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: December 2021

test Parents as Partners: Implementing Interventions at Home During School Closures
This poster will address the results of the initial implementation of parent trainings on behavior and evidence-based academic interventions at a TK-8 school. The presenter will provide a brief overview of the structure and content of the parent trainings. Initial participant rating scale data and qualitative feedback will be presented as a part of the program evaluation.
[read more]
test School Employees’ Knowledge and Interest in School Psychology Graduate Programs
As shortages in the field of school psychology continue, graduate programs are looking to attract and retain future school psychologists (NASP, 2016). This study examined factors and perceptions related to recruiting existing employees from public schools. Participants will learn what percentage of public school employees had knowledge about and interest in becoming a school psychologist, as well as factors they find valuable when considering going back to graduate school to become a school psychologist.
[read more]
test Adolescent Substance Use Disorder: Prevention and Intervention Using a Multi-Tiered Approach
Substance use disorders can lead to adverse outcomes for students, both short and long-term. Adolescents spend a significant amount of time in school, positioning school psychologists to assist in supporting at-risk students and those with a substance use disorder. A review of current, peer-reviewed literature indicates that there are many preventative and intervening programs schools can implement to support these students. This presentation examines the various interventions using a multi-tiered system of supports model.
[read more]
test Integrating Mental Health Literacy Into Social–Emotional Learning
In order for students to gain mental health literacy, school-based programs that focus on such is needed in schools. Mental health issues are common among youth, so it is critical that they are provided the appropriate information and supports to educate them on mental health. Mental health literacy can be integrated into social–emotional learning programs through their shared similar goals, content, and implementation strategies.
[read more]
test Teachers' Perspectives on School Mental Health Practices
Teachers are central to the success of school mental health efforts. This poster presentation provides findings of teacher perceptions of barriers to successful school mental health services and teacher confidence in their knowledge and skills to support student mental health. Findings will be reported considering the impact of school locale. Attendees will gain an in-depth understanding of teacher perceptions of school mental health services and future needs to best support teachers’ role in school mental health.
[read more]
test Cultural Context of Positive Behavior Intervention and Supports Implementation in a Belizean Private School
This study highlights results of a study on Positive Behavioral Interventions and Supports (PBIS) implementation in the Belizean cultural context. Through observations and interviews, the researchers examined how PBIS is understood, implemented, and adapted in a Belizean school. Attendees will learn (a) the role cultural context plays in PBIS implementation, and (b) the importance of establishing and understanding a school’s identity awareness, behavioral expectations, data-based decision making, and discipline policies within culturally responsive PBIS systems.
[read more]
test Adapting PBIS Systems for Students with Autism
PBIS is linked to positive school outcomes. However, there is limited research of the effectiveness of PBIS for students with ASD. Understanding the unique needs of students with ASD within a PBIS framework is important for practitioners to better support students with ASD. This poster presentation compiles information for adapting PBIS for students with ASD, and provides a rationale for why providing these adaptions in crucial to the success of students with ASD in schools.
[read more]
test What Does the Research Say about Reducing Implicit Biases?
This poster describes the methods, results, and implications of a multidisciplinary literature review that examines common methods for which the implicit bias of individuals, along with systemic biases, negatively influence marginalized people. Descriptions of evidence-based practices for reducing implicit biases in individuals are discussed. Suggestions for how individuals can utilize these practices are described.
[read more]
test Risk Assessment and Crisis Intervention in a Time of Telehealth"
With rising rates of depression and anxiety during COVID-19, school-related mental health providers need to employ special considerations when working with youth deemed at-risk for harm to self or others through a telehealth service delivery model. This presentation overviews the objectives of risk assessment, including specific safety protocols and guidelines, recognition of risk factors, the role of parent/caregiver involvement, and evidence-based practices for working with at-risk youth through school-based telehealth.
[read more]
test Family Support, Empathy, and Bystander Help-Seeking Preference in Peer Aggression
This study aimed to examine the complex relations between two known predictors of bystander decisions in bullying incidents—empathy and family contextual factors—and bystander help-seeking in two preferred choices (i.e. adults and peers). In particular, we examined the mediating role of empathy on the relation between family support and bystander help-seeking in 826 adolescents in the 6th and 9th grade (49.9% female) using six bullying/acts of aggression scenarios. Results indicated that empathy served as a partial mediator for the relationship, suggesting that both empathy and the family context can play a role in bystander decisions to intervene. Results suggest emphasizing home-school collaboration in bullying prevention programs in order to maximize efforts of bystanders.
[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