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: October 2021

test Unspoken Voices: The Power of Support for Students with ASD
What is preventing necessary Autism Spectrum Disorder (ASD) resources from reaching parents? Our literature review will describe individual obstacles parents of children with ASD may face when obtaining resources, and recommendations for school psychologists to address these obstacles to ensure the educational success of students with ASD. Novice practitioners will learn strategies they can employ to support parents of ASD children in the classroom and at home.
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test Using an Early Numeracy Screener to Predict Future Math Achievement
Do early numeracy skills predict future mathematic performance? This poster will provide practitioners an overview of the results from a study examining the predictive utility of the CIRCLE-PM Pre-Kindergarten mathematic measure to determine if it is able to predict student’s performance on the Measures of Academic Progress (MAP) test in kindergarten. Practitioners will also learn how to better utilize curriculum-based measurements in the identification of students with early mathematics difficulties.
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test Tele-Counseling with Children, Adolescents, and Families
This poster examines the use of tele-counseling with children, adolescents, and families. The benefits of tele-mental health are discussed and potential ethical concerns are identified. Research on tele-counseling with children and adolescents through video-conferencing, telephone, chat, and online programs is presented. In addition, studies evaluating tele-counseling with parents via CBT and behavioral intervention are reviewed. Guidelines for school psychologists regarding specific practices that facilitate tele-counseling are highlighted.
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test Unloading the Backpack: Exploration of Promising Interventions for Refugee Students
With the increasing population of culturally and linguistically diverse students, school staff must be knowledgeable about the needs of these students to provide effective support. Among these youth are refugee students who face specific challenges with adjustment, trauma exposure, and financial hardships. Schools are a vital resource and might be the only source of mental health services that can foster protective factors. The poster will provide school-based clinicians research-based skills to support refugee students. Future research will explore how clinicians can build their cultural competency skills to service the needs of refugee students.
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test Is Alternative School an Educational Scarlet Letter?
This research study aims to evaluate how teachers perceive students who have been placed in a disciplinary alternative education program (DAEP). The data will provide a platform for discussion among novice and experienced practitioners, as well as scholars, on the use, and possible misuse, of mandatory and discretionary placement as participants will learn how educators perceive students who have been to DAEP and which factors might affect these judgments.
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test The Training of Special Education Teachers in Norm-Referenced Testing
While there has been plenty of research conducted to examine the training of school psychologists in norm-referenced testing, there is a gap in research examining the training of special education teachers. Special Education teachers often conduct academic achievement testing that can be used in determining special education eligibility. The purpose of this study was to provide a baseline understanding of the training future special educators in administering these tests.
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test Measuring Engagement and Disaffection With the Student Engagement Instrument
Research suggests the need to assess both positive and negative forms of student engagement. The purpose of this study was to pilot disaffection items along with the Student Engagement Instrument within a sample of middle school students from a rural county in the Southeastern U.S. Results hold implications for our theoretical understanding of student engagement and disaffection, and how these constructs are related to educational outcomes of interest to schools.
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test Examining Faculty Demographics in School Psychology Doctoral Programs
This study examined the characteristics of the core faculty working at APA-accredited doctoral programs. Information was collected from each program's website. Data will be reported on the number of faculty per program, percentage of female and male faculty members, range of years when faculty members earned their doctoral degree. In addition, the top universities producing faculty members working at APA-accredited programs will be reported. Implications of the findings will be offered.
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test Telepractice to Provide an Academic Intervention During COVID-19
This study intended to determine if an evidence-based academic intervention is effective when implemented via telepractice (i.e., Zoom). Given the difficulty during a pandemic to deliver academic interventions in traditional ways, it is relevant to explore the effectiveness of interventions via telepractice. Specifically, the intervention used a single-subject design to evaluate the effectiveness of cover-copy-compare (CCC), explicit timing (ET), and positive reinforcement to improve math skills. In summary, the student showed growth toward goals on target skills, and the intervention can be considered effective. These results indicated that CCC, ET, and positive reinforcement are effective at improving DCPM and accuracy via telepractice. Future studies can continue to investigate the use of telepractice to deliver academic interventions.
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test The Power of Mindset: Promoting Buy-In for Restorative Justice Implementation
Current zero-tolerance discipline policies are ineffective and contribute to disproportionality in discipline in schools. Restorative justice practices (RJP) are an equitable alternative approach to exclusionary discipline practices. RJP have been implemented in schools prior to adequate research informing implementation. As such, school personnel have gained biases towards the effectiveness of RJP. This research provides a literature review of the implementation of school-based restorative justice practices that include an emphasis on teacher attitude towards implementation to help inform future practices.
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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