Peer-Reviewed National Presentations

*Denotes student author

85. *MacDonald, M. K., *Zahrn, L. H., *Martinez, J. C., *Coleman, D., & Aspiranti, K. B. (2024, February). Decreasing off-task behavior in inclusive middle school classrooms. Paper session, National Association of School Psychologists (NASP), New Orleans, LA.

84. *Alsip, B. S., *Martinez, J. C., *Schoenen, E. C., Aspiranti, K. B. (2024, February). How do fidget devices impact academic and behavioral skills. Paper session, National Association of School Psychologists (NASP), New Orleans, LA. 

83. Harris, B., Aspiranti, K. B., Barrett, C. A., Fallon, L. M., Maki, K. E., Jenkins, L. N., & Kasi, I. (2024, February). Demystifying the job search process for careers in academia. Mini-skills session, National Association of School Psychologists (NASP), New Orleans, LA.

82. Reynolds, J. L., Aspiranti, K. B., & Henze, E. E. (2024, February). Who has an iPad? Device familiarity and performance on assessments. Poster session, National Association of School Psychologists (NASP), New Orleans, LA. 

81. Henze, E. E., *Woodke, M. E., Aspiranti, K. B., & Reynolds, J. L. (2024, February). Virtual assessment of oral reading fluency. Poster session, National Association of School Psychologists (NASP), New Orleans, LA.

80. *Goggins, M. K., *Richardson, M. K., Aspiranti, K. B., *Tischner, C., & Fedewa, A. (2024, February). Parental coping and mental health during COVID-19 pandemic. Poster session, National Association of School Psychologists (NASP), New Orleans, LA.

79. *Coleman, D., *Blake, J., *Martinez, J. C., *Tomas, L. B., & Aspiranti, K. B. (2024, February). Increasing sight-word reading through peer-mediated strategic incremental rehearsal. Poster session, National Association of School Psychologists (NASP), New Orleans, LA.

78. *Coleman, D., *Knight, M. K., & Aspiranti, K. B. (2024, February). Decreasing disruptive classroom behaviors through a relationship-building strategy. Poster session, National Association of School Psychologists (NASP), New Orleans, LA.

77. *Zahrn, L. H., *Schoenen, E. C., & Aspiranti, K. B. (2024, February). Do fidget devices decrease disruptive behaviors for students with autism. Poster session, National Association of School Psychologists (NASP), New Orleans, LA.

76. *Insko, S. G., *Romines, G. D., *Watson, A. M., & Aspiranti, K. B. (2024, February). Childhood trauma interventions: Support amid a growing mental health crisis. Poster session, National Association of School Psychologists (NASP), New Orleans, LA.

75. *MacDonald, M. K., Aspiranti, K. B., *Martinez, J. C., Dula, M. E., & Hilton-Prillhart, A. (2024, February). Are sight-word or sight-phrase interventions more effective and efficient? Poster session, National Association of School Psychologists (NASP), New Orleans, LA.

74. *Alsip, B. S., *Ebner, S., *MacDonald, M. K., & Aspiranti, K. B. (2024, February). Is concrete-representational-abstract an effective group math intervention. Poster session, National Association of School Psychologists (NASP), New Orleans, LA.

73. *Martinez, J. C., *Hayes, C. B., *MacDonald, M. K., & Aspiranti, K. B. (2024, February). The room where it happens: Youth perceptions of teletherapy. Poster session, National Association of School Psychologists (NASP), New Orleans, LA.

72. Aspiranti, K. B., Hulac, D. M., & *Blake, J. (2024, February). What factors influence school psychology student admission decisions. Poster session, National Association of School Psychologists (NASP), New Orleans, LA.

71. *Blake, J., Aspiranti, K. B., & Hulac, D. M. (2024, February). Thematic trends in school psychology graduate program selection. Poster session, National Association of School Psychologists (NASP), New Orleans, LA.

