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    Research on Assessment and Intervention to Support Equity

  • Our mission statement

    “The mission of the Research on Assessment and Intervention to Support Equity Lab is the empirical pursuit of evidence-based practices for the promotion of socio-emotional and academic outcomes for all children. Infused within all of our work is the advancement of social justice, leadership development, and focus on systemic change processes.” Lab Manual

    Current Projects

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    A National Center for School Mental Health

    In partnership with the University of Wisconsin

    https://smhcollaborative.org/

    The mission of the School Mental Health Collaborative (SMHC) is to facilitate and promote access to high-quality, evidence-based, school mental assessments and interventions. The SMHC will develop a national, interconnected network of researchers, practitioners, and family and youth advocates over the next 3-5 years focusing on:

    1. Reviewing and disseminating evidence-based school mental health interventions and assessment tools via a freely accessible online platform (akin to a ‘What Works Clearinghouse’).
    2. Developing consumable evidence briefs and blueprints that will serve as effective catalysts to guide advocacy and inform school mental health policy and practice.
    3. Developing school-university research partnerships that include expert technical assistance to facilitate essential implementation processes and provide program evaluation expertise.
    We are currently developing our scope and mission of the center, as well as individual, transdisciplinary research hubs at both the University of South Florida and the University of Wisconsin-Madison.

    Access our implementation guide for Universal Screening Here.

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    MIDAS

    Multi-informant Decisional Assessment System

    Project MIDAS (Multi-Informant Decisional Assessment System) is a four year, 2-million-dollar grant funded by the Institute of Education Sciences (IES). The project focuses on the development and validation a multi-informant decisional assessment system that integrates and utilizes multiple sources of data for accurate and efficient identification of social-emotional and behavioral needs in middle school students. Project MIDAS is currently working with multiple middle schools across two states.

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    METRICS

    Mental Health Evaluation, Training, Research, and Innovation Center for Schools

    METRICS supports federally-funded grantees who are dedicated to addressing the national shortage of school-based mental health practitioners. These grantees received funding from the US Department of Education for either a School Based Mental Health Services (SBMH) or a Mental Health Service Professional (MHSP) project to recruit, train, and retain a strong mental health workforce in our K-12 schools across the country. METRICS disseminates best-practice resources, provides individual grant assistance, and helps grantees ensure that they are meeting their targets, so that these grantees can continually improve as they grow the next generation of school-based mental health practitioners. More information about METRICS can be found on our website: https://www.metricscenter.org/index.html

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    DES Project

    Using Discrete Event Stimulation to Improve School Mental Health Services

    Funded by the Spencer Foundation, and in partnership with Pasco County School District, the DES project is focused on the implementation of a DES web-based model to support decision-making and implementation of evidence-based mental and behavioral health supports.

    Through interviews and focus groups, researchers will analyze qualitative data from participants on, (a) their experiences and knowledge of mental health interventions and assessments, (b) their identification and/or referral of students with mental health concerns, (c) the effectiveness of mental health interventions in schools, and (d) any personal or environmental barriers to using evidence-based interventions and assessments. School-based decision-makers (i.e., principals, administration) will be shown the DES software's purpose, how to select assessments and treatments, and how to run the simulation to predict student outcomes.

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    Development and Validation of a Multidimensional Test Anxiety Instrument

    In partnership with: Dr. David Putwain at Liverpool John Moores University

    The purpose of this research project is to develop a new test anxiety scale. This scale uses a multidimensional approach to identifying test anxiety (physiological, emotional, and social), and specifies temporality (anxiety before, during, after the test) to facilitate evidence-based intervention. The new test anxiety instrument provides valuable data on when and how to intervene for test anxiety. Collaboration is ongoing with partners in England to further develop and refine the scale.

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    Project SAFETY-2

     In partnership with: Hillsborough County Public Schools

    The SAFETY-2 (School Assessments for Evaluation of Threat to Youth) Project is a collaborative grant-funded project between Hillsborough County Public Schools (HCPS) and the University of South Florida. Funded by a STOP School Violence Grant by the National Institute of Justice (NIJ), this project is centered around a coaching and technical assistance model with the primary goal of expanding the adoption of best practices in threat assessment and violence prevention. This comprehensive approach encompasses the provision of trauma-informed training, as well as the adaptation and implementation of the Practice-Based Coaching (PBC) Model specifically tailored for threat assessment teams.

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    Project SMARTS

    School Mental Health Assessment Response and Training for Suicide Prevention​

    Funded through the Substance Abuse and Mental Health Services Administration (SAMHSA), Project Florida SMARTS is a prevention model aimed at facilitating youth suicide prevention and early intervention strategies through a multi-system and interconnected approach across multiple delivery systems of care (i.e., partnerships between middle/high schools and community behavioral health agencies). Currently, the state of Florida demonstrates significant shortages in school-based mental health professionals to meet the intensive individualized needs of students who have already been identified with significant risk. This innovative model aims to reduce rising suicide rates, decrease risk for mental health concerns and build a sustainable prevention framework for continued provision of services in Florida school systems.

    The Begin Well Project

    Funded by the Caplan Foundation

    The Begin Well Project aims to improve early childhood outcomes via professional development for parents and educators of children between 3 to 5 years old. We will provide learning modules, assessments, and resources that increase knowledge and skills in risk identification, create lasting knowledge, and foster early intervention and prevention.

