POSTER
SESSIONS (PO)
These visual displays provide an informal, interactive format for the presentation of research, data, and innovative practices and will be available on demand at any time during the convention week. They will also be available post-convention for 60 days.
PO288: Public Schools' Disciplinary Removals of Specific Disabilities: A COVID-19 Comparison
PO288: Public Schools' Disciplinary Removals of Specific Disabilities: A COVID-19 Comparison
Kelli R. Lahman, LSSP, NCSP, Author
Kelli R. Lahman, LSSP, NCSP, Author
Did the COVID-19 pandemic and virtual learning environment influence disciplinary removals? Understand forecasts and national data analysis comparing discipline and disability categories in mere minutes.
Author(s):
Objectives:
- Identify forecasts for disciplinary removals of specific disabilities during COVID-19.
- Describe rates of disciplinary removals across academic years pre- and during COVID-19.
- Understand challenges faced by students with disabilities associated with online learning.
PO287: Moving Beyond the Classroom: Promoting Kindergarten Readiness by Supporting Parents
PO287: Moving Beyond the Classroom: Promoting Kindergarten Readiness by Supporting Parents
Emanuel Jose Perez, B.A, Author
Emanuel Jose Perez, B.A, Author
Helping parents develop strong community relationships and parental engagement is critical for promoting kindergarten readiness. Learn how to foster parental protective factors so that children are kindergarten ready.
Author(s):
Objectives:
- recognize the impact of parental protective factors on children's school readiness to plan family, school, and community collaboration.
- support kindergarten readiness by examining the protective factors in their schools and communities and devising strategies to meet the needs of all families.
- inform participants about parents' sense of social connectedness, concrete support in times of need, and social and emotional competence with children by utilizing a self-report instrument of parental protective factors that predicts children's kindergarten readiness.
PO284: Using Caregiver Voices to Inform Quality Preschool Special Education
How do preschool caregivers feel about the SPED process? Do they feel supported? Caregiver voices inform best practices in ECE, preschool special education, and working with CLD families.
Author(s):
Objectives:
- gain knowledge of specific challenges and barriers that exist for caregivers of preschoolers receiving special education services
- learn strategies to increase caregiver engagement and partner with families
- learn strategies to promote working with culturally and linguistically diverse preschool families and students
PO283: Exploring Scoring Errors on the VCI of the WISC-V
How do graduate students and licensed/certified school psychologists score (non)ambiguous responses on the VCI of the WISC-V? Revealed is the nature of their scoring errors.
Author(s):
Objectives:
- learn the frequency of scoring errors committed on the Verbal Comprehension Index of the WISC-V.
- learn about the various types of scoring errors committed on the Verbal Comprehension Index of the WISC-V.
- understand how to prevent various types of scoring errors committed on the Verbal Comprehension Index of the WISC-V.
PO222: Just Keep Coping: Examining Coping on Burnout Among Educators
As the COVID-19 pandemic continues, is educator coping enough to navigate workplace characteristics and burnout? Learn how COVID-19 affects teachers, signs of burnout, turnover intentions, and job demands.?
Author(s):
Objectives:
- increase their awareness of how teachers are currently impacted by COVID-19
- gain an understanding of how educators’ coping buffers the impact of work characteristics on symptoms of burnout and turnover intention
- gain knowledge of how to target interventions to support educators
PO221: Empowering Parents to Participate in MTSS Through Filial-Play Therapy Training
PO221: Empowering Parents to Participate in MTSS Through Filial-Play Therapy Training
Kendall Atchison, Author
Kendall Atchison, Author
Practitioners, graduate educators, and students will learn how to apply play-based and parent-led interventions in an MTSS framework. Importance, developmental considerations, evidence base, and training/certification opportunities are delineated.
Author(s):
Objectives:
- to list the benefits of child-centered play therapy and define filial-play therapy, and application in a school context and in developmental growth (social emotional, behavioral, academic, and physical).
- to identify how to receive continuing education training and certification in play-based intervention and parent-involved intervention.
- to explain to their schools how parent-involved and play interventions will enhance their MTSS framework and academic and social outcomes.
PO219: Training Can Reduce Rater Effects and Improve Validity of DBRs
DBRs offer an easy and accurate way to measure behavior, but are prone to rater effects. This study investigated the impact of training on rater effects and validity of DBRs.
Author(s):
Objectives:
- Understand Direct Behavior Ratings (DBRs) as valid tools for measuring classroom behavior.
- Learn about the nature of rater effects and how they impact students.
- Gain insight into best practices for training raters to use DBRs.
PO213: Exploration of Protective Factors on Parental Stress and School Readiness
PO213: Exploration of Protective Factors on Parental Stress and School Readiness
Samira Amirazizi, Author
Samira Amirazizi, Author
An exploration of parental protective factors and its buffering effects on parental stress and children's school readiness will be discussed from the results of a school community partnership.
Author(s):
Objectives:
- this poster will facilitate participants to think critically about ways in which schools can bolster protective factors in parents to support a two-generational approach to early intervention.
- participants will learn about the influence of parental protective factors as a buffer in the relationship between parental stress and children's school readiness.
- this poster will inform participants about ways in which to support families in early childhood to prepare children for school entry.
PO207: Managing Student Behavior: Occupational Stress as Moderated by Coping Resources
PO207: Managing Student Behavior: Occupational Stress as Moderated by Coping Resources
Dr. Kelly N Clark, NCSP, Author
Dr. Kelly N Clark, NCSP, Author
How is teachers’ stress associated with their use of various disciplinary techniques? Findings suggest school climate and self-efficacy moderate the link between stress and disciplinary techniques in the classroom.
Author(s):
Objectives:
- understand how teachers’ stress contributes to their student discipline techniques
- examine how coping resources can reduce use of student punishment
- consider how school climate is linked to proactive behavior management
PO203: Virtual Performance Feedback Writing Intervention for Elementary Students With Disabilities
PO203: Virtual Performance Feedback Writing Intervention for Elementary Students With Disabilities
Dr. Kristen Mahony, Author
Dr. Kristen Mahony, Author
A virtual adaptation of an evidence-based performance feedback writing intervention was implemented with three elementary-school students with disabilities. All students made immediate and sustained written expression gains.
Author(s):
Objectives:
- learn how to implement the Performance Feedback writing intervention, both virtually and in person.
- discuss how to tailor the Performance Feedback intervention to the specific needs of individual students or groups of students.
- discuss ways in which the Performance Feedback intervention can be adapted for use as a self-managed or peer-managed intervention.