70. Aspiranti, K. B., Braden, J. P., Fedewa, A., Jantz, P., Kush, J. C., & Woods, I. L. (2023, February). Have you thought about a Fulbright—Conversations with Fulbright alumni. Symposium, National Association of School Psychologists (NASP), Denver, CO.

69. Reynolds, J. L., Aspiranti, K. B., & Henze, E. E. (2023, February). iPads and math CBMs: Are students faster with their fingers? Paper session, National Association of School Psychologists (NASP), Denver, CO.

68. Harris, B., Aspiranti, K. B., Eklund, K., Fallon, L. M., Hendricher, E., Jenkins, L. N., Kaiser, L. T., & Shriberg, D. (2023, February). From striving to thriving in academic careers. Symposium, National Association of School Psychologists (NASP), Denver, CO.  

67. Harris, B., Aspiranti, K. B., Eklund, K., Hendricher, E., Jenkins, L. N., Kaiser, L. T., & Ormiston, H. E. (2023, February). Alternate pathways to academia: Practitioner to trainer. Symposium, National Association of School Psychologists (NASP), Denver, CO.

66. Reynolds, J. R., Henze, E. E., Aspiranti, K. B., *Ebner, S. (2023, February). Technology and CBMs: Student performance across modalities. Symposium, National Association of School Psychologists (NASP), Denver, CO.

65. Hilton-Prillhart, A., Dula, M., & Aspiranti, K. B. (2023, February). A comparison of different incremental rehearsal ratios. Poster session, National Association of School Psychologists (NASP), Denver, CO.

64. Aspiranti, K. B., Reynolds, J. L., Henze, E. E., & *Martinez, J. C. (2023, February). Using word boxes to improve basic literacy skills. Poster session, National Association of School Psychologists (NASP), Denver, CO.

63. *Schoenen, E. C., Aspiranti, K. B., & Hulac, D. M. (2023, February). But does it work—Using fidget devices in the schools. Poster session, National Association of School Psychologists (NASP), Denver, CO.

62. *Ebner, S., *Blake, J., & Aspiranti, K. B. (2023, February). Integrating video-based modeling into the concrete-representational-abstract framework: A pilot study. Poster session, National Association of School Psychologists (NASP), Denver, CO.

61. *Ebner, S., *MacDonald, M., & Aspiranti, K. B. (2023, February). Reviewing the effectiveness of Concrete-Representational-Abstract on math outcomes. Poster session, National Association of School Psychologists (NASP), Denver, CO.

60. Aspiranti, K. B., Hilton-Prillhart, A. N., Dula, M., & *Ebner, S. (2022, February). Effectiveness of sight-phrase reading interventions for ELL and ID students. Paper session, National Association of School Psychologists (NASP), Boston, MA.

59. Hilton-Prillhart, A. N., Aspiranti, K. B., Dula, M., & *Ebner, S. (2022, February). Designing and implementing tablet- and computer- based sight-word interventions. Mini-skills session, National Association of School Psychologists (NASP), Boston, MA.

58. Harris, B., Eklund, K., Hendricker, E., Aspiranti, K. B., Kaiser, L. T., Ormiston, H., E., & Jenkins, L. N. (2022, February). Alternate pathways to academia: Practitioner to trainer. Symposium, National Association of School Psychologists (NASP), Boston, MA.

57. *Blake, J., Aspiranti, K. B., & *Mitchell-Chavez, A. (2022, February). A comparison of virtual reading interventions for sight words, Poster session, National Association of School Psychologists (NASP), Boston, MA.

56. *Pratt, A., Hulac, D. M., Aspiranti, K. B., *King, B., *Arguello-Abramson, A., *Blake, J., & *Landreu, L. C. (2022, February). Examining PRAXIS scores and acceptance rates by Carnegie designation. Poster session, National Association of School Psychologists (NASP), Boston, MA.

