2020 Poster Presentations



Central Auditory Processing Disorder (CAPD)



The overall purpose of this presentation is to raise awareness regarding Central Auditory Processing Disorder (CAPD). By educating individuals about the current knowledge of characteristics, prevalence rates, comorbidity, related disorders, and diagnosing process of CAPD, we hope that this will provide a call for more research to continue learning about this low incidence disability. This is especially the case in the areas of identifying criteria, assessments, interventions, and low-technological approaches for determining CAPD. Although continuous study is needed in these areas, this presentation will include the most updated literature for assessments, interventions, accommodations, and more. Participants of this presentation session will learn where to find resources, how to implement evidence-based practices, and will gain an understanding of the current conflicting data in the CAPD field. Particularly for school psychologists, professionals will learn strategies for identifying possible referral students and implications of educational, cognitive, social, emotional, and behavioral functioning in students with CAPD.

 
Mary Klauzenberg, School Psychology, EdS - Temple University 
Hendrik Lindholm, School Psychology, EdS - Temple University 


 
Circle of Security in the Classroom

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Circle of Security (CoS) is an evidence-based reflective caregiving model rooted in attachment theory. The focus of this intervention is to support secure attachment between children and their caregivers through improving caregiver reflective capacity specifically when confronted with challenging behavior from the child. CoS has primarily focused on intervening with parent-child dyads, however alternative applications are currently in development. Teachers and educators also serve as important caregivers and potential attachment figures in the lives of the children in their classrooms. The purpose of this poster presentation is to explore the application of the CoS model with teachers in the classroom setting. The presentation will provide an overview of the CoS model and highlight key aspects, outcomes, and benefits, as well as discuss how this intervention can be adapted and integrated into classrooms. Participants will take away an understanding of the CoS model and how it may be utilized in classrooms for consideration in their practice.

Justine Vechiarelli, M.S. - Duquesne University 

Concurrent and Discriminant Validity of the CPT3 and WRAML2 



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Attention is a multi-faceted process that serves as a foundation for higher-level cognitive functioning. Therefore, a multi-dimensional approach, including direct and indirect measures, is often required when assessing the symptomology of attention-deficit/hyperactivity disorder (ADHD). Notably, the literature has not established a direct attention assessment battery that yields high diagnostic accuracy of ADHD. This study sought to compare the concurrent and discriminant validity of two well-known direct attention measures, Conners Continuous Performance Test 3rd Edition (CPT3) and Wide Range Assessment of Memory and Learning, Second Edition (WRAML2). Pearson’s product-moment correlation and discriminant analyses were conducted using individual scales from each instrument. Results of the correlational analysis revealed that 3 of 10 correlations were statistically significant; however, they existed only within the CPT3 (r=0.48-0.89). Results of the discriminant analysis indicate that the CPT3 and WRAML2 were able to correctly classify 85.5% of cases. Further, 98.1% of participants without ADHD and 11.1% with ADHD were accurately identified. Overall, results suggest that the CPT3 and WRAML2 are likely measuring different components of attention. Findings also indicate that, collectively, these instruments may yield false-negative results when assessing for ADHD. Further investigation is needed to examine the utility of direct measures in the evaluation of ADHD. 

Rebecca Bosley, M.Ed. - Indiana University of Pennsylvania
Regan Chalk, M.Ed. - Indiana University of Pennsylvania 
Jenna Hennessey, Ph.D., NCSP - Indiana University of Pennsylvania
Mark McGowan, Ph.D., NCSP - Indiana University of Pennsylvania 


