Faculty Profiles

Dr. Nathaniel von der Embse

Dr. Nathaniel von der Embse, PhD, NCSP, Assistant Professor, School Psychology

Von der Embse headshot

Email: natev@usf.edu
Phone: 813-974-9698
Curriculum Vitae

Dr. Nathaniel von der Embse is an assistant professor of school psychology at the University of South Florida and co-chair of the National Association of School Psychologists Government and Professional Relations Workgroup (NASP GPR). Dr. von der Embse utilizes a social justice framework to examine the intersection of education policy and school mental health.

His research has resulted in 45 peer reviewed publications, and 23 professional articles and book chapters. Additionally, Dr. von der Embse’s research has been featured in TIME magazine, cited in government policy briefs, and presented nationally and internationally (China, France, England). Dr. von der Embse has a currently funded research program of over $5,000,000 from the Institute for Education Sciences, National Science Foundation, Spencer Foundation, National Institute for Justice, and the Scattergood Foundation. His research program is focused in three primary domains including: 

  1. An examination of teacher stress and student test anxiety surrounding high-stakes exams;
  2. The creation and validation of internalizing behavior and socio-emotional wellness screening assessments;
  3. The training of teachers and schools in population-based assessment methods (e.g., universal mental health screening, trauma informed practices) to inform tiered and targeted intervention.

Dr. von der Embse completed his master’s and educational specialist degrees in school psychology from Miami (OH) University and his Ph.D. from Michigan State University with a specialization in educational policy analysis. Dr. von der Embse completed an APA/APPIC pre-doctoral internship at Boys Town Center for Behavioral Health in Omaha, NE. At Boys Town, Dr. von der Embse received training in numerous evidence-based therapies (CBT, MI, ACT, DBT) while providing individual and group counseling for inpatient and outpatient clients.

Dr. von der Embse is a nationally certified school psychologist, currently pursuing post-doctoral supervision towards licensure as a psychologist, and has been a licensed or certified school psychologist and mental health practitioner in five states. In his role with NASP GPR. Dr. von der Embse has presented to numerous state school psychological associations, conducted advocacy trainings, and collaborated with state and federal elected officials on legislation. He is on the editorial boards of School Psychology Review and School Psychology International, and is an Associate Editor for the Journal of School Psychology.

Dr. von der Embse (in collaboration with Dr. Steve Kilgus at the University of Wisconsin-Madison) is a co-creator of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) assessment suite and is an author and behavior team member with FastBridge Learning. SAEBRS has been used in 21 states and surpassed two million administrations over the last four years.

Courses taught:

Honors and awards:

Grants

  1. von der Embse, N.P., Suldo, S., *Jenkins, A., & *Tanaka, M. (under review). Improving Access to Mental Health Services through Teacher Training and Universal Screening. ($364,825). US Department of Education, Substance Abuse and Mental Health Services Administration, Mental Health Awareness Training Grant. Role: Principal Investigator.

  2. von der Embse, N.P., Kilgus, S., Suldo, S., Eklund. K., Kim, E., & Bonifay, W. (in preparation). Improving the Delivery of Tiered Intervention Through the Development of Multi-Informant Rating Systems. ($1,395,500). US Department of Education, Institute of Education Sciences, Goal 5 competition. Role: Principal Investigator.

  3. Eklund. K., von der Embse, N.P., Kilgus, S., Bonifay, W., & Chafouleas, S. (in preparation). Defining the Role of Teacher Training and Assessment Skill Development in the Identification of Behavioral and Emotional Risk. ($1,386,000). US Department of Education, Institute of Education Sciences, Goal 1 competition. Role: Co-Principal Investigator.

  4. Gray, A., Patel, A., Fink, R., McCurdy, B., Rutherford. L., Bowden, A., von der Embse, N., Goldstein, N., & Bethel, K. (2018-2022; 2017-CK-BX-0016). Positive Behavioral Intervention and Supports in Challenging Contexts: Evaluating a Replicable Implementation Approach in Philadelphia. ($2,999,912). National Institute of Justice. (funded). Role: Co-Investigator.

