Virtual Poster Series

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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: July 2024

test Efficacy of Tuning in to Kids for Black Preschool Parents
Parental emotion socialization is crucial to children’s social-emotional development; however, parenting interventions often prioritize children’s behaviors. This poster examines the effects of an emotion-focused program for Black parents of preschoolers. [read more]
test Peer Mentor Training: Including Critical Dialogues to Promote School Belonging
A school-based peer-mediated intervention was conducted with high school students from minoritized backgrounds. Students were trained using a critical dialogic approach, designed to improve behavior and feelings of belonging. Results indicate that this intervention was highly acceptable to participating students, parents, and teachers. Students reported an overall increase in feelings of school belonging, particularly in the peer and school domains of the Milwaukee Youth Belongingness Scale (Slaten et al., 2019). [read more]
test Supporting Students with Eating Disorders: School Psychologists' Practices and Preferences
Youth with disordered eating often have complex needs and may require additional support to be successful at school. However, school psychologists are seldom involved in this work. One potential explanation for this may be their attitudes regarding their role in supporting this population. Although prior research has established that the majority of school psychologists believe they should work with students with or at-risk of eating disorders, there is very little existing information on what school psychologists perceive to be their specific roles and responsibilities in working with these students. Within the present study, 100 school psychologists were surveyed regarding their role preferences and current practices related to working with students with disordered eating. Results revealed that school psychologists’ specific role preferences are not aligned with their actual responsibilities in practice. Finally, study findings underscore a lack of overall support for students with or at-risk for disordered eating in public schools. [read more]
test IDEA Versus State: Reviewing Changes in Criteria for Intellectual Disability
In a field of diverse policy and procedures, examination of the state-level criteria and guidance on school-based evaluation in intellectual disability provides a snapshot of recent trends in professional practice. This study reviewed and coded state-level criteria for the category of ID and examined the average number of criteria for school-based eligibility. The poster notes the general trends and variability in ID identification across in state-level eligibility criteria, which have implications for policy and practice. [read more]
test Wechsler Error Effects for Masters and Doctoral Students
-Prior research has determined that masters and doctoral students commit errors at the same rate (Oak et al., 2019). However, no research on this topic focuses on trickle down errors. -The present study examined error rates between masters and doctoral students. -Average and percent of errors were calculated. -The results indicate no significant difference in subtest and index score errors between the two groups. [read more]
test Research Base of DBT STEPS-A: A DBT-Based Universal SEL Program
In the current study, I examined the theoretical and research base of the Dialectic Behavior Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) and suggested implications for educators to successfully implement this program and thus to reduce emotional dysregulation among middle and high school students. A synthesis of existing literature on DBT STEPS-A indicated that this program needs more theoretical and empirical support as a DBT skills instruction program, universal-level intervention program, and social emotional learning program. Moreover, to well establish DBT STEPS-A in the secondary school settings, educators need to receive training as program instructors, provide students with a culturally adaptive program, and integrate the Tier 1 intervention with the Tiers 2 and 3 support. A successful implementation of DBT STEPS-A would contribute to promoting students’ emotion regulation, and ultimately for preventing non-suicidal self-injury (NSSI) and suicidal thinking and behavior (STB) among adolescents in general. [read more]
test Stay, Play, Talk: Sibling-Mediated Intervention for ASD and Play
In the present study, the researcher investigated the effectiveness of Stay, Play, Talk, a sibling-mediated intervention, in supporting the level of joint attention of young children with autism or developmental delay at the community-level setting. A non-concurrent multiple-baseline design across three sibling dyads was used to examine the effectiveness of the intervention. The researcher taught the neurotypical siblings how to stay, play, and talk with their sibling with autism or developmental delay. Changes in level occurred across baseline and intervention sessions for all dyads supporting a functional relationship. At the community-level setting, the level of joint attention increased for all dyads compared to during baseline. Parents reported high satisfaction with the intervention. Implications of these findings for future research and practical applications are discussed. [read more]
test Effective School-Based Interventions for Adolescents With Social Anxiety Disorder
The present study conducted a systematic review on the existing school-based interventions for adolescents with social anxiety disorder (SAD). Results of the present review revealed that interventions consisting of CBT-type ingredients such as psycho-education, social skills training, cognitive restructuring, exposure, and relapse prevention showed the most effectiveness. All studies reviewed utilized a targeted approach when selecting participants. More studies should follow a Multi-Tiered Systems of Support (MTSS) to examine universal interventions that may have implications in early prevention. These findings are significant for school psychologists as it informs prevention strategies and intervention implementation. [read more]
test Exploration of Parental Engagement and Protective Factors on Kindergarten Readiness
Kindergarten readiness encompasses an ecological approach where families and schools collaborate to support young learners. The current study examined engagement and protective factors for parents and their role in predicting children’s kindergarten readiness. Findings showed that parents’ protective factors across social connections, concrete support in need, and social-emotional competence with children were notable predictors of children’s kindergarten readiness. Additionally, parents’ protective factor levels predicted children’s kindergarten readiness even when controlling for parental education. Moreover, parental engagement fully mediated the relationship between parents’ protective factors and children’s kindergarten readiness, suggesting that parental engagement might help to explain at least some of the relationship between parents’ protective factors and their children’s kindergarten readiness. The nuanced findings in this study offer suggestions for school psychologists and professionals to promote supportive school and home environments for all children and families so that they can engage more meaningfully with their children and foster children’s overall school readiness. [read more]
test An Examination of Bilingual School Psychologists’ Graduate Training Experiences
This qualitative study explores the training experiences of 16 bilingual school psychologists. Findings highlight areas for improved training and the benefits of applied bilingual practices as trainees. [read more]

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