55. *Blake, J., *King, B., *Arguello-Abramson, A., *Boetel, A. E., Aspiranti, K. B., & Hulac, D. M. (2022, February). Relationships between identifying factors of school psychology programs and outcomes. Paper session, National Association of School Psychologists (NASP), Boston, MA.

54. *Tischner, C., *Elhusseini, S., Aspiranti, K. B., & Fedewa, A. (2022, February). Reviewing the effectiveness of self-regulation strategies on academic achievement. Poster session, National Association of School Psychologists (NASP), Boston, MA.

53. *Ebner, S., Aspiranti, K. B., *Blake, J., & McCallum, E. (2022, February). Updating the taped problems intervention with an app-based approach. Poster session, National Association of School Psychologists (NASP), Boston, MA.

52. Aspiranti, K. B., Hulac, D. M., & *Mitchell-Chavez, A. (2022, February). Fidget spinner effects on oral reading fluency. Poster session, National Association of School Psychologists (NASP), Boston, MA.

51. *King, B., *Mikelson, L., *Odiorne, S. C., *Boetel, A. E., *Pratt, A., Aspiranti, K. B., & Hulac, D. M. (2022, February). How minority and male enrollment rates relate to program characteristics. Paper session, National Association of School Psychologists (NASP), Boston, MA.

50. *Blake, J., Aspiranti, K. B., & Hulac, D. M. (2022, February). School Psychology Admissions Resources Survey (SPARS): What sources of information influence graduate student program selection? Poster session, Trainers of School Psychologists (TSP), Boston, MA.

49. Aspiranti, K. B., Hulac, D. M., *Blake, J. (2021, August). Factors influencing program selection of school psychology graduate students. Poster session, American Psychological Association (APA), virtual.

48. Hulac, D. M., & Aspiranti, K. B. (2021, August). Journals where school psychologists publish: 2016-2020. Poster session, American Psychological Association (APA), virtual.

47. McCleary, D. F. Aspiranti, K. B., *Ebner, S., & *Blake, J. (2021, August). Using the Comprehensive Crisis Plan Checklist-2 to evaluate school crisis plans. Poster session, American Psychological Association (APA), virtual.

46. *Blake, J. T., *Boetel, A., *Arguello-Abramson, A. R., *Lenker, L., *Mickelson, L. R., *King, B., L., *Pratt, A. A., Aspiranti, K. B., & Hulac, D. M. (2021, March). Where do graduates of school psychology doctoral programs work after graduation? Poster session, Trainers of School Psychologists (TSP), virtual.

45. *King, B. L., *Arguello-Abramson, A. R., *Lenker, L., *Mickelson, L. R., *Blake, J. T., *Boetel, A., *Pratt, A. A., *Odiorne, S., *Landrieu, L. C., Aspiranti, K. B., & Hulac, D. M. (2021, March). How minority and male graduate enrollment relates to program characteristics. Poster session, Trainers of School Psychologists (TSP), virtual.

44. Aspiranti, K. B., & Hilton-Prillhart, A. (2021, February). Efficacy and efficiency of sight-word versus sight-phrase interventions. On-demand session, National Association of School Psychologists (NASP), virtual.

43. *Mitchell-Chavez, A., *Ebner, S., & Aspiranti, K. B. (2021, February). Evaluating the effectiveness of the Color Wheel System. Poster session, National Association of School Psychologists (NASP), virtual.

42. *Ebner, S., *Tischner, C., Aspiranti, K. B., & Fedewa, A. (2021, February). Reviewing the effectiveness of accelerated reader on reading outcomes. Poster session, National Association of School Psychologists (NASP), virtual.

41. Aspiranti, K. B., Hilton-Prillhart, A., Dula, M., *Ebner, S., & Bell, S. (2020, February). Increasing sight-phrase reading skills using tablet-based interventions. Symposium, National Association of School Psychologists (NASP), Baltimore, MA.