  5. Kilgus, S., von der Embse, N.P., Eklund, K., Maggin, D., Bonifay, W., Riley-Tillman, T.C. (2018-2022). Development and Validation of Measures Supporting the Selection and Modification of Tier 2 Emotional and Behavioral Interventions. ($1,395,900). US Department of Education, Institute of Education Sciences, Goal 5 competition. (score=1.9; funded). Role: Co-Principal Investigator.

  6. von der Embse, N.P., & Rutherford, L. (2016-2020). Evaluation of a population-based mental health assessment to intervention model. ($162,754; expected match to $253,500). Scattergood Foundation, Lenfest Foundation, United Way. (funded). Role: Principal Investigator.

  7. Saeki, E., von der Embse, N.P., Segool, N., & Pendergast, L. (2017-2018). Teacher's emotional health matters: A mixed-method study of the contextual influences of psychosocial wellbeing among first year teachers in urban schools. ($49,995). Spencer Foundation. (funded). Role: Co-Principal Investigator.

  8. George, S., Domire, Z., Muller-Borer, B., Howard, E. & von der Embse, N. (2017-2020). Research Experiences for Undergraduates: Biomedical Engineering in Simulations, Imaging, and Modeling (BME-SIM; $324,850). National Science Foundation, #EEC-1359183. (funded). Role: Project Evaluator.

  9. Rosenthal, R. & von der Embse, N.P. (2016). Expanding universal screening to improve Tier II intervention selection. ($10,000). Pennsylvania Department of Education. (funded). Role: Co-Principal Investigator.

  10. von der Embse, N. (2015). The influence of high-stakes accountability policy on teacher wellness and instructional practices. ($8,000). Summer Research Fellowship, Temple University General Research Fund. (funded). Role: Principal Investigator.

  11. von der Embse, N. (2015). An international comparison of accountability policy on teacher wellness and instructional practice. ($3,955). Temple University Internationalization Fund. (funded). Role: Principal Investigator.

  12. Segool, N., von der Embse, N., Pendergast, L., Saeki, E., & DiPerna, J. (2014). Project C-TEST: Common Core Assessments: Climate, Teaching Effectiveness, and Stress. ($17,184). Society for the Study of School Psychology (funded). Role: Co-Principal Investigator.

  13. *Thomas, J., *Cottrell, E, *Daniels, M., *Curtiss, C., *Wicoff, M., & von der Embse, N. (2013). Effects of competition on test anxiety and high-stakes test performance. Undergraduate Research and Creative Activity grant competition. ($1,500). East Carolina University. (funded). Role: Principal Investigator.

  14. George, S., Domire, Z., Muller-Borer, B., Howard, E. & von der Embse, N. (2013-2016). Research Experiences for Undergraduates: Biomedical Engineering in Simulations, Imaging, and Modeling (BME-SIM; $287,949). National Science Foundation, #EEC-1359183. (funded). Role: Project Evaluator.

  15. von der Embse, N. (2011). High-stakes accountability: Examining teacher and student anxiety within large scale testing. Supplementary dissertation research grant ($550). Department of Counseling, Educational Psychology, & Special Education, Michigan State University (funded). Role: Principal Investigator.

  16. von der Embse, N. (2010). High-stakes accountability: Examining teacher and student anxiety within large scale testing. Dissertation research grant ($3340). Department of Counseling, Educational Psychology, & Special Education, Michigan State University (funded). Role: Principal Investigator.

  17. Goforth, A. & von der Embse, N. (2010). Evidenced-based assessment for autism: A skills based training program ($1000). American Psychological Association of Graduate Students, Disabilities Grant Program (funded). Role: Co- Principal Investigator.

  18. von der Embse, N. (2009). Research materials grant ($300). Institute of HeartMath (funded). Role: Principal Investigator.

  19. von der Embse, N. (2008). High-stakes testing, socio-economic status, and test anxiety: Opportunities for impact. Thesis research grant ($500). Department of Educational Psychology, Miami University (funded). Role: Principal Investigator.

Publications

REFEREED JOURNAL ARTICLES

*=student co-author, **=invited commentary

  1. Putwain, D.W. & von der Embse, N.P. (in press). Teachers use of consequence and timing reminders prior to tests and examinations: Links to environmental and personal factors. Social Psychology of Education.

