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 2024
Let's Try Something New: Emailed TikToks as Teacher Consultation
Student refusal is one of the most pervasive problems faced in school settings, and effective instruction delivery (EID) can improve children’s instruction following. So, educators may benefit from implementation supports to utilize this strategy, specifically emailed video models. Therefore, the purpose of this study was to evaluate the effects of emailed TikToks on teachers’ use of EID across activities and children. Teachers’ perceptions of procedures were also evaluated. Results indicated that teachers were able to improve EID implementation fidelity and found the consultation procedures acceptable and effective. Implications for practice, research, limitations, and future directions are outlined.
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Providing a More Nuanced View of Depression Diagnosis through Weighting Depression Items using Item Response Theory
Learn how weighting depressive symptoms can contribute to the validity of diagnosing depression. This poster may be useful for any clinicians who diagnose depression as it discusses which symptoms contribute the most and contribute the least to a diagnosis. Overall, this poster provides evidence that not all symptoms of depression contribute equally, and that several participants had higher levels of depression than those who met the DSM criteria for depression despite not meeting the criteria themselves.
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Promoting Asian Immigrant Families’ Engagement in MTSS: Toward Culturally-Informed Practices
In this theoretical research, we suggest culturally-informed practices to facilitate Asian immigrant families’ engagement in the multi-tiered systems of support (MTSS). Based on a synthesis of existing literature, five sociocultural factors were identified as key considerations that could impact Asian immigrant families’ engagement in MTSS: parents’ home-based educational involvement, high value on academic improvement, social support, socioeconomic status, and language barriers. The current study highlights the importance of integrating the identified sociocultural factors when schools aim to (a) enhance a mutual understanding between school and Asian immigrant families, (b) encourage families’ involvement in the MTSS implementation processes, and (c) support families to address their children’s challenges at home. It also contains practical recommendations for teachers, school administrators, and school psychologists by specifying their roles in establishing a culturally-informed MTSS for Asian immigrant families.
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Examining Relationships and Student-level Moderators to Conjoint Behavioral Consultation (CBC)
School psychologists play a key role in developing family-school partnerships (FSPs), and high quality partnerships have been shown to benefit students with behavioral and social-emotional needs. More information is needed to determine conditions and contexts that improve or hinder the efficacy of conjoint behavioral consultation (CBC), a FSP intervention proven efficacious for addressing students’ social-behavioral needs. The current study involved data from 628 children, their parents, and 352 teachers who participated in studies of CBC across 98 schools. Four multilevel models assessed the degree to which students’ internalizing and externalizing behaviors between groups (i.e., CBC group vs. control group) at post-test were impacted by a number of hypothesized moderators. Results indicate indicate parents’ perceptions of their relationships with teachers at baseline and student eligibility for free/reduced lunch moderated CBC student outcomes, whereas parent participation in the multidisciplinary team (MDT) process did not moderate student outcomes. Implications for the importance of parent-teacher relationships and nuanced interventions for students who are low income (i.e., as measured by free/reduced lunch status) are discussed.
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Exploring Extended Time Use and Checking Behavior During Testing
Extended time accommodations (ETA) are given to students with disabilities (SWD) with an intent to remove barriers to testing and obtain test scores that better represent students’ achievement. However, it is unclear whether ETA serve this intended purpose. One way to study if ETA serve this purpose is to explore whether students engaged in the same processes during testing. In the current study, we explore rates of item review among SWD who were deemed eligible for ETA and compare those with rates of item review among students without disabilities. We also investigated the relationship between item review and test scores.
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Understanding School Functioning for Adolescents With OCD and Bulimia Nervosa
School functioning typically includes measures of academic achievement, attendance, and social belonging within the school environment. There is limited research on school functioning for students with as Obsessive-Compulsive Disorder (OCD) and Bulimia Nervosa (BN). This poster presents a review of the literature on school functioning for adolescents with OCD and or BN. Understanding school functioning in these populations may aid school psychologists in supporting these students whether they are encountered in areas of assessment, intervention, or consultation. The research available suggests students with OCD and BN have difficulties in some areas of school functioning.
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Supporting Black Youth in Kinship Care in North Carolina
Kinship care placement is considered to be the least restrictive and safest setting on the continuum of out of home (OOH) placements. Past research suggests that compared to White youth, Black youth are more likely to be placed in kinship care arrangements. Although there are many benefits to kinship placement for Black youth, these youth may be more at risk for placement instability due to the lack of support and resources that exist for kinship care providers in states like North Carolina. Therefore, the purpose of this study was to explore kinship care placement as a predictor of placement instability among Black adolescents in North Carolina, and to determine if the presence of an emotional disturbance (ED) further strengthened the association. Data were drawn from the Adoption and Foster Care Analysis and Reporting System (AFCARS), conducted through the National Data Archive on Child Abuse and Neglect. Throughout this study, multiple variables described were explored to address the research questions proposed throughout. In sum, findings show that Black youth in NC are not placed in kinship care placements at higher rates than their peers of other races. Additionally, Black youth in kinship care tend to experience less placement instability than their peers who are placed in traditional foster care and neither group (kinship care vs non-kinship care) did not exhibit ED that were statistically significant.
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When Tootling Totally Tanks: Effects of Tootling in High School Remedial Classrooms
Tootling has shown to be effective, but for whom? This poster discusses factors that can contribute to unsuccessful behavioral group contingencies and preventive strategies that can help reduce them. The objectives of this poster include: (a) gaining insight into potential factors that contribute to ineffective classroom interventions, (b) providing recommendations for enhancing effective classroom interventions, and (c) discussing preventive strategies for minimizing disruptive behaviors and maximizing academically engaged behaviors.
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Supporting Postsecondary Immigrant Students: Factors and Implications for Academic Success
This study examined the relationship between immigrant status, social support, mental health, and academic performance among postsecondary students. Findings suggest that first-generation immigrant students may benefit from targeted support programs due to lower social support and potential mental health concerns. School psychologists can play a crucial role in developing culturally responsive interventions to address the unique needs of this population. Understanding these relationships can inform comprehensive support systems within educational institutions to promote academic success and well-being among immigrant students.
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