Contemporary Practices in Establishing Responsiveness to Intervention 



Monitoring the progress of a student is a vital component of Response to Intervention (RTI), as the data collected during progress monitoring may be useful to determine if an intervention that is currently being implemented is having the desired effect on the student’s performance.  Additionally, it may be utilized as part of the dual discrepancy model, used to identify a specific learning disability (Kovaleski, VanDerHeyden, & Shapiro, 2013).  School psychologists may calculate the Rate of Improvement (ROI) to evaluate if the impact of a particular evidence-based intervention is effective for that student, assuming the intervention is being implemented with fidelity.  “Attained ROI” scores describe the actual growth of a student’s progress.  “Typical ROI” describe rates of improvement for the average student based on previous research and are helpful in setting goals for students.  “Targeted ROI” looks at the goal set for a student to achieve. (Oregon Response to Instruction and Intervention, 2016).  These numbers can be found by looking at aimswebPlus norms for fall, winter, and spring sessions during an academic school year.  Attendees will learn step-by-step instructions on how to calculate these three ROI metrics and how to interpret them within an RTI framework to make instructional and eligibility decisions. 

Sadie Breon, M.Ed. - Indiana University of Pennsylvania 
Tyler Myers, M.Ed. - Indiana University of Pennsylvania 
Timothy Runge, Ph.D., NCSP - Indiana University of Pennsylvania
Joseph F. Kovaleski, D.Ed., NCSP - Indiana University of Pennsylvania, Emeritus



Do students with specific health conditions experience more victimization?

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The purpose of this poster is to provide a platform to discuss the relationship between health conditions and peer victimization during early childhood in the United States. Data were drawn from the Early Childhood Longitudinal Study--Kindergarten Class of 2010-2011 (ECLS-K: 2011). Specifically, parent interview data were analyzed based on the ECLS-K: 2011 dataset, which included 18,174 third-grade students. Children with health conditions were expected to experience a higher likelihood of victimization compared to children without health conditions, which was supported by the present study. Across four victimization types (i.e., verbal, relational, physical, exclusion), health condition visibility was not a salient predictor of peer victimization contrary to the initial hypotheses. Comorbidity, rather than visibility, emerged as a predominant predictor of victimization outcomes. The poster will benefit participants by offering an opportunity to learn more about the lived experiences of children with health conditions. Additionally, participants will walk away with an understanding of the academic and social risk factors to consider when supporting children with health conditions. School-based bullying and victimization prevention programs should address the elevated likelihood of victimization as the number of health conditions increase.

Shannon E. Walsh, M.Ed. - Penn State University
James C. DiPerna, Ph.D. - Penn State University


 
Evaluation Planning for Pediatric Chronic Illnesses through Neuro-Psychoeducational Sequelae Mapping

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Chronic illnesses are lasting medical conditions which require medical intervention on a continuous basis and have implications for an individual’s functioning (Riccio et al., 2014; Torpy et al., 2010). As rates of pediatric chronic illnesses increase, it is important for school psychologists to understand the psychoeducational implications of these conditions. Typically, students with a chronic illness that have an educational impact, may qualify for services under the IDEA category of other health impairment (OHI). When planning for a psychoeducational evaluation, school psychologists must evaluate for all areas of suspected disability (IDEA 2004). School psychologists must be privy to neuropsychological and academic sequelae of specific chronic conditions. Based on Barraclough and Macheck’s (2010) study that identified the pediatric conditions most commonly encountered by school psychologists, this poster will present a matrix of findings of 12 pediatric chronic illnesses and the associated neuro-psychoeducational implications. The discussion section will remind school psychologists of their obligation to conduct comprehensive psychoeducational evaluations and prompt colleagues to consider these data to assist with their evaluation planning (e.g., through consideration of the RIOT assessment matrix). Finally, the discussion will also call upon school psychologists to consider these data and self-reflect upon their own professional development needs. 

Akshita Nayyar, M.Ed. - Duquesne University
Brandon Conaway, M.Ed. - Duquesne University 
Maria Tina Benno, Cassondra Griger, Braelyn Tracy, Ara Schmitt - Duquesne University


 
Exploring Teacher Perceptions of the CCU-PBIS Coaching Model



The purpose of this poster is to introduce the Classroom Check-Up Positive Behavioral Interventions and Supports (CCU-PBIS) coaching model. Adapted from an existing model of coaching (i.e., the Classroom Check-Up; Reinke et al., 2008) and intended to support teacher’s implementation of PBIS strategies in the classroom, the CCU-PBIS model is currently in pilot testing. Thus, the researcher will present initial data from a web-based survey examining (a) teacher’s perceptions of the model’s social validity (i.e., acceptability and feasibility) and (b) individual and intervention-level predictors of teacher’s social validity ratings. Poster attendees will learn about the core components of classroom-level PBIS; the benefits of coaching within a schoolwide PBIS framework; and an iterative, collaborative, intervention development process.