  2. *Taylor, C., *Allen, A., Kilgus, S., von der Embse, N.P., & Garbacz, S. A. (in press). Development and validation of a parent version of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Behavior Disorders.
  3. Putwain, D.W. & von der Embse, N.P. (in press). Teacher self-efficacy moderates the relations between pressure from curriculum changes and teacher stress. Educational Psychology.

  4. *Iaccarino, S., von der Embse, N.P., & Kilgus, S. P. (in press). Interpretation and use of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS): A latent transition approach. Journal of Psychoeducational Assessment. doi: 10.1177/0734282918766650

  5. Kilgus, S. P., von der Embse, N.P., *Taylor, C., & *Van Wie, M. (in press). Enhancing the efficiency of universal screening for social-emotional and behavioral risk through multiple gating procedures: A replication study. School Psychology Quarterly.

  6. *Mankin, A., von der Embse, N.P., Renshaw, T., & *Ryan, S. (in press). Assessing teacher wellness: Confirmatory factor analysis and measure invariance of the Teacher Subjective Wellbeing Questionnaire (TSWQ). Journal of Psychoeducational Assessment. doi:10.1177/0734282917707142

  7. von der Embse, N.P., & Kilgus, S.P. (2018). Improving decision-making: Procedural recommendations for evidenced-based assessment. School Psychology Review.

  8. von der Embse, N.P., Kilgus, S.P., *Ake, E., Eklund, K. R., & *Levi-Nielsen, S. (2018). Training teachers to facilitate early identification of mental and behavioral health risk. School Psychology Review.

  9. **von der Embse, N.P. (2018). Improving school mental health services through early identification and prevention. Psychology of Education Review, 42 (1), 46-52. 

  10. Kilgus, S. P., *Taylor, C., & von der Embse, N.P. (2018). Identification of high risk cut scores within the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). School Psychology Quarterly. 33(1), 155-159. doi: 10.1037/spq0000230

  11. Saeki, E., Segool, N., Pendergast, L., & von der Embse, N.P. (2018). The influence of test-based accountability policies on early elementary teachers: School climate, environmental stress, and teacher stress. Psychology in the Schools, 55, 391-403. doi: 10.1002/pits.22112

  12. von der Embse, N.P., *Jester, D., *Roy, D, & *Post, J. (2018). Test anxiety predictors, correlates, and effects: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483-493. doi: 10.1016/j.jad.2017.11.048.

  13. Kilgus, S.P., Bonifay, W., von der Embse, N.P., & *Taylor, C. (2018). Evidence for the interpretation of Social, Academic, and Emotional, Behavior Risk Screener (SAEBRS) scores: An argument-based approach to screener validation. Journal of School Psychology, 68, 129-141. doi: 10.1016/j.jsp.2018.03.002

  14. Kilgus, S.P., von der Embse, N.P., *Taylor, C., *Allen, A., & Eklund (2018). Examining SAEBRS technical adequacy and the moderating influence of criterion type on cut score performance. Remedial and Special Education. doi: 10.1177/0741932517748421

  15. von der Embse, N.P., *Iaccarino, S., *Mankin, A., Kilgus, S., & Magen, E. (2017). Development and factor structure of the Social, Academic, and Emotional Behavior Risk Screener Student Rating Scale (SAEBRS-SRS). Assessment for Effective Intervention, 42 (3), 186-192. doi: 10.1177/1534508416679410

  16. von der Embse, N.P., Kilgus, S.P., *Iaccarino, S., & *Levi-Nielsen, S. (2017). Screening for student mental health risk: Diagnostic accuracy and predictive validity of the Social, Academic, and Emotional Behavior Risk Screener-Student Rating Scale (SAEBRS-SRS). School Mental Health, 9 (3), 273-283. doi: 10.1007/s12310-017-9214-7

  17. **von der Embse, N.P. (2017). The psychological and instructional consequences of high-stakes accountability. Psychology of Education Review, 41 (1), 45-50.

