender ratio and ethnic/racial diversity in future groups.
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test Evidence-Based Instructional Principles in Core Curricula Fraction Lessons
Fraction skill development is crucial for general mathematics achievement and algebra readiness. Despite the importance of fraction knowledge, students in the United States have consistently shown fraction skill deficits. The purpose of this study was to systematically evaluate the use of evidence-based instructional principles in fraction lessons. Practitioners and researchers who attend this session will learn about effective instructional strategies and how they are currently incorporated into tier-one math curricula.
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test Screening for Suicide: Students At-Risk and Staff Experiences
Suicide is the third leading cause of death among youth aged 10-24; however, a multi-tiered approach to suicide prevention has been shown effective in identifying at-risk youth and increasing knowledge of suicide warning signs. The study sought to examine (a) demographic characteristics of at-risk students identified through the Signs of Suicide® program at two middle schools (N = 2,778), and (b) school staff’s acceptability of the SOS program (N = 26).  
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test Survey of School Administrators' Implementation Training, Knowledge, and Perceived Barriers
Leadership is critical for successful implementation of evidence-based practices (EBPs). However, research on school administrators’ training, knowledge, and perceived barriers regarding implementation is limited. This survey study explored: 1) administrators’ pre- and in-service training dedicated to implementation, 2) their related knowledge, and 3) perceived barriers. Participants reported minimal training and knowledge in implementation, as well as a variety of barriers that interfere with their ability to support this process. As key change agents in schools, these results have significant implications for school psychologists working with administrators to support the adoption and delivery of EBPs within a multi-tiered system of support.
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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