    Completed Projects

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    A project supported by the Substance Abuse and Mental Health Administration

    In partnership with: Pasco County Public Schools

    Project PROMOTE (Providing Research-based training On Mental health for Organizations, Teachers, and Educators) is a three-year project funded by SAMHSA that trains middle school teachers in Pasco County to identify mental and behavioral health risk in the classroom. The project utilizes Youth Mental Health First Aid, paired with training in universal screening and verbal de-escalation to improve the assessment to intervention process.

  • Meet Our lab members

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    Dr. Nate von der Embse

    Professor of School Psychology
    Co-director, School Mental Health Collaborative | natev@usf.edu

    Dr. Nate von der Embse is a professor of school psychology at the University of South Florida and chair of the National Association of School Psychologists Government and Professional Relations Workgroup (NASP GPR). Nate utilizes a social justice framework to examine the intersection of education policy and school mental health. His research improves educational decision-making by identifying the influence of external policies and contextual drivers while developing novel solutions to improve the selection and use of preventative school mental health assessments and interventions. The research program includes:

    (1) An examination of external accountability policies on student and teacher emotional wellbeing, and instructional practices;
    (2) The development of efficient decision-making tools including universal screening and progress monitoring measures;
    (3) The creation of decision-making models including teacher training in assessment use and data interpretation, multi-informant decision-making algorithms, and discrete event simulations.
     
    Nate completed his educational specialist degree in school psychology from Miami (OH) University and a school-based internship in the Hamilton City School District. He then received his Ph.D. from the school psychology program at Michigan State University with a specialization in educational policy analysis. He completed an APA/APPIC pre-doctoral internship at Boys Town Center for Behavioral Health in Omaha, NE. In his role with NASP GPR, Nate has presented to state school psychological associations, conducted advocacy trainings, and collaborated with state and federal elected officials on legislation. He has served as principal investigator, senior study personnel, co-principal investigator, and project evaluator on funded research from the Institute for Educational Sciences, Scattergood Foundation, Pennsylvania Department of Education, and the Society for the Study of School Psychology. He is an Associate Editor for the Journal of School Psychology. Nate lives in Tampa with his wife Meghan, son Quintin, and daughter Ava. Nate enjoys traveling, college basketball, micro breweries, and sarcasm

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    Joseph Latimer, Ph.D., NCSP

    Postdoctoral Research Fellow | latimer1@usf.edu

    Dr. Latimer is a Nationally Certified School Psychologist (NCSP). His educational journey began at the University of Wisconsin: Eau-Claire by earning a Bachelor of Science (B.A.) in Psychology with an emphasis in special education. After that, Dr. Latimer completed his graduate training in the School Psychology program at the University of South Florida (USF). He then spent time working a school psychologist intern within Pinellas County Schools in St. Petersburg, Florida. He currently serves as the postdoctoral research fellow on Project MIDAS, which is a federally funded research grant that focuses on the development and validation a multi-informant decisional assessment system to integrate and use multiple sources of data for accurate and efficient identification of social-emotional and behavioral (SEB) concerns. Dr. Latimer’s roles and responsibilities include supervision of graduate students, leading submission of grants to foundations and agencies, providing technical assistance to school district partners, and developing resources for training and dissemination. Dr. Latimer’s research interests focus on integrating multi-tiered systems of support (MTSS), educational leadership and system change when addressing students’ social, emotional, and behavioral concerns. During his free time, Joe enjoys hanging out by the pool, reading, or trying new restaurants.

     

    Lab Subrgoups:

    Project MIDAS

    DOE Assessment

     

    "The RAISE Lab is a wonderful environment full hard-working people and innovative ideas. For this school year, I am very excited to see not only the progress across multiple grant-related activities but the progress of all lab members."

     

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    Tameisha Hinton, Ph.D.

    Postdoctoral Research Fellow | tshinton@usf.edu

    Dr. Tameisha Hinton earned her doctorate in Counseling, Clinical, and School Psychology with a specialization in School Psychology at the University of California, Santa Barbara (UCSB). She is also a proud alumna of Florida Agricultural and Mechanical University (FAMU), a Historically Black College/University (HBCU) located in Tallahassee, Florida, where she earned her B.S. in psychology and M.S. in community psychology. Through a breadth of professional experiences, Dr. Hinton has provided educational and counseling services to both children and young adults across different contexts including K-12 schools, community mental health clinics, and university counseling centers. Prior to transitioning to Tampa, Florida, she served as a predoctoral school psychology intern at Guilford County Schools Psychological Services Department in Greensboro, North Carolina. Currently, Dr. Hinton is a postdoctoral fellow at the University of South Florida (USF) and a Nationally Certified School Psychologist (NCSP). Specifically, she serves in a leadership capacity for Project SAFETY-2, which is a federally funded grant to provide technical assistance related to school safety and violence prevention in partnership with a local school district. Dr. Hinton’s interest in prevention and intervention in addition to advocacy in education and mental health, collaboration, cultural responsiveness, and increased representation in psychology, align with the values demonstrated within the RAISE lab. She is grateful to be a part of this USF team and has been enjoying local outdoor events, farmers markets, sports bars (and frequent HomeGoods visits) since moving to the Tampa Bay Area.

     

    Lab Subgroups:

    Project SAFETY-2

     

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    Whitney Yoder, MSc

    Quality Assurance Manager | wryoder@usf.edu

    Whitney currently serves as the Quality Assurance Manager for Project SAFETY-2 and supports Project METRICS. Whitney received her B.S. at Baldwin Wallace University, Psychology/Statistics in 2014, and completed an MSc degree at Utrecht University, Methodology & Statistics for the Biomedical, Behavioral, & Social Sciences in 2017. Whitney's research interests include research integrity, RCT methodology, toxic stress, patient-reported outcomes, and psychometrics & assessment. Whitney is excited to be a part of the lab due to the inspiring group culture and the drive to make a direct impact in our local school districts, students, and beyond. During her free time, Whitney enjoys playing tennis, thrifting, and paddle boarding.