40. Aspiranti, K. B. (2020, February). Increasing on-task behavior in inclusionary classrooms. Paper session, National Association of School Psychologists (NASP), Baltimore, MA.

39. McCleary, D., & Aspiranti, K. B. (2020, February). Crisis: Evaluating and improving district crisis plans. Practitioner conversation session, National Association of School Psychologists (NASP), Baltimore, MA.

38. Aspiranti, K. B. (2019, February). The Personal Change Project: Building student consultation skills. Poster session, Trainers of School Psychologists (TSP), Atlanta, GA.

37. Aspiranti, K. B., Henze, E. E, Reynolds, J. L., & *Makara, D. (2019, February). Paper versus tablet math assessments for students with autism. Poster session, National Association of School Psychologists (NASP), Atlanta, GA.

36. Aspiranti, K. B., & *Makara, D. (2019, February). Do fidget spinners improve on-task behaviors in the classroom? Poster session, National Association of School Psychologists (NASP), Atlanta, GA.

35. McCleary, D. F., Aspiranti, K. B., *Chee, A. Z., & Pelchar, T. (2019, February). Reliability of the Comprehensive Crisis Plan Checklist-Revised. Poster session, National Association of School Psychologists (NASP), Atlanta, GA.

34. *Sicafuse, J., & Aspiranti, K. B. (2019, February). A systematic review of the Leveled Literacy Intervention. Poster session, National Association of School Psychologists (NASP), Atlanta, GA.

33. McCallum, E., Aspiranti, K. B., & Schmitt, A. J. (2019, February). Taped problems intervention components: A meta-analysis. Paper session, National Association of School Psychologists (NASP), Atlanta, GA. 

32. Aspiranti, K. B., Reynolds, J. L., & Henze, E. E. C. (2018, August). Comparing paper and tablet modalities of math assessment. Poster session, American Psychological Association (APA), San Francisco, CA.

31. McCleary, D. F., Aspiranti, K.  B., *Chee, A. Z., & Pelchar, T. K. (2018, August). Development of the Comprehensive Crisis Plan Checklist-Revised. Poster session, American Psychological Association (APA), San Francisco, CA.

30. Aspiranti, K. B., *Bebech, A., & *Ruffo, B. (2018, February). Class-wide behavior management for students with autism. Paper session, National Association of School Psychologists (NASP), Chicago, IL.

29. Aspiranti, K. B., *Osiniak, K., & *Makara, D. (2018, February). Class-wide behavior management in an inclusive Catholic setting. Poster session, National Association of School Psychologists (NASP), Chicago, IL.

28. *Bebech, A., Aspiranti, K. B., & *Makara, D. (2018, February). Literature synthesis of iPad and tablet use for math interventions. Poster session presented at the annual meeting of National Association of School Psychologists (NASP), Chicago, IL.

27. *Bebech, A., & Aspiranti, K. B. (2018, February). Video self-modeling as an intervention to decrease anxiety. Poster session, National Association of School Psychologists (NASP), Chicago, IL.

26. *O’Brien, S., & Aspiranti, K. B. (2018, February). Brick by brick: School-based Lego therapy for students with autism. Poster session, National Association of School Psychologists (NASP), Chicago, IL.  

25. *Frank, H., *Oliver, T., & Aspiranti, K. B. (2018, February). Autism toolkit: Providing teachers with interventions for children with autism. Practitioner conversation session, National Association of School Psychologists (NASP), Chicago, IL.

24. McCleary, D. F., Aspiranti, K. B., Henze, E., Jaspers, K., & Schanding, T. (2018, February). Faculty life at a midlevel institution: An early career perspective. Symposium, National Association of School Psychologists (NASP), Chicago, IL.

23. *Makara, D., Aspiranti, K. B., & *Vinopal, A. (2018, February). Understanding the role of a consultant through personal change. Poster session, Trainers of School Psychologists (TSP), Chicago, IL.

