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: October 2025
Canadian Educators' Experiences and Perspectives on Harm-Reduction Substance Use Education
This qualitative study explored Canadian educators’ experiences and needs related to substance use education in schools. Through focus groups with Newfoundland and Labrador teachers and administrators, key themes emerged highlighting the need for harm reduction-focused, culturally sensitive, and interactive drug education that engages students, families, and communities. Educators expressed a strong desire for professional learning to build their knowledge and confidence in delivering substance use education. These insights will inform the development of a Canadian, evidence-based harm reduction drug education strategy aimed at empowering youth to make safe and informed choices.
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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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Facial Recognition and Social Outcomes Among College Students
This study aimed to quantify how facial recognition ability may be associated with social outcomes by measuring interpersonal skills and perceived peer acceptance. Analysis found facial recognition ability to be associated with the development of interpersonal skills for individuals who have ADHD. This suggests students with ADHD may find greater benefit from social-emotional interventions that are personalized to their facial recognition ability.
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A Systematic Review of School-Based Equity-Focused Coaching and Consultation Studies
This systematic review examined 26 studies involving equity-focused coaching and consultation in U.S. PK–12 schools. Equity-focused coaching supports educators with challenging deficit ideologies (e.g., racism, ableism) and adopting culturally responsive practices to improve academic, social-emotional, and behavioral outcomes for racially and ethnically minoritized students. Coaches were most often university researchers providing one-on-one support, with social-emotional-behavioral interventions the most common focus. Findings highlight the need to diversify coaching strategies and expand access across grade levels and contexts, offering practical guidance for school psychologists, administrators, and teacher educators.
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Preliminary Results of a Scoping Review on Parent Engagement in Behavioral Parent Training Programs
Behavioral Parent Training (BPT) is an evidence-based treatment for child behavior problems; however, many families—particularly those facing adversity or from ethnic minority backgrounds—struggle to engage. This poster presents preliminary findings from a scoping review examining engagement measures, enhancement strategies, and cultural adaptations in BPT programs. The review highlights the underreporting of engagement and the limited research on culturally adapted BPT programs for ethnic minority families. These findings can inform practitioners about current practices to improve parent engagement in BPT programs, while helping researchers better understand the existing literature and identify gaps and future directions in this area.
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Non-linear Relations Among Reading Abilities Affect Score Interpretations
The simple correlation coefficient, directly or indirectly, is at the heart of most statistical procedures ranging from t-tests to multiple regression to factor analysis to structural equation modeling. The number of possible relationships between any two variables is infinite, but the correlation coefficient quantifies only one of them: the linear relationship. With a fair bit of ingenuity, however, statisticians have invented procedures that allow simple correlations to measure a wide variety of non-linear relations. In the school psychology literature concerning the assessment of academic abilities of individuals, almost all analyses remain strictly linear. When non-linear relations are modeled as if they were linear, predictions and interpretations become distorted, and if severe enough, the distortion can interfere with accurate case conceptualization.
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