     

    Lab Subgroups:

    Project SAFETY-2

    Project METRICS

     

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    Caroline Mierzwa, M.A.

    Lab Manager, Graduate Research Assistant | carolinemierzwa@usf.edu

    Caroline Mierzwa is a third-year doctoral student in the School Psychology program from Big Sur, CA. She completed a B.S. in Psychological and Brain Sciences with a double minor in Education and Applied Psychology from the University of California, Santa Barbara in 2020. She is also in the process of completing her BCBA certification under the supervision of Dr. Evan Dart. Her current research interests include school climate, school connectedness, behavioral threat assessment, suicide prevention, and consultation to promote systems change. Projects Caroline has worked on in relation to the RAISE lab activities include her current thesis: Comparing the Effects of the Comprehensive School Threat Assessment Guidelines Training Workshop: Online vs. In-Person. Caroline is excited to serve as lab manager this year and enjoys participating in the lab due to the opportuntieis to enage and collaborate with school districts, students, and district leadership. She also appreciates the emphasis on the dissemniation efforts as a lab, to share the work that we do (e.g., conference presentations, publications). During her free time, Caroline enjoys spending time with her friends, trying new restaurants, and cooking.

     

    Lab Subgroups

    Project SAFETY-2

    Project SMARTS

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    Dorie Ross, M.A.

    Graduate Research Assistant | dorieross@usf.edu

    Dorie Ross is a fourth-year doctoral student from Evanston, Illinois. Dorie completed her B.S. in Psychology from the University of Wisconsin-Madison. She is also in the process of completing her BCBA certification under the supervision of Dr. Evan Dart. Dorie completed a thesis examining the relationship between rates of community violence and rates of threat assessments in schools. Her research interests include universal screening for social-emotional concerns, behavioral threat assessment, suicide prevention, and mental health stigma. Dorie is excited to participate in the RAISE lab because she enjoys being involved in so many different projects across various research areas. In her free time, she enjoys spending time with friends, painting, and baking.

     

    Lab Subgroups:

    Project SAFETY-2

    Project SMARTS

    Project MIDAS

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    Austin Cole, M.A.

    Graduate Research Assistant | arcole@usf.edu

    Austin is a fourth-year doctoral student in the School Psychology program. He completed a B.A. in Theology at Southern Adventist University in 2011, and an M.S. in Counseling-School Counseling in 2014. Prior to joining the School Psychology program at USF, Austin spent several years serving students as a School Counselor in a local Florida school district. Austin's research interests include access to accelerated curricula for underrepresented populations, positive psychology, suicide prevention, and school threat management. Austin enjoys his work in the RAISE lab due to being able to partner with local school districts to implement best practices while researching and improving the best practices. In his free time, Austin enjoys drinking coffee, cheering on the Tampa Bay Lightning, and spending time with his family.

     

    Lab Subgroups:

    Project SAFETY-2

    Project SMARTS

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    Gary Schaffer

    Graduate Student Volunteer | garyschaffer@usf.edu

    Gary is a fourth-year doctoral student in the School Psychology program at USF. Gary completed an undergraduate degree in Special Education and English (Grades 7-12) at Niagara University in 2007. He also completed a graduate degree in School Psychology in 2012, and a graduate degree in Clinical Mental Health Counseling in 2020, both at Niagara University. Gary is excited to participate in the RAISE lab for the opportunity to learn and grow with others who are interested in school psychology. In his free time, Gary enjoys concerts, hockey, and research.

     

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    Rachel Fidler, Ed.S.

    Graduate Student Volunteer | brous@usf.edu

    Rachel is a fourth-year doctoral student in the USF School Psychology program. Rachel obtained her B.A. in Psychology (minoring in Spanish and Counseling) from SUNY Buffalo, in 2017 and completed graduate studies at the University of Wisconsin-Milwaukee, where she obtained an M.S. in Educational Psychology, and an Ed.S. in School Psychology, graduating in 2020. Rachel is excited about her work in the RAISE lab due and opportunities to collaborate with school districts to implement preventative systems. In her free time, she enjoys reading, going to the beach, and gastronomy.

     

    Lab Subgroups:

    Project SMARTS

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    Daijah Hines, M.A.

    Graduate Research Assistant | Daijahhines@usf.edu

    Daijah is a third-year doctoral student in the USF School Psychology Program, and is the project lead for the DES Cost Modeling subgroup operating within the RAISE Lab. Daijah is originally from Wesley Chapel, FL, and earned a bachelor’s degree in Psychology & Family and Child Sciences from Florida State University. Daijah's current research interests include School-Based Mental Health Supports, Suicide Prevention, Culturally Responsive Interventions, and Early Childhood. Daijah enjoys working in this lab due to the access to many research opportunities, many didactics for professional development, a plethora of chances for growth and learning, and the flexibility to support other subgroups when available. In her free time, Daijah enjoys yoga, nature walks, and journaling.

     

    Lab Subgroups:

    Project SMARTS

    Early Childhood

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    Thomas Koza, M.A.

    Graduate Research Assistant | tkoza@usf.edu

    Tom is a third-year doctoral student in the USF School Psychology Program from Downers Grove, Illinois. Tom earned his bachelor's degree in Psychology from Lewis University in 2020. After graduating, he volunteered as a research assistant at the Culture and Evidence-Based Practice lab at DePaul University and worked as a Behavioral Health Associate at Linden Oaks Behavioral Health. His research interests include school-based mental health interventions and universal screening measures. During his free time, he enjoys outdoor activities such as fishing, kayaking, and going to the beach.