Nina E. Ventresco, M.Ed. - Lehigh University


Incremental validity of continuous performance tests in ADHD



The present study examined the incremental validity of direct measures of attentional capacities over and above indirect assessments using teacher ratings of attention deficit/hyperactivity disorder (ADHD) symptoms to predict classification. The Conners Continuous Performance Test 3rd Edition (CPT 3) was used as the direct measure of attention and the Conners ADHD Index (Conners 3AI) was used as the indirect measure. Participants included 67 sixth and seventh grade students who were receiving Tier-2 supports in reading or math. Student’s homeroom teachers completed the Conners ADHD Index. A hierarchical logistic regression analysis was conducted to determine the unique contribution of the CPT 3 for predicting ADHD classification when added to teacher ratings. Although the overall percentage of correctly classified cases did not change, the addition of the indirect measure slightly improved the specificity of the equation for identifying children with ADHD in this sample. It is important to note, however, the omnibus equation correctly classified 98.1% of those students who did not have a previous diagnosis and only 9.1% of those who were diagnosed with ADHD. These findings do not provide clear support for the incremental validity of direct measures in the assessment of ADHD. Limitations of the study are discussed.

Jeffrey Morris, M.Ed. - Indiana University of Pennsylvania 
Sarah Panicucci, M.Ed. - Indiana University of Pennsylvania 
Jenna Hennessey, Ph.D., NCSP - Indiana University of Pennsylvania 
Mark McGowan, Ph.D, NCSP - Indiana University of Pennsylvania 



Psychosocial Barriers of Black Women in School Psychology



In this presentation, literature on the experiences of Black/African American women and the support available to them in doctoral programs is reviewed and explained. The objective is to consider the social and psychological barriers Black/African American women face during doctoral study and how these challenges lead to a lack of Black/African American women in the field. African American women often bear the burden of multiple responsibilities across various areas of their life, with minimal support. Additionally, there is a shortage of African Americans in both graduate faculty and doctoral student roles. This lack of diversity in faculty and peers creates additional barriers for African American women to successfully complete doctoral degrees and enter careers in school psychology. In America today, over 80% of school psychologists are Caucasian, and only 5% are African American. Inadequate support for African American women pursuing doctorates in school psychology, can be closely linked to the shortage of African American school psychologists. Viewers will be able to identify ways to support African American women completing doctorates in school psychology. Viewers will also learn methods to create institutional practices which will support African American women’s psychosocial well-being in educational spaces and beyond.

Leilani Bell M.S., NCC - Temple University 

Students-Teachers' Perceptions of School Violence



This study consisted of semi structured interviews conducted with preservice teachers. Key research questions addressed preservice teachers’ perceptions of violent intruder incidents and drills as well as their experiences participating in drills and training related to self-efficacy. Findings included that perceptions change over time with the accumulation of experience and that teachers have the added responsibility to process student emotions subsequent to events and drills. Participants reported a range of self-confidence, which for some was impacted by the type of training received. Participants desired more opportunities to learn and consistency between schools. School psychologists are encouraged to advocate for trauma-informed drills.

Kati Oakes Pusey, Ph.D. - Walden University

SWPBIS: Is there a Relationship Between High Fidelity Implementation and Academic Performance and Growth?