22. Aspiranti, K. B., Hilton-Prillhart, A., & Vaschak, J. (2017, August). Multiple measures to predict reading performance within a RtI framework. Poster session, American Psychological Association (APA), Washington, DC.

21. Aspiranti, K. B., McCleary, D. F., & *Ratliff, S. R. (2017, August). An updated analysis of author affiliation: Is practitioner research increasing? Poster session, American Psychological Association (APA), Washington, DC.

20. Aspiranti, K. B., *Limperos, A., & *Bebech, A. (2017, February). Validating the use of splash math as an iPad intervention. Poster session, National Association of School Psychologists (NASP), San Antonio, TX.

19. Aspiranti, K. B., Jackson, C., & *Limperos, A. (2017, February). Presenters at NASP 2013-2016: Where are the practitioners? Poster session, National Association of School Psychologists (NASP), San Antonio, TX.

18. McCleary, D. F., Aspiranti, K. B., & Ellis-Hervey, N. (2017, February). How to design, create, and implement four math interventions. Mini skills session, National Association of School Psychologists (NASP), San Antonio, TX.

17. *Bebech, A. & Aspiranti, K. B. (2017, February). Investigating the use of video self-modeling to decrease anxiety. Poster session, National Association of School Psychologists (NASP), San Antonio, TX.

16. Aspiranti, K. B. & Haggard, P. (2016, February). School psychologists’ perceptions and acceptability of RtI in Tennessee. Poster session, National Association of School Psychologists (NASP), New Orleans, LA.

15. Aspiranti, K. B., McCleary, D., McCleary, L., & Henze, E. (2016, February). Preparing to transition from the trenches to the ivory tower. Paper session, National Association of School Psychologists (NASP), New Orleans, LA.

14. Hilton-Prillhart, A. & Aspiranti, K. B. (2016, February). Analysis of item types on a multifaceted kindergarten reading screener. Poster session, National Association of School Psychologists (NASP), New Orleans, LA.

13. Hilton-Prillhart, A., Aspiranti, K.B., Morris, D., & Bell, S. M. (2014, February). Reliability and validity of the Monitoring Instructional Responsiveness-Reading (MIR-R) screener. Poster session, National Association of School Psychologists (NASP), Washington, D.C.

12. Hopkins, M. B., Aspiranti, K.B., Hilton-Prillhart, A., McCallum, R. S. (2014, February). Monitoring Instructional Responsiveness-Math (MIR-M): Reliability and validity of a Kindergarten RtI screener. Poster session, National Association of School Psychologists (NASP), Washington, D.C.

11. Hilton-Prillhart, A. & Aspiranti, K. B. (2013, February). Teacher professional development and student achievement: Opportunities for school psychologists. Poster session, National Association of School Psychologists (NASP), Seattle, WA.

10. Hilton-Prillhart, A. & Aspiranti, K. B. (2012, February). Relationships between teacher perceptions of school environments and student achievement. Poster session, National Association of School Psychologists (NASP), Philadelphia, PA.

9. Kravitz, M., Becker, J., Aspiranti, K. B., & Bain, S. K. (2011, February). Fostering psychological adjustment following traumatic events. PIE session, National Association of School Psychologists (NASP), San Francisco, CA.

8. Aspiranti, K. B., McCleary, D. F., & Krohn, K. R. (2010, May). The effect of random and delayed credit for participation on the consistency of class participation. In R. Williams (Chair). Improvement of the Quantity and Quality of Undergraduates’ Participation in Class Discussion through Self-Assessment and Contingent Credit. Symposium, Applied Behavioral Analysis International (ABAI), San Antonio, TX.

7. Krohn, K. R. & Aspiranti, K. B., Williams, R. L. (2010, May). The effect of self recording and contingent credit on student participation in class discussion in large college courses. In R. Williams (Chair). Improvement of the Quantity and Quality of Undergraduates’ Participation in Class Discussion through Self-Assessment and Contingent Credit. Symposium, Applied Behavioral Analysis International (ABAI), San Antonio, TX.