     

    Lab Subgroups:

    Project MIDAS

    Project SMARTS

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    Samin Khallaghi, M.A.

    Graduate Student Volunteer | skhallaghi@usf.edu

    Samin is a third-year doctoral student in the USF School Psychology Program. She also attended the University of South Florida for her undergraduate and majored in psychology. Samin's research interests include early childhood risk identification and resilience in relation to mental health stigma. Projects Samin has worked on in relation to the RAISE lab activities include her current thesis focused on diverse educator and caregiver perceptions of Project Begin Well: A risk identification course. Samin enjoys participating in the RAISE lab because of the versatility of the projects, the sense of community and bond this lab has, the didactics it provides. She particularly loves that members can target their experiences in the lab to their future career goals (e.g. grant writing). In her free time, Samin enjoys playing piano, going to concerts, and going to the beach.

     

    Lab Subgroups:

    Early Childhood

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    Megan Welliver, M.A.

    Graduate Research Assistant | mrganwelliver@usf.edu

    Megan is a second-year doctoral student in the School Psychology Program at USF. She graduated from Rollins College in 2019 with a B.A. in Psychology. Megan is currently completing a thesis that broadly aims to evaluate a district-wide social, emotional, and behavioral screening initiative in a large urban school district. Megan's research interests include School-Based Mental Health, MTSS, Systems Change, and Policy. Megan is excited about the work in this lab because of the prevention-oriented projects that will improve systems to better serve all children. In her free time, Megan enjoys playing soccer, going to concerts, and traveling with family and friends.

     

    Lab Subgroups:

    Project MIDAS

    Early Childhood

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    Caleb Edney, M.A.

    Graduate Research Assistant | edneyc@usf.edu

    Caleb is a second-year graduate student in the USF School Psychology Program. He attended the University of South Florida to complete his Bachelor's degree in Psychology, graduating in 2022. Caleb participated in the RAISE lab during his undergraduate studies and is now excited to begin work as a graduate research assistant. Caleb is looking forward to opportunities to gain experience in a variety of professional settings, and to work with people who can provide knowledge and multiple relevant scenarios. In his free time, Caleb enjoys playing sports, going on long walks while listening to R&B, and game nights with extended family in the area.

     

    Lab Subgroups:

    Project MIDAS

    Early Childhood

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    Steven Ureta, M.A.

    Graduate Research Assistant | stevenu@usf.edu

    Steve is a second-year graduate student in the School Psychology Program at USF. He graduated from Montclair State University with B.A. in Psychology in 2017 and completed his M.A. in Clinical Psychology, with a concentration in Children and Adolescents in 2021 at Montclair State University as well. Steve's research interests include school mental health, resilience, social media, and social-emotional learning. He is excited to work in this lab because it provides numerous opportunities to volunteer with different subgroups and to gain experience with other projects. In addition, he enjoys the collaboration between the lab members. During his free time, Steve enjoys staying active playing soccer (Futbol), learning new recipes, or playing video games.

     

    Lab Subgroups:

    Project SAFETY-2

     

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    Melissa Brown, B.A.

    Graduate Research Assistant | melissabrown@usf.edu

    Melissa s a first-year graduate student in the School Psychology Program at USF. She graduated from the University of Arkansas in 2023 with a B.A. in Psychology. Melissa's research interests include school-based mental health services from a prevention science framework and systems-level change. She is excited about the work in this lab because of the abundance of opportunities for personal and professional development, the innovative and cutting-edge research produced, and the supportive climate fostered by everyone involved in the lab. In her free time, Melissa enjoys thrifting, trying new restaurants and recipes, and rescuing stray kitties around Tampa

     

    Lab Subgroups:

    Project SMARTS

     

    "I am a huge advocate for expanding our field so I am more than happy to be reached out to by email for anyone interested in the program or lab"

     

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    Georgia Capobianco, B.A.

    Graduate Research Assistant | georgiacapobianco@usf.edu

    Georgia is a first-year graduate student in the School Psychology Program at USF. She graduated from the University of Connecticut with a B.A in Psychological Sciences in 2023. Georgia's research interests include suicide prevention, crisis response, behavior interventions, and mental health. She is excited about the work in this lab because she enjoys getting to work with a group of people who are passionate and knowledgeable about the work we're doing. In her free time, Georgia enjoys walking her dog, trying new food places, and spending time with her new friends here!

     

    Lab Subgroups:

    Project SMARTS

     

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    Yolanda Rotzinger Ballesteros , M.A.

    Graduate Research Assistant | yr44@usf.edu

    Yolanda is a first-year graduate student in the School Psychology Program at USF. She graduated from Lindenwood University, with a B.S. in Exercise Science in 2018. She then completed her M.A. in Mental Health Counseling from the University of Texas in 2022. Her current research interests include youth mental health, social-emotional learning, school climate and safety, and caregiver and parental involvement. She is excited to work in this lab because of the opportunities it offers for collaboration with schools and mental health clinicians, contributions to the development of trainings, active involvement in community outrearch initiatives, and being able to explore various research interests. During her free time, she enjoys playing golf, yoga, and engaging in outdoor activities

     

    Lab Subgroups:

    Project SAFETY-2

     

  • Updates

    Presentations, Publications, Conferences, Celebrations

  • Presentations and Publications

    We strive to disseminate our research so that our efforts can inform future research and practice towards improvement of socio-emotional and academic outcomes for all children.