A common question in education is the relationship between behavior and academics. When their behavioral needs are met and they understand expectations, one might expect students to ultimately be more engaged in academic instruction, and thus, perform better. To examine the extent to which high fidelity SWPBIS is associated with academic performance, we examined academic outcomes based on PSSA scores between schools who were and were not implementing SWPBIS. In addition, academic growth was compared in a similar manner using PVAAS scores. After reading this poster, attendees should be able to describe characteristics of high fidelity SWPBIS implementation, identify relationships between high fidelity SWPBIS implementation and academic outcomes, and execute techniques to promote high fidelity SWPBIS implementation. 

 Adrienne Bardo, M.Ed. - Indiana University of Pennsylvania
Mark Staszkiewicz, Ed.D. - Indiana University of Pennsylvania, Emeritus
Timothy Runge, Ph.D., NCSP - Indiana University of Pennsylvania
Sadie Breon, M.Ed. - Indiana University of Pennsylvania 
Tyler Myers, M.Ed. - Indiana University of Pennsylvania 


Teacher Attunement for Rejected Students



This presentation informs school psychologists about teachers' accuracy in identifying peer-rejected students as experiencing negative social interactions (teacher attunement). Further, implications for improving teacher attunement are presented. Peer-rejected students, especially those who experience social exclusion and victimization, are at risk for negative outcomes later in life (Buhs, Ladd, Herald-Brown, 2010). Teachers may be uniquely positioned to improve classroom social dynamics and reduce peer mistreatment. Study findings illuminate characteristics of peer-rejected students which may increase or impede teacher attunement to those students' negative peer experiences. Specifically, the presented study examined teacher attunement to peer victimization and social exclusion in a sample of 158 peer-rejected elementary school students. Percent agreement calculations between peers and teachers about rejected students' negative peer experiences revealed teachers missed some students and incorrectly identified others. Child characteristics such as behavior, student-teacher relationship quality, and self-reported distress are discussed. Participants will gain a better understanding of the influence of child characteristics on teacher attunement to negative social experiences for peer-rejected students. Additionally, participants will learn of proposed ways to improve teacher attunement. 

Corynne Primka, M.Ed. - Penn State University


Teleconsultation Implementation: Mixed-Method Examination 



As parents and families with special needs children navigate extreme circumstances, many fail to engage or complete support services and interventions. The present study aimed to analyze parent program completion within an internet-delivered telehealth program, designed to assist military families of children with Autism Spectrum Disorder (ASD). The differences between Remote Check-Up (RCU) program completer and non-completer families of the program concerning child symptom severity, acceptance of autism diagnosis, their grieving process, and future aspirations for their child were observed. Differences in stress levels, family coping strategies between families, and career or daily functioning impact on families was also observed from parents that completed the first three sessions of the RCU. Thematic coding identified no meaningful overall differences between completer and non-completer families. Language use differences identified associations and relationships among statement counts concerning family stress, child symptomology positive, and negative statement counts. 

 Christieanna Tawiah, M.Ed. - The Pennsylvania State University

 
Unloading the Backpack: An exploration of promising interventions for refugee students in Philadelphia schools



 Philadelphia is increasingly becoming more diverse, including children from various communities and cultural identities. Among these youth are refugees, and children seeking asylum or experiencing displacement due to being forced to leave their native nations. Refugee students may experience psychological symptoms produced by trauma exposure, grief, and resettlement challenges. Additionally, refugee students may experience higher risks of post-traumatic stress disorder (PTSD), attention-deficit hyperactivity disorder (ADHD), anxiety, and depression. Schools are a vital resource for refugee students and maybe the first and only source of mental health services. Thus, schools play an important role in addressing the needs of refugee students by providing services that support the social-emotional development of these children. By using clinical consideration specific to a school setting, the presenters will include an examination of the refugee experience and the transfer of trauma exposure to the children of newcomers. Subsequently, we will highlight protective factors, which include fostering resilience and maintaining cohesive, secure family units. Several promising interventions have been developed, including an adapted form of Cognitive Behavior Therapy specific to refugee students. The purpose of the poster is to provide school-based clinicians research-based skills to support the mental health of their refugee students.

Johnson Ho, M.Ed. - Temple University
Mawule. A. Sevon, M.S., NCSP, BCBA - Temple University