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.

Current Group: September 2021

test Examining Early Mathematics Trajectories of English Language Learners
Early mathematics proficiency is critical for later academic success. English Language Learners (ELLs) may be especially in need of evidence-based support to acquire proficiency in mathematics. In this presentation, we examine how student- and teacher-level factors, including initial math skill and explicit instructional indicators, impact early mathematics growth trajectories of ELL students. Benefits to attendees include a research-informed understanding of using evidence-based practices, such as universal screening and explicit instruction, to support ELLs.
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test Conducting Change: Preventing Conduct Disorder for At-Risk Elementary Students- A Proposed Prevention Program
Individuals with childhood-onset conduct disorder (CD) are more likely to demonstrate physical aggression towards others, have disturbed peer relationships, and have CD in adulthood. Early identification of children at high risk for antisocial behavior is crucial. Despite the concerns demonstrated in research for CD the actual implementation of prevention and treatment remains a challenge. This poster will present information about Conducting Change, a proposed prevention program for elementary school students at-risk for CD.
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test School with Food Allergies: A Survey of Students and Caregivers
Food allergies have recently increased in prevalence, now affecting approximately two children per US classroom (Gupta et al., 2018). Questionnaire data presented in this poster capture experiences of school-based allergy management among 3rd-5th grade students with food allergies and their primary caregivers in relation to perceptions of school policy and rules, sources of support, and emotional and environmental considerations. Implications for school counselors, psychologists, and educators are highlighted.
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test Attracting, Preparing, and Retaining School Psychologists: A Workforce Pipeline Analysis
The shortage of school psychologists in the United States jeopardizes the capacity of schools to meet student needs of all students. This study examined the progression of school psychologists through the professional preparation-to-practice pipeline, examining program admission and completion rates, as well as graduates’ status in the profession 1-year, 3-years, and 5-years following internship. Attendees will discuss the study’s results, including the need for targeted, personalized efforts for recruiting graduate students with minoritized cultural identities.
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test Computer Science Attitudes in First Generation College Students
This study examines the attitudes of first-generation college students (FGCS) towards computer science (CS). It focuses on student interest, confidence, and perceived usefulness of CS, and study results can help school psychologists and educators understand the factors that can determine whether FGCS succeed in the CS field. Study results may be of interest to practitioners working in secondary schools and those with an interest in issues of equity and diversity in STEM.
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test Principal Perspectives on Addressing Student Mental Health
What do principals have to say about the challenge of addressing the mental health needs of students in their schools? Our study analyzed survey responses from 715 principals across locales (i.e., city, suburb, town, rural) in Wisconsin. Principals responded to questions about the barriers and strengths they perceive in their schools for addressing student mental health needs. Main themes for principals’ perceived barriers and strengths in their schools are reported, and patterns are considered across locales. Attendees will gain a sense of key factors principals reported in their schools that support and limit their ability to support student mental health.
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test Language Development in Simultaneous and Sequential Bilinguals
Considering that the body of bilingual students in the United States continuously growing, it is imperative that professionals are aware of the characteristics of this diverse group and understand concepts related to first and second language acquisition. This research study focuses on factors to language proficiency in simultaneous and sequential bilinguals. School Psychologists will be provided with practical implications for supporting language acquisition in bilingual children and a future avenue for research.
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test Social Emotional Monitoring Tools in Preschool: Do They Measure Up?
We all know that social emotional learning is important, but how are we monitoring the development of these skills in early childhood? This literature review will examine and compare current social emotional monitoring tools, their psychometric properties, and if they are available in multiple languages to meet the needs of diverse learners. Discover which assessments in this area are both psychometrically sound and culturally appropriate for early childhood settings.
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test Understanding the Role of Racial Diversity in School-Based Consultation
Disparities between the educational outcomes of students of color and their White peers has persisted across decades. Attendees will learn that school-based consultation is used with diverse individuals to mitigate these outcomes and be provided with the results of a study that analyzed the impact of racial diversity on school psychologists’ perceptions in school-based consultation. The discussion in this session will prompt participants to reflect on the influences of cultural variations in the consultation process.
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test Bridging the Gaps: In-Depth Group Intervention Training for School Psychologists
Since it has been documented that school psychologists lack competency in intervention implementation and professional standards are not being met, it should follow that the gaps in competency and professional expectations be bridged. This presentation covers in-depth group intervention training in the areas of cultural considerations, externalizing behaviors, SEL, and trauma and suicide. All practitioners desiring to improve their fidelity with group intervention planning and implementation can download the training presentations at the link included within the poster.
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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