    Recent Publications (student denoted by *):

    von der Embse, N., Kim, E. *Ross, D., Kilgus, S., & *Koza, T. (2023). Multi-informant assessment of internalizing concerns: Rater concordance and implications for decision-making. Journal of Psychopathology and Behavioral Assessment. 45(1), 234-236.

     

    *Drymond, M., *Sanchez, A., von der Embse, N., *Francis, G., *Ross, D., & *Khallaghi, S. (2022). Universal screening in early childhood populations: A systematic review. Perspectives on Early Childhood Psychology and Education.

     

    *Goodhue, B., & von der Embse, N. (2022). Chapter 1: Introduction to integrating mental and behavioral health services within MTSS. In N. P. von der Embse, S. P. Kilgus, & K. Eklund (Eds.), Solution-focused emotional and behavioral assessment within Multi-Tiered Systems of Support. New York, NY: Routledge Press.

     

    *Ross, D., von der Embse, N., *Andrews, J.L., McCullough Headley, M. & *Mierzwa, C. (2022). A systematic review of threat assessment in K-12 schools: Adult and child outcomes. Journal of School Violence. 1-15. https://doi.org/10.1080/15388220.2022.2108434 

     

    *Sanchez, A., *Latimer, J., *Scarimbolo, K., von der Embse, N. P., Suldo, S., & *Salvatore, C., (2021). Youth Mental Health First Aid (Y-MHFA) trainings for Educators: A Systematic Review. School Mental Health

     

    von der Embse, N. P., Putwain, D. W., & *Francis, G. (2021). Interpretation and use of the Multidimensional Test Anxiety Scale (MTAS). School Psychology, 36(2), 86-96. https://doi.org/10.1037/spq0000427

     

    von der Embse, N.P., Kilgus, S.P., Eklund, K., *Zahn, M., *Peet, C., & *Durango, S. (2021). Promoting effective decision-making: Training educators to collect and use social-emotional skill assessment data. School Psychology Review.

     

    von der Embse, N., Kim, E., *Jenkins, A., *Sanchez, A., Kilgus, S., & Eklund, K. (2021). Profiles of rater dis/agreement within the universal screening in predicting distal outcomes. Journal of Psychopathology and Behavioral Assessment, 1-14.

     

    2023 Presentations

    von der Embse, N., *Hines, D., *Koza, T., *Khallaghi, S. (February 2023). Aligning School Mental Health Interventions with Discrete Event Simulation. Poster presentation at the annual meeting of the National Association of School Psychologists, Denver, CO.

     

    *Khallaghi, S., *Francis, G., *Hines, D., *Ross, D. (February 2023). Risk Identification Training for Early Childhood Educators and Caregivers. Poster presentation at the annual meeting of the National Association of School Psychologists, Denver, CO.

     

    *Mierzwa, C., *Ross, D., *Budzisch, B., *Andrews, J., *Cole, A., & von der Embse, N. (2023, February 9). Promoting school safety through a trauma informed lens. [Paper presentation]. National Association of School Psychologists Annual Convention. Denver, CO, United States.

     

    *Hines, D., *Koza, T., *Khallaghi, S., von der Embse, N. (February 2023) School-Based Selection of Social-Emotional Behavioral Supports, Barriers, Facilitators. Poster Presentation at the annual meeting of the National Association of School Psychologists, Denver CO.

     

    *Cole, A., *Mierzwa, C., Shum, K., *Ross, D., *Andrews, J., & von der Embse, N. (2023, February 7). What’s next – Postvention plans following threat assessment. [Paper presentation]. National Association of School Psychologists Annual Convention. Denver, CO, United States.

     

    *Ross, D., *Andrews, J., *Mierzwa, C., *Cole, A., & von der Embse, N. (2023, February 10). Threats to school safety: Examining community factors and threat assessment. [Paper presentation]. National Association of School Psychologists Annual Convention. Denver, CO, United States.

     

    Latimer, J., von der Embse, N., *Koza, T., *Mierzwa, C. (2023, February 9). Screen to intervene: Universal and supplemental mental health supports. [Mini-skills presentation]. National Association of School Psychologists Annual Convention. Denver, CO, United States.

     

    Latimer, J., von der Embse, N., *Koza, T.,*Mierzwa, C. (2023, February 7). Legal Considerations for Universal Screening for Behavioral and Emotional Risk. [Paper presentation]. National Association of School Psychologists Annual Convention. Denver, CO, United States.

     

    *Hines, D. & von der Embse, N. (March 2023) Aligning PBIS and Mental Health Supports with Discrete Event Simulation. Oral Presentation at the annual Association of Positive Behavioral Supports, Jacksonville, FL.

     

    Latimer, J., *Koza T., *Welliver M., *Edney C., *Ross D., *Venetto A., (2023, March 22). Project M.I.D.A.S: Development of a Multi-Informant Decisional Assessment System. University of South Florida 2023 Annual Postdoc Research Symposium, Tampa , FL, United States.

     

    Perez-Binder, D., *Mierzwa, C., *Ross, D., *Cole, A., Shum. K. Z. (2023, July 10 & 11). Practice-Based Coaching for Threat Assessment Teams. [Invited presentation/training]. University of South Florida. Tampa, FL, United States.

     

    *Welliver, M., *Khallaghi, S., *Francis, G., von der Embse, N. (August 2023). Risk Identification Training for Early Childhood Educators and Caregivers. Poster Presented at the American Psychological Association (APA) Annual Convention, Division 16, Washington D.C.

