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: June 2021

test Mindfulness as Emotional Support Implemented with an Oral Reading Fluency Intervention Delivered Remotely
Reading is a core subject taught in elementary school, yet students may feel anxious to read aloud in front of teachers or peers. Mindfulness-based practices are a growing topic in schools today; research has found these practices can decrease anxiety in students. Do mindfulness-based practices help ease these fears of students and promote increased oral reading fluency? Results of an oral reading fluency package with a quick four minute mindfulness practice will be presented.
[read more]
test Correlations Between Ratings of Impairment and Behavioral and Emotional Risk
Assessment of impairment is important for diagnosis and for identifying targets for interventions. The Rating Scale of Impairment (RSI), a recently published scale, seems to be useful for meeting these purposes. In this study, in order to establish validity evidence, we contribute to the nascent research on the RSI by examining the relationship between RSI scores and scores on established measures of behavioral and emotional risk, and we discuss implication for practice.
[read more]
test Creating Welcoming Schools to Develop Resilience in LGBTQ Students
Do you want to create safe and supportive schools for LGBTQ+ students? This poster presents the results of an extensive literature review to identify and evaluate evidence-based best practices. This poster also provides the themes of qualitative interviews of LGBTQ+ adults in order to describe how school climate and other factors impact the development of resilience in LGBTQ+ youth.
[read more]
test Stress, Self-Care, and Job Satisfaction Among School Personnel
How important is self-care for school personnel? This study investigated the relationship between stress and job satisfaction in school personnel, and the role of self-care in mediating the potentially negative effects of stress on job satisfaction. We will discuss the sources of stress affecting school personnel and the implications for self-care in the poster presentation. Participants will learn the definition(s) of self-care, importance of self-care, and practices that promote self-care among school personnel.
[read more]
test Addressing COVID-19 Impact on Undergraduate Need for Mind Body Health
During the COVID-19 pandemic, students lost access to many of the on-campus wellness services that they previously relied on. The current study seeks to examine the effects of the COVID-19 pandemic and the unexpected student displacement from campus, on college students’ present use of mind body health techniques in their personal repertoire.
[read more]
test Authentic Choices & Effective Approaches to SEL in Primary Grades
This poster presents initial results from a national effectiveness trial evaluating a universal SEL program (SSIS Classwide Intervention Program – SEL Edition; Elliott & Gresham, 2017) with a focus on teachers’ approaches to implementing the program under typical school conditions. Teacher perceptions of implementation barriers/supports and implementation ratings will be presented for 41 teachers who taught the SSIS-CIP SEL intervention during one school year. Participants will learn about authentic approaches to implementation in schools.
[read more]
test Building the MTSS Pyramid: Do the People Matter?
We conducted a systematic review to investigate different ways in which educators have engaged in professional learning to facilitate MTSS implementation. Specifically, we examined different professional learning methods, participants' perspectives and experiences regarding the professional learning and MTSS, and issues and variables that influenced professional learning effectiveness. Participants will learn about the experiences of educators' participating in professional learning, educators' perspectives regarding what is working, and what needs to be investigated further in the literature.
[read more]
test Considering Parental Risk Factors In Preschool Universal Screening
When considering human development, the most proximal and influential social setting is the child’s family (Bronfenbrenner, 1986). This study investigated parental characteristics, specifically parental risk factors from a sample of preschoolers in Central California who participated in universal screening for behavioral and emotional risk. The presence of multiple parental risk factors was examined to understand how they contribute to the prediction of child outcomes. Differences in preschoolers’ social emotional functioning are highlighted with respect to parental characteristics and potential risk factors such as parental age, number of children in the home, parental education, and marital status.
[read more]
test Analyzing Education Interventions: Making the Best Choice for Your Students
Evidence-based practices (EBPs) are critical for improving student outcomes. Although educators understand the importance EBPs, many struggle to select EBPs due to lack of awareness of current evidence-based interventions or time needed to evaluate intervention research. The proposed presentation will describe a free and easy to use tool, Nebraska Multi-Tiered Systems of Support (NeMTSS) Program Comparison Chart, designed to facilitate the understanding of intervention components and their empirical evidence and guide education intervention selection.
[read more]
test Determining Effective Fraction Instruction Sequences
Conceptual understanding and procedural fluency are essential components of overall mathematic proficiency. As such, the sequence of conceptual and procedural instruction (e.g., concepts-first, iterative) may be important to consider when designing effective math interventions. This study evaluated the effects of a class-wide fraction intervention with 114 fourth-grade students, where participants were assigned to a concepts-first, iterative, or control condition. Results will indicate if instruction sequence affected student learning and transfer of fraction knowledge.
[read more]

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