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 2025
Predicting Withdrawn Play in Preschoolers Using an Internalizing Behavior Screener
The purpose of this study was to assess whether a broad, multiple-gate screener for internalizing behavior was able to accurately identify socially withdrawn preschoolers. Nine preschool students identified by the screener were observed on the playground using partial interval recording. Results indicated that these students spent significantly less time engaged in positive peer interaction than their comparison peers. Follow-up assessment indicated that four (44.44%) of these participants also demonstrated clinically significant levels of socially withdrawn behavior. Implications for school-based screening practices are discussed.
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Impacts of Cognitive Test Selection on Performance by Autistic Examinees
For typically developing youths, different cognitive tests produce similar results. However, a review of the literature reveals that this does not hold for youth with Autism Spectrum Disorder. Findings indicate that verbal, social, and processing speed demands of some cognitive tests may negatively impact the scores of autistic youths. Thus, extra care needs to be taken when selecting cognitive measures for use with autistic youth in clinical and research contexts.
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Equity and Universal Behavioral Supports in Schools: Educator Perspective
The purpose of this study was to gather qualitative data from school personnel to inform subsequent training and coaching modules for educators in districts serving culturally and linguistically students and families. We also sought to learn about perceived barriers among educators and their recommendations for mitigating such challenges.
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Creating School Climate Data Summaries for School and District Leaders
School climate data can lead to the intentional implementation of schoolwide interventions that target the specific needs of the school community. Further, school climate data should be leveraged in meaningful ways that respond to the experiences of students from minoritized populations and guide equity-focused supports. Despite the evidence that school climate is an important factor in school improvement efforts and student outcomes, data collected within schools on school climate is chronically under utilzed. School psychologists are uniquely positioned to advise leadership teams on efforts that support the advancement of a positive school climate. Through analyzing and summarizing school climate data that is accessible to all stakeholders, implementation of change within a system can effectively and meaningfully take place.
The purpose of this poster is to share a) key strategies for analyzing and summarizing school climate data; b) recommendations for what analysis is helpful towards a specific goal; and; c) insight on how to create dynamic data visuals for ongoing integration of school climate data in planning for interventions and supports.
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Group Programming for Sexual and Gender Minority Middle School Students: An Exploratory Single-Case Design Study in a Rural School District
This study examines the impact of a group counseling program for sexual and gender minority (SGM) youth at a rural middle school. Mental well-being was monitored weekly across baseline and intervention phases with pre-post intervention measures examining minority stress, psychological symptoms, stress appraisal and coping. Results indicated that students experienced increases in mental well-being, decreases in identity-related stressors and social validity data indicated students found the intervention to be acceptable, and felt they belonged during groups. These findings underscore the need for schools to provide supportive programming for SGM youth while addressing systemic stressors affecting school climate and belonging.
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Teacher Perceptions and the Science of Reading
Pre-service teachers in Ohio may complete their training programs with inadequate skills for teaching reading. Although teachers may participate in observations, in service sessions and professional development on the science of reading, few opportunities exist or teachers to use this knowledge in practical experiences. Using data from personal interviews of ten teachers in Ohio, this study offers a deeper understanding of teachers’ perceptions in Ohio and the science of reading. Findings suggest inconsistencies in teachers’ perception of their understanding of the science of reading and how best to support them in their teaching practices, regardless of their years of experience. Implications regarding how to support teachers and how best to infuse the science of reading into their teaching of reading are discussed.
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Screen Time in Preschoolers: Conversations with Parents
This study explores screen time practices in preschoolers’ homes, revealing that parents commonly use it to facilitate their own activities, designate quiet time, and aid in daily routines. The findings emphasize that screen time is not merely about quantity, but also context and purpose, which has critical implications for school psychologists, teachers, and school administrators. This is particularly important considering that excessive screen time is associated with socioemotional, behavioral, developmental, and cognitive concerns in young children. By examining the content and context of children’s media use, this research offers a deeper insight into the role and usage of children’s screen time within families. Professionals working with young children can use these results to highlight context-sensitive screen time strategies, with a focus on mitigating potential negative impacts of screen time to promote healthy development in preschoolers.
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Building Partnerships and Promoting Equity During the Transition to Kindergarten
This presentation explores evidence-based practices that effectively support children and families during the transition to kindergarten, with particular attention to populations who experience heightened vulnerability, including children with identified disabilities and those from culturally and linguistically diverse backgrounds. Drawing on a review of the literature, we highlight data-informed strategies that school psychologists and educators can employ to bridge the gap between research and practice. Emphasis is placed on advancing equitable, inclusive, and family-centered approaches to foster meaningful family-school partnerships during this sensitive developmental period.
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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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Empowering First-Gen Success in School Psychology Graduate Programs
This poster presentation provides definitions that capture first-generation students. Additionally, a discussion about the barriers to success in navigating graduate-level education. There is also an emphasis placed on the assets of first-generation students when completing advanced graduate training programs. Finally, this poster will identify best practices that school psychology graduate programs can employ in supporting first-generation student needs and elevating strengths. The poster discusses best practices in supporting first-generation students for both school psychology professors and supervisors.
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