     

    Latimer, J., *Welliver M., *Koza T., (2023, August 22). Universal Screening & Project MIDAS (Multi-informant Decisions Assessment System for Schools). [Invited presentation]. Pinellas Prepatory Academy St. Petersburg, FL. United States.

     

    Latimer, J., von der Embse, N. (2023, September 22). Screen to Intervene: Data-driven PBS and Mental Health Integration [Invited Conference Speaker]. Montana Association of School Psychologists (MASP) 2023 Conference, Helena, MT, United States.

     

    *Edney, C., *Khallaghi, S., *Welliver, M., *Hines, D. (November 2023). Project Begin Well: Supporting Healthy Development in Early Childhood. Paper presented at the Florida Association of School Psychologists (FASP) Annual Convention, St. Petersburg, FL.

     

    *Mierzwa, C., *Ross, D. & *Cole, A. (2023, November 2). Developing a coaching model for threat assessment teams [Paper presentation]. Florida Association of School Psychologists Annual Convention. St. Petersburg, FL, United States.

     

    2022 Presentations

    *Francis, G., von der Embse, N., *Ross, D., *Mennes, H., *Khallaghi, S. (2022, February). Development of a Risk Identification Training for Early Childhood Educators. Poster presented at the National Association of School Psychologists (NASP) Annual Convention, Boston, MA.

     

    *Mierzwa, C., *Shuman, T., *Andrews, J., Headley, M., & von der Embse, N. (2022, February 16). School Climate and School Connectedness in Relation to Threat Assessment. [Paper presentation]. National Association of School Psychologists Annual Convention. Boston, MA, United States.

     

    *Ross, D., *Andrews, J., *Mierzwa, C., & von der Embse, N. (2022, February 17). Mitigating Threats of School Violence: What Do We Know? [Paper presentation]. National Association of School Psychologists Annual Convention. Boston, MA, United States.

     

    *Hines, D., *Koza, T., *Khallaghi, S. (November 2022) School Based Selection of Mental & Behavioral Supports, Barriers, and Facilitators. Paper Presentation at the annual meeting of the Florida Association of School Psychologists, Daytona Beach, Fl.

     

    *Salvatore, C., *Francis, G., *Sanchez, A., *Graff, T., & von der Embse (2022, February). Building Sustainability During Uncertain Times [Poster presentation]. 2022 National Association of School Psychologists (NASP), Boston, MA.

     

    *Francis, G., *Mennes, H., *Ross, D., *Khallaghi, S., & von der Embse (2022, February). Risk in Early Childhood: What Can We Do About It [Poster presentation]. 2022 National Association of School Psychologists (NASP), Boston, MA.

     

    Additional Publications and Presentations (student denoted by *):

    Kilgus, S. P., Bonifay W., Eklund, K., von der Embse, N. P., *Meyer, L. N., *Zahn, M., & *Peet, C. (2020). Development and Validation of the Intervention Skills Profile-Skills: A Brief Measure of Student Social-Emotional and Academic Enabling Skills. Journal of School Psychology.

     

    Kilgus, S. P., Maggin, D. M., Eklund, K., von der Embse, N. P., *Meyer, L. N., *Zahn, M., & *Peet, C. (2020). Treatment utility of the Intervention Selection Profile–Function: A single-case design study. Remedial and Special Education; Registered Report.

     

    Putwain, D.W., von der Embse, N.P., *Rainbird, E., & *West, G. (2020). The development and validation of a new Multidimensional Test Anxiety Scale (MTAS). European Journal of Psychological Assessment.

     

    *Sanchez, A., *Latimer, J., von der Embse, N., Suldo, S., *Scarimbolo, K., & *Salvatore, C. (2020). Youth Mental Health First Aid (Y-MHFA) trainings for educators: A systematic review. School Mental Health, 1-12.

     

    von der Embse, N.P., *Jenkins, A., *West, G., Eklund, K., Kilgus, S. P., & *Morgan, M. (2020). Comparing teacher and student report of behavioral risk in predicting elementary student math outcomes. Assessment for Effective Intervention. doi: 10.1177/1534508419885016.

     

    *Moulton, S., von der Embse, N.P., Kilgus, S., & *Drymond, M. (2019). Building a better behavior progress monitoring tool with item response theory and change sensitivity analyses. School Psychology, 34 (6), 695-705. doi: 10.1037/spq0000334

     

    Kilgus, S. P., von der Embse, N.P., Eklund, K., *Izumi, J., *Peet, C., *Meyer, L., & *Taylor, C. (2019). Reliability, validity, and accuracy of the Intervention Selection Profile–Function: A brief functional assessment tool. School Psychology, 34 (5), 531-540. Doi: 10.1037/spq0000325

     

    von der Embse, N.P., Kim, E., Kilgus, S. P., Dedrick, R., & *Sanchez, A. (2019). Multi-informant universal screening: Evaluation of rater, item, and construct variance with a trifactor model. Journal of School Psychology, 77, 52-66. doi: 10.1016/j.jsp.2019.09.005

     

    von der Embse, N.P., Rutherford, L., *Mankin, A., & *Jenkins, A. (2019). Implementation of a trauma-informed assessment to intervention model in a large urban school district. School Mental Health, 11, 276-279. doi: 10.1007/s12310-018-9294-z
     

    von der Embse, N., & *Francis, G., (2021, December 10). Integrating Mental Health Supports at Tier I and II [Virtual presentation]. 2021 New Jersey Association of School Psychology.
     

    *Francis, G., *Goodhue, B., *Mennes, H., *Ross, D., *Khallaghi, S., & von der Embse (2021, August 12). Development of a Risk Identification Training for Early Childhood Educators [Virtual poster presentation]. 2021 American Psychological Association.