  18. Eklund, K., Kilgus, S., von der Embse, N.P., *Beardmore, M., & *Tanner, N. (2017). Use of universal screening scores to predict distal academic and behavioral outcomes: A multilevel approach. Psychological Assessment, 29 (5), 486-499. doi: 10.1037/pas0000355

  19. *Ryan, S., von der Embse, N.P., Pendergast, L., Saeki, E., Segool, N., & *Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 1-11. doi: 10.1016/j.tate.2017.03.016

  20. von der Embse, N.P., Schoemann, A., *Wicoff, M., Kilgus, S.P., & Bowler, M. (2017). The influence of test-based accountability policies on teacher stress and teaching practices: A moderated mediation model. Educational Psychology, 37 (3), 312-333. doi: 10.1080/01443410.2016.1183766

  21. Pendergast, L., von der Embse, N.P., Kilgus, S., & Eklund, K. (2017). Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology. Journal of School Psychology, 60, 65-82. doi: 10.1016/j.jsp.2016.11.002

  22. Kilgus, S.P., Kazmerski, J.S., *Taylor, C.N., & von der Embse, N.P. (2017). Use of direct behavior ratings to collect functional assessment data. School Psychology Quarterly, 32, 240-253. doi: 10.1037/spq0000156

  23. von der Embse, N.P., Sandalos, L., Pendergast, L., & *Mankin, A. (2016). Teacher stress, teaching efficacy, and job satisfaction in response to test-based educational accountability policies. Learning and Individual Differences, 50, 308-317. doi: 10.1016/j.lindif.2016.08.001

  24. von der Embse, N.P., Pendergast, L., Kilgus, S. P., & Eklund, K. (2016). Evaluating the applied use of a mental health screener: Structural validity of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Psychological Assessment, 28 (10), 1265-1275. doi: 10.1037/pas0000253

  25. Kilgus, S. P., *Sims, W., von der Embse, N.P., & *Taylor, C. (2016). Technical adequacy of the Social, Academic, and Emotional Behavior Risk Screener in an elementary sample. Assessment for Effective Intervention, 42 (1), 46-59. doi: 10.1177/1534508415623269

  26. von der Embse, N.P., Pendergast, L., Segool, N., Saeki, E., & *Ryan, S. (2016). The influence of test-based accountability policies on school climate and teacher stress across four states. Teaching and Teacher Education, 59, 492-502. doi: 10.1016/j.tate.2016.07.013.

  27. Kilgus, S.P., Eklund, K.R., von der Embse, N.P., *Taylor, C.N., & *Sims, W.A. (2016). Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) Teacher Rating Scale and multiple gating procedure within elementary and middle school samples. Journal of School Psychology, 58, 21-39. Doi: 10.1016/j.jsp.2016.07.001

  28. von der Embse, N.P., & Putwain, D. W. (2015). Examining the context of instruction to facilitate student success. School Psychology International, 36, 552-558. doi:10.1177/0143034315612144

  29. von der Embse, N.P., Schultz, B., & *Draughn, J.D. (2015). Readying students to test: The impact of fear and efficacy appeals on student anxiety, motivation, and test performance. School Psychology International, 36, 620-637. doi:10.1177/0143034315609094

  30. Kilgus, S.P., *Sims, W., von der Embse, N.P., & Riley-Tillman, T.C. (2015). Confirmation of models for interpretation and use of the Social and Academic Behavior Risk Screener. School Psychology Quarterly, 30(3), 335-352. doi: 10.1037/spq0000087.

  31. von der Embse, N.P., *Scott, E.C., & Kilgus, S.P. (2015). Sensitivity to change and concurrent validity of Direct Behavior Ratings for Academic Anxiety. School Psychology Quarterly, 30 (2), 244-259. doi: 10.1037/spq0000083.

  32. Kilgus, S.P., von der Embse, N.P., *Scott, K., & *Paxton, S. (2015). Use of the Intervention Selection Profile – Social Skills (ISP-SS) to identify social skill acquisition deficits. Assessment for Effective Intervention, 40(4), 228-239. doi: 10.1177/1534508415577469

  33. von der Embse, N.P., Kilgus, S.P., Bowler, M., Solomon, H., & *Curtiss, C. (2015). Initial development and factor structure of the Educator Test Stress Inventory. Journal of Psychoeducational Assessment, 33 (3), 223-237. doi: 10.1177/0734282914548329.