6. McCleary, D. F. & Aspiranti, K. B. (2010, March). Increasing mathematical fluency in second- and fourth-grade. Poster session, National Association of School Psychologists (NASP), Chicago, IL.

5. Aspiranti, K. B., Skinner, C. H., & McCaine, S. J. (2009, May). Using the Taped-Problems intervention and reinforcement to increase math fluency. Poster session, Applied Behavioral Analysis International (ABAI), Phoenix, AZ.

4. Aspiranti, K. B., Skinner, C. H., & McCaine, S. J. (2009, May). Increasing writing fluency in two third-grade students. Poster session, Applied Behavioral Analysis International (ABAI), Phoenix, AZ.

3. Becker, J., Hopkins, M., Aspiranti, K. B., & Bain, S. K. (2009, February). Relationship between personality and perfectionism among gifted children. Poster session, National Association of School Psychologists (NASP), Boston, MA.

2. McCleary, D. F., Foster, L., Miller, K. B., Pelchar, T. K., & Bain, S. K. (2008, February). Development of the Comprehensive Crisis Plan Checklist. Poster session, National Association of School Psychologists Conference (NASP), New Orleans, LA.

1. Parker, M., Jordan, K., Miller, K. B., Kirk, E. R., & Bain, S. K. (2008, February). Learning from gifted literature: Searching for evidenced-based practices. Poster session, National Association of School Psychologists (NASP) Conference, New Orleans, LA.

 Peer-Reviewed Regional Presentations

9. *Kulisek, M. A., *Crites, H., Aspiranti, K. B., Michaliszyn, S. F. (2019). Effects of exercise desks on activity and reading skills in children with neurodevelopmental disorders. Paper session, Midwest American College of Sports Medicine (MWACSM), Chicago, IL.

8. *Bebech, A., & Aspiranti, K. (2018, April). Validating the Color Wheel System for use in self contained classrooms for students with autism. Poster session, Ohio School Psychologist Association (OSPA), Columbus, OH.

7. Watson, T. L., Skinner, C. H., Skinner, A. L., Cazzell, S., Aspiranti, K., Moore, T., & Coleman, M. (2016, October). Using Class-Wide Prompting Procedures to Prevent Disruptive Behaviors in Kindergarten Classrooms. Paper session, Tennessee Applied Behavior Analysis (TABA) Conference, Nashville TN.

6. Aspiranti, K. B. (2008, November). Critical thinking and the war on terror. Paper session, Mid-South Educational Research Association (MSERA), Knoxville, TN.

5. Aspiranti, K. B. (2008, November). Decreasing inappropriate behaviors in a first-grade classroom using the Color Wheel intervention. In E. Kirk (Chair). Decreasing inappropriate behaviors in a classroom setting using the Color Wheel. Symposium, Mid-South Educational Research Association (MSERA), Knoxville, TN.

4. Aspiranti, K. B. (2008, November). Basic addition fluency using the taped-problems intervention and reinforcement. In D. McCleary (Chair). Multiple-baseline taped-problems intervention across multiplication sets, basic addition, and number identification. Symposium, Mid-South Educational Research Association (MSERA), Knoxville, TN.

3. Hopkins, M., Aspiranti, K. B., Becker, J., & Bain, S. K. (2008, September). Dispelling common myths of perfectionism in gifted children. Paper session, Tennessee Association of the Gifted (TAG), Chattanooga, TN.         

2. Miller, K. B. (2008, March). Critical thinking and the war on terror. Poster session, Graduate Student Colloquium, University of Tennessee, Knoxville, TN.

1. Parker, M., Jordan, K., Miller, K. B., Kirk, E. R., & Bain, S. K. (2007, September). Learning from gifted literature: The search for evidenced-based practices. Paper session, Tennessee Association for the Gifted (TAG), Brentwood, TN.