     

    *Sanchez, A., & von der Embse, N. (Summer 2021). Do mental health awareness trainings work: Outcomes and future directions [Virtual Poster Series]. National Association for School Psychologists, United States.

     

    *Sanchez, A. & von der Embse (2021, April 9) Youth Mental Health First Aid: Evidence, Applications, and Future Directions [Poster presentation]. Virtual Graduate Student Research Symposium Annual Conference, Tampa, Fl, United States.

     

    *Latimer, J. D., *Sanchez, A. M., von der Embse, N., Suldo, S. M., *Salvatore, C., Hite, R. E., *Goodhue, B. A., & *Francis, G. C. (2021, February). Creating sustainable integrated mental health supports through consultation [Recorded conference paper presentation]. 2021 Annual Convention of the National Association of School Psychologists, Virtual.

     

    Castillo, J., Hanson, P., Gray, J., & *Sanchez, A. (2021, February 23-26). School psychology training programs: Socialization, oppression, and marginalized students [Conference Session]. National Association for School Psychologists Annual Conference, United States.

     

    *Jenkins, A., *Sanchez, A., & von der Embse, N. (2021, February 23-26). Informant discrepancy within universal screening in predicting distal outcomes [Conference Session]. National Association for School Psychologists Annual Conference, United States.

     

    *Latimer, J., *Sanchez, A., von der Embse, N., Suldo, S., *Salvatore, C., *Francis, G., & *Graff, T. (2021, February 23-26). Creating sustainable integrated mental health supports through consultation [Conference Session]. National Association for School Psychologists Annual Conference, United States.

     

    *Sanchez, A., & von der Embse, N. (2021, February 23-26). Do mental health awareness trainings work: Outcomes and future directions [Poster Session]. National Association for School Psychologists Annual Conference, United States.

     

    von der Embse, N., *Latimer, J., *Sanchez, A., *Francis, G., & *Salvatore, C. (2021, January 29). Creating Sustainable Tier I and Tier II Mental Health Supports [Virtual presentation]. 2021 National Association of School Psychology.

     

    *Latimer, J., von der Embse, N., *Sanchez, A., Suldo, S., *Salvatore, C., *Francis, G., & Graff, T. (2020, December 4). Creating sustainable Tier I and Tier II mental health supports [Conference Session]. David C. Anchin Center for the Advancement of Teaching Conference, United States.

     

    *Sanchez, A., *Latimer, J., *Francis, G., *Salvatore, C., & von der Embse, N. (2020, December 3). Creating Sustainable Tier I and Tier II Mental Health Supports [Virtual presentation]. 2020 Reimagining Education Virtual Conference.

     

    *Sanchez, A., Latimer, J., von der Embse, N., & Suldo, S. (2020, October 29). Creating sustainable Tier I and Tier II mental health supports [Conference Session]. Annual Conference on Advancing School Mental Health, United States.

     

    Turner, E., Hewitt, A., Mercado, A., Blake, J., *Sanchez, A., Vance, T., Corby, A. (2020, August 8). Leveraging Science: Engaging in Advocacy to Promote Social and Emotional Development Among Youth [Roundtable session]. Association of Psychology Annual Conference, Washington, D.C, United States.

     

    *Sanchez, A., *Latimer, J., von der Embse, N., Suldo, D., & *Goodhue, B. (2020, February). Youth Mental Health First Aid: Evidence, applications, and future directions [Conference paper presentation]. 2020 Annual Convention of the National Association of School Psychologists, Baltimore, MD, United States.

     

    *Peet, C., *Meyer, L., *Durango, S., *Reynolds, F., *Francis, G., von der Embse, N., Kilgus, S., & Eklund, K. (2020, February). Educator Training to Support Tier 2 Behavioral Intervention Selection [Poster presentation]. 2020 National Association of School Psychology, Baltimore, MA, United States.

     

    *Sanchez, A., *Latimer, J., *Morgan, M., *Scarimbolo, K., *Jenkins. A., & von der Embse (February 2020). Youth-Mental Health First Aid: Evidence, Applications, and Future Directions. Paper presentation at the annual meeting of the National Association of School Psychologists, Baltimore, MD.

     

    *Morgan, M., *Jenkins., A., West., G., & von der Embse (February, 2020). Comparing Teacher and Student Risk in Predicting Student Math Outcome. Poster presentation at the annual meeting of the National Association of School Psychologists, Baltimore, MD.

     

    *Jenkins, A., & von der Embse, N. (February, 2020). Evaluating the Cost Effectiveness of Universal Screening. Paper presentation at the annual meeting of the National Association of School Psychologists, Baltimore, MD.

     

    *Jenkins, A., & von der Embse, N. (November, 2019). An Evaluation of the Cost Effectiveness of Universal Screening. Paper presentation at the annual meeting of the Florida Association of School Psychologists, St. Augustine, FL.

     

    *Morgan, M., *Jenkins, A., West, G., & von der Embse (November, 2019). Predicting Student Math Outcomes: Comparing Teacher and Student Risk. Poster presentation at the annual meeting of the Florida Association of School Psychologists, St. Augustine, FL.

     

    *Peet, C.; *Thoman, S.; von der Embse, N. (February, 2019) Improving Universal Screening with Multi-Informant Decision-Making.

    Presentation at the National Association for School Psychologists Annual Conference, Atlanta, GA.

