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 2026
School Connectedness and Middle School Students' Help-Seeking Acceptability
This study examined relationships among school connectedness, demographics, and mental health help-seeking acceptability in middle school students. Using a quantitative cross-sectional survey, 23 students completed measures of school connectedness, help-seeking attitudes, and demographics. Due to the small sample size, only descriptive analyses were conducted. Findings revealed a belief–action gap: students believed school mental health professionals could help, but were still reluctant to seek support. White, English-speaking girls involved in extracurricular activities reported the highest help-seeking acceptability.
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Teacher Well-Being and Culturally Responsive Practice as Predictors of Time Spent on Behavior Management
Teachers spend substantial time on behavior management, which can reduce teaching and
learning opportunities. However, few studies have examined teacher characteristics associated
with time spent managing student behavior. One potentially relevant factor is teachers’
professional well-being, as lower well-being and higher stress have been associated with greater
teacher–student conflict. Culturally responsive classroom management (CRCM) may also shape
behavior management by centering students’ cultural backgrounds in the interpretation and
management of behavior. Accordingly, teachers with greater CRCM self-efficacy may spend less
time managing behavior, and CRCM self-efficacy may buffer the association between lower
teacher well-being and time spent on behavior management. This study used moderated
regression analyses to examine (a) whether teacher well-being and CRCM self-efficacy predicted
self-reported hours spent on behavior management and (b) whether CRCM self-efficacy
moderated the association between teacher well-being and hours spent on behavior management.
Contrary to expectations, CRCM self-efficacy significantly and positively predicted hours spent
on behavior management, such that teachers reporting greater CRCM self-efficacy reported
spending more time on behavior management. Teacher well-being did not significantly predict
hours spent on behavior management, and the interaction between teacher well-being and CRCM
self-efficacy was not significant. These findings suggest that greater CRCM self-efficacy may be
associated with increased engagement in behavior management rather than reduced time spent
managing behavior. Future research should examine how teachers conceptualize and report
behavior management, including whether culturally responsive practices are perceived as
behavior management.
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A Meta-Analysis of Behavior Specific Praise Interventions
Behavior-specific praise (BSP) is an evidence-based classroom management strategy, yet its use remains inconsistent across educational settings. This meta-analysis examined ten single-case design studies evaluating interventions aimed at increasing teachers’ use of BSP across grade levels, classroom settings, and teacher characteristics. Results demonstrated a strong overall effect, with positive outcomes observed across educational settings and teacher experience levels. Findings highlight the effectiveness of teacher-focused interventions, particularly performance feedback, and provide practical implications for school psychologists seeking to support classroom management through teacher consultation and coaching.
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Helping or Hindering? A Critical Analysis of Faculty Roles in Supporting Minoritized Graduate Students
Graduate students with minoritized identities face increased risk of discrimination and later attrition in their programs. Guided by Critical Race Theory (CRT) and Racial Battle Fatigue (RBF) frameworks, this study examined faculty perspectives on supporting minoritized graduate students by evaluating faculty practices and their effects on student success. Core themes identified after interviews with 10 faculty members include Institutional Risk Navigation, Negative Historical Influences, Lack of Representation & Increased Emotional/Educational Labor of Minoritized Faculty, and Credibility Challenges for Faculty Women of Color. Findings suggest the critical need for universities to critically examine their program contexts and reflect on their social missions, whereas faculty should prioritize engagement in reflexive practices and complex equity-related topics, while also modeling interactions with challenging topics as a way to strengthen graduate student training.
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Analyzing Response Allocation in FCT: Impacts on Behavioral Outcomes
FCT is an evidence-based intervention for reducing challenging behavior in autistic students, typically by teaching a single communicative response. This study examined the effects of teaching multiple functional communication responses (FCRs) simultaneously in a school setting. Three autistic students were taught FCRs aligned with escape, attention, and tangible functions using a concurrent multiple baseline design. All participants acquired multiple FCRs and showed reductions in challenging behavior, with response allocation consistent with identified reinforcement contingencies. Results support teaching multiple FCRs to enhance communication and behavioral outcomes.
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Undergraduates' Interest in the Roles and Functions of School Psychologists
Despite students’ strong interest in mental health careers, psychology faces significant workforce shortages, especially in school psychology (American Psychological Association [APA], 2016; National Association of School Psychologists [NASP], 2024). In addition, the school psychology workforce consists of a racial and gender gap, as most practitioners are White and women (Farmer et al., 2021; McNamara et al., 2019; NASP, 2024). Research has also shown that college students are less exposed to school psychology than clinical or counseling psychology, which may contribute to continued recruitment challenges (Bocanegra et al., 2015). The intention of this study was to determine if undergraduate psychology students have an interest in the job responsibilities of school psychologists and whether those interests are associated with intent to enter graduate school. In addition, gender differences in declared interest in the various role functions of school psychologists were analyzed. Participants were undergraduate students attending psychology classes at a rural university in the southeastern United States. Students were recruited through classroom presentations and flyer distribution to complete an online survey. Results obtained from 91 students, including 29% Black students and 21% male students, revealed no gender differences in intent to go to graduate school for psychology or vocational interest in school psychology roles. In addition, all students were most interested in mental and behavioral health services, testing and assessment, and crisis intervention. These findings support that men in psychology are equally interested in school psychology, yet other variables likely explain the lack of diversity in the field. Determining these differences, or lack thereof, may help address workforce shortages, support gender diversity, and guide recruitment strategies for school psychology programs.
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A Comprehensive Checklist for Inclusive and Effective IEP Meetings
Meetings, especially those involving Individualized Education Programs (IEPs), are a prominent feature of a
school psychologist’s job. When parents, teachers, and administrators meet, all participants’ voices should
be valued, and the meeting should be run as efficiently as possible. The family of the student should especially
be included so they can feel supported and uplifted. A meeting checklist for school psychologists can help
promote best practices to increase effectiveness and participant satisfaction.
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Perception of ACEs and Emerging Adulthood Drinking Behaviors
Adverse Childhood Experiences (ACEs) and perceived traumatic impact were examined among 211 undergraduates (18–25) in relation to risky drinking. ACEs and perceived impact predicted higher AUDIT scores in unadjusted models but were no longer significant after controlling for depressive symptoms. Depressive symptoms emerged as the strongest predictor of risky drinking. Self-reported personal growth following adversity was also examined descriptively within the sample.
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The Role of Social Support in Social Emotional Learning: A Construct-Based Literature Review
Social and Emotional Learning (SEL) is a common preventative, strengths-based framework used in school districts all over the U.S.A. SEL development is key for student success and influenced by various factors, including social support.
This poster will help practitioners identify the practical importance of socially supportive relationships in conjunction with SEL competencies often taught in schools. We will efficiently summarize how different SEL competencies are described in the literature (including related concepts) and present current research on how social support from teachers, parents, and classmates may be linked to SEL skills for students. Results from dozens of research studies will be summarized, offering a research-based foundation for school psychologists to strategically support SEL development through family, school, and community collaboration. By identifying the sources of social support most closely associated with a particular SEL competency, practitioners can better align targeted interventions with the areas of greatest influence. In addition, this poster may inform future research on how social support and SEL competencies may connect with and contribute to the success and positive mental health of students.
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