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: August 2026
Preparing English- and Spanish-Speaking Students for Kindergarten
This study investigates how preschool and Transitional Kindergarten (TK), California's new universal public prekindergarten program, prepare diverse students for kindergarten. Multiple linear regression models were used to compare the effects of preschool and TK on the social-emotional and pre-academic readiness of 381 kindergarteners enrolled in a Central California school district, then evaluate whether these effects differed based on students’ primary languages. The results suggested that TK attendance was associated with significantly higher levels of readiness, particularly among Spanish-speaking students. However, Spanish-speaking students did not seem to benefit from preschool as much as their English-speaking peers.
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Reading Self-Concept and Academic Achievement in Adolescents
This study utilized a survey design to study the past and current reading habits, academic achievement, and overall views of the reading abilities of high school students from one high school in the Northeast. A moderate positive correlation was found between students’ reading self-concept and how they perceived their abilities in comparison to their peers. This result indicates that reading self-concept can contribute to academic confidence. Educators are encouraged to use this knowledge to prioritize pleasure reading throughout the school day to foster reading habits in order to improve academic performance.
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Advancing How We Evaluate Deaf and Hard-of-Hearing (d/Dhh) Students
This poster presents findings from a systematic scoping review examining psychoeducational assessment practices for deaf and hard-of-hearing (d/Dhh) students in K-12 educational settings within the United States from 2014 to 2025. Following PRISMA-ScR guidelines, 25 articles met inclusion criteria and were analyzed to address the extent and nature of research on d/Dhh psychoeducational assessment, commonly reported assessment instruments across domains of functioning, barriers to effective assessment, and best practices for comprehensive, valid, and effective evaluation of d/Dhh students. Results reveal that cognitive/intellectual assessment and language/communication assessment were the most frequently reported domains, with nonverbal measures commonly used to reduce language confounds. Six primary barriers emerged along with best practices and recommendations, which are outlined on this poster. Findings highlight that effective and valid d/Dhh evaluation is a complex, multi-faceted process requiring more than only test selection consideration.
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Uncovering Linguistic Bias in Assessment Batteries
This study examined how seven widely used cognitive and academic achievement test manuals address dialect variation, particularly African American Vernacular English (AAVE), within administration and scoring guidance. Findings revealed that although many manuals discouraged penalizing dialect, scoring practices often implicitly or explicitly treated dialectal features as errors and frequently relied on Mainstream American English (MAE) norms. Results highlight inconsistencies in culturally responsive assessment guidance and raise concerns about potential linguistic bias in psychoeducational evaluation practices. These findings are particularly relevant for school psychologists, speech-language pathologists, and educational evaluators involved in equitable assessment and interpretation of student performance.
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Cross-Training Professionals to Support Deaf and Hard of Hearing Students
This project involves a program evaluation of a federally funded interdisciplinary graduate training initiative designed to better prepare professionals serving d/Deaf and hard-of-hearing (d/Dhh) students in K-12 educational settings. The program brings together graduate students in school psychology and deaf education through joint coursework and shared applied learning experiences focused on language acquisition, hearing loss, child development, and psychoeducational evaluation. The evaluation examined program design, methodology, implementation, and participant experiences using survey and focus group methodologies. The survey assessed program satisfaction, confidence, and perceived knowledge gains. Results revealed no statistically significant differences between school psychology and deaf education participants across the three domains. Both groups reported high satisfaction and comparable gains in confidence and knowledge, indicating the program was equally beneficial for both disciplines. Preliminary focus group data revealed participants valued the interdisciplinary training model, reported greater confidence and competence in serving d/Dhh students, and described the experience as highly and increasingly valuable in their professional preparation.
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Strengthening Family-School Partnerships Through Understanding of Latino Fathers’ Experiences
Parents of autistic children often experience elevated stress, yet little research has examined the experiences of Latino fathers. This study examined how Latino fathers’ perceptions of their child’s autism diagnosis, coping strategies, and cultural values relate to parental stress. Findings indicate that fathers experience higher stress when they perceive autism as less predictable, utilize more avoidant coping strategies, and strongly adhere to family expectations. In contrast, valuing close and supportive family relationships was associated with lower stress. School psychologists can strengthen family-school partnerships by engaging fathers, incorporating cultural values into service planning, and promoting supportive coping and family resources.
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Bridging Psychoeducational Recommendations and UDL to Advance Inclusive Practice
This study explored how recommendations from psychoeducational assessment reports align with the Universal Design for Learning (UDL) framework, how they are distributed across levels of application, and what patterns emerge in their framing. Using a qualitative content analytic approach, 754 recommendations drawn from 20 psychoeducational reports from a Canadian university-based psychology clinic were analyzed. Findings revealed that while the majority of recommendations aligned with at least one UDL checkpoint, alignment was uneven across the framework. Recommendations were also primarily student-specific in application and adult-directed in framing. These findings may have implications for school psychologists seeking to bridge clinical assessment with broader classroom-level inclusive planning and promote more equitable approaches to student support.
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Culturally Responsive in Trauma-Informed Practices for Early Childhood Settings
This poster aims to critically examine how school professionals understand culturally responsive practices, particularly within the context of trauma-informed care in early childhood settings. It offers educators and school psychologists a reframing of dominant assumptions related to trauma, attachment, emotional expression, and behavior. By widening the lens to encompass broader, interconnected structural, relational, and cultural systems that shape meaning and practice, this work seeks to re-center those historically positioned as “the other” and bring their experiences and knowledge to the forefront.
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Initial Psychometric Validation of the Cultural Humility Scale for Teachers
As classrooms become increasingly diverse, culturally relevant pedagogy (CRP) is essential for fostering student engagement, belonging, and equitable outcomes (Gay, 2021; Ladson-Billings, 1994). Culturally humble teaching practices support CRP by promoting educators’ openness to students’ cultural identities. Although multiple measures have been developed to assess culturally competent and humble practices, variability in their reliability and validity necessitates further refinement. As such, this study provides initial validation of the Cultural Humility Scale for Teachers using a nationally recruited sample of 888 educators. CFA supported a three-factor structure with good fit (CFI=.97, RMSEA=.05), with adequate reliability (ω=.78–.87) and moderate convergent validity (r=.47–.57).
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