      
    Kilgus, S., von der Embse, N.; Eklund, K.; *Taylor, C., *Demarchena, S.; *Peet, C. (February, 2019) ISP-Function: A Brief Tool for FBA at Tier 2. Presentation at the National Association for School Psychologists Conference, Atlanta, GA.

    von der Embse, N., *Peet, C.; *Jenkins, A. (October 2018) A Multi-Tiered Decision-Making Framework for Emotional and Behavioral Health.
    Presentation at the annual Florida Association of School Psychologists Conference, Orlando, FL.
     

    *Shakir, A., *Jenkins A., *Tanaka, M., & *Wingate, E. (October, 2018). Becoming “Woke”; Tips for Starting the Conversation on Social Justice. Small group presentation at the annual meeting of the Florida Association of School Psychologists, Orlando, FL.

     

    *Jenkins, A. & von der Embse, N. (August, 2018). Reducing Mental Health Problems Among School-Aged Youth. Poster presentation at the

    annual meeting of the American Psychological Association, San Francisco, CA. Blue ribbon winning poster; Division 16.

     

    *Thoman, S.; *Peet, C.; *Jenkins, A.; von der Embse, N. (July, 2018) Improving Universal Screening With Multi-Informant Decision Making.
    Presentation at the annual meeting of the American Psychological Association, San Francisco, CA. Blue ribbon winning poster; Division 16.

     

    Policy Brief

    *Sanchez, A. & von der Embse, N. (2020). "Stress, Wellbeing, and Support for Students & School Staff." Policy Brief. 4. https://scholarcommons.usf.edu/anchin_policy_brief/4 

     

  • Lab Alumni

    On Internship

     

    • Briana Chin, Miami-Dade Public Schools
    • Faith Reynolds, Boys Town Center for Behavioral Health
    • Alexis Sanchez, Illinois School Psychology Internship Consortium (ISPIC)
    • Tegan Graff, Marion County Public Schools
    • Hannah Mennes, Pinellas County Public Schools
    • Brandon Budzisch, Pinellas County Public Schools
      Gabrielle Francis, Illinois School Psychology Internship Consortium (ISPIC)

    Employed

    • Casie Peet, Ph.D.--Pinellas County Public Schools
    • Courtney DeForest-Williams, Ed.S--Pasco County Public Schools
    • Sarahy Durango, Ed.S., Pinellas County Public Schools
    • Mikayla Drymond, Ed.S., Pinellas County Public Schools
    • Andrew Jenkins, Ed.S., Southern Illinois University-Edwardsville
    • Sarah Thoman, Ph.D., Pinellas County Public Schools
    • Ali Simons, Ed.S., Pinellas County Public Schools

    In Graduate Schools

    • Austin Alonso, Masters in School Counseling, University of North Carolina-Charlotte
  • Featured: Lab Alumni

    RAISE Lab Alumni Highlights

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    Gabrielle Francis, M.A

    Gabrielle is on internship at the Illinois School Psychology Internship Consortium (ISPIC). Gabrielle is from Trinidad and Tobago, and served as the project lead for the Early Childhood subgroup operating within the RAISE Lab. She attended the University of Delaware, where she received her BA in Psychology with minors in Women's Studies and Human Development and Family Services. After graduating in 2018, she spent her gap year working with the Trinidad and Tobago Children's Authority. Gabrielle's research interests broadly included teacher wellbeing, culturally responsive interventions, school-community partnerships, and positive psychology. In her spare time, she enjoyed writing (she had written and self-published a book on Amazon!), exercising, and reading. Gabby was excited about her work in this lab due to the skills and confidence that she was building, which would help her in her later career. In her free time, Gabby enjoys reading, writing, and running.

     

    gabriellefra@usf.edu

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    Brandon Budzisch, M.A

     

    Brandon is on internship at Pinellas County Public Schools. Brandon graduated from Florida State University in 2019 with a BS in Psychology. He was excited about the work in this lab because of the ability to work closely with like-minded individuals, to impact the lives of students and children in a beneficial way. In his free time, Brandon enjoys working out, swimming, and playing video games.

     

    bbudzisch@usf.edu

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    Undergraduate Spotlight

    Jasmine Robins, B.S. recently graduated from the University of South Florida with a Biomedical Sciences undergraduate degree. Jasmine loved working in the RAISE lab because she had always wanted to do research in psychology, and had found the best group of people researching such important concepts in the field. In her free time, Jasmine enjoys watching way too much TV, going on walks with her mom, and anything to do with arts and crafts.

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    Ashley Dreiss

    Ashley Dreiss is a fourth-year doctoral student from NYC. She received her B.A. in Psychology with a minor in Child and Adolescent Mental Health Studies from New York University in 2016. She later received her M.S. in Clinical Psychology Research Methods from Fordham University in 2018. Ashley was most excited about working in the RAISE lab due to the many opportunities there are to be involved with different projects! She adds that from grant writing to social skills to threat assessments, RAISE lab really spans the spectrum of research interests. In her free time, Ashley enjoys Karaoke, cooking new recipes, & Yoga.

     

    adreiss@usf.edu

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    Jessica Andrews

    Jessica Andrews is a fourth-year doctoral student, originally from the UK. She earned a bachelor's degree in Psychology from the University of Hertfordshire in England, and a master's degree in Forensic Psychology from the University of Nottingham in England. Jessica's prior professional experience includes provision of evidence-based treatment interventions for youth with anxiety and mood disorders, who are on the autism spectrum, in an intensive treatment setting. Jessica enjoyed her work in the RAISE lab due to the many opportunities to participate in a variety of unique tasks and research. In her free time she enjoys spending time outside in the FL sunshine, and being with friends and family.

     

    jlandrews@usf.edu