  34. Saeki, E., Pendergast, L., Segool, N., & von der Embse, N.P. (2015). Psychosocial and instructional consequences of the Common Core State Standards: Implications for research and practice. Contemporary School Psychology, 19 (2), 89-97. doi: 10.1007/s40688-014-0043-5.

  35. von der Embse, N.P. & Witmer, S. (2014). High-stakes accountability: Student anxiety and large-scale testing. Journal of Applied School Psychology, 2, 1-24. doi: 10.1080/15377903.2014.888529.

  36. George, S., Mitchell, E., Mitchell, N., Eason, T., Fuh, B., & von der Embse, N.P. (2014). Sickle cell disease: Relating community health and heredity. Science Scope, 38, 33-38.

  37. Segool, N., von der Embse, N.P., Mata, A., & Gallant, J. (2014). Cognitive behavioral model of test anxiety in a high-stakes context: An exploratory study. School Mental Health, 6, 50-61. doi: 10.1007/s12310-013-9111-7.

  38. von der Embse, N.P., Mata, A., Segool, N., & *Scott, E.C. (2014). Latent profile analysis of test anxiety: A pilot study. Journal of Psychoeducational Assessment, 32 (2), 165-172. doi: 10.1177/0734282913504541.

  39. Gallant, J., Snyder, G., & von der Embse, N.P. (2014). Characteristics and psychosocial predictors of adolescent nonsuicidal self-injury in residential care. Preventing School Failure, 58 (1), 26-31. doi: 10.1080/1045988X.2012.747170.

  40. von der Embse, N.P., Kilgus, S.P., Segool, N., & Putwain, D. (2013). Identification and validation of a brief test anxiety screening tool. International Journal of School and Educational Psychology, 1, 246-258. doi: 10.1080/21683603.2013.826152.

  41. von der Embse, N., Barterian, J. & Segool, N. (2013). Test anxiety interventions for children and adolescents: A systematic review of treatment studies from 2000-2010. Psychology in the Schools. 50 (1), 57-71. doi: 10.1002/pits.21660.

  42. Segool, N., Carlson, J., Goforth, A., von der Embse, N. & Barterian, J. (2013). Heightened test anxiety among young children: Elementary school students’ anxious responses to high-stakes testing. Psychology in the Schools, 50 (5), 489-499. doi: 10.1002/pits.21689.

  43. von der Embse, N. & Hasson, R. (2012). Test anxiety and high-stakes tests: Implications for educators. Preventing School Failure, 56 (3), 180-187. doi: 10.1080/1045988X.2011.633285.

  44. von der Embse, N. & Carlson, J.S. (2011). Examining training standards criteria within school psychologist position openings: Implications for trainers. Trainers’ Forum: Journal of the Trainers of School Psychologists, 30, 7-19.

  45. von der Embse, N., Brown, A. & Fortain, J. (2011). Reducing problem behavior and promoting inclusion for students with Autism Spectrum Disorders. Intervention in School and Clinic, 47, 22-30. doi: 10.1177/1053451211406545.

Professional Articles

  1. von der Embse, N.P. (2016). What school psychologists need to know about structural equation modeling. National Association of School Psychologists Communiqué, 44 (6), 10-12.

  2. von der Embse, N.P. (2016). Expanding access to mental health services. Educator, 3, 14-15.

  3. Segool, N., von der Embse, N.P., Pendergast, L., & Saeki, E. (January, 2016). Connecticut teacher experiences with state SBAC testing. White Paper to the Connecticut Education Association and Connecticut Mastery Examination Committee.

  4. Eklund, K.R., von der Embse, N.P., & Minke, K. (2015). School psychologists and school-based Medicaid reimbursement. National Register Report. 41, 40-43. 

  5. Vaillancourt, K., Eklund, K.R., & von der Embse, N. (2015). Making advocacy a part of your New Year’s resolution. National Association of School Psychologists Communiqué 43, 29.

  6. Eklund, K.R., & von der Embse, N. (2014). Advocacy update. National Association of School Psychologists Communiqué 43, 33.

  7. Eklund, K.R., von der Embse, N., & Vaillancourt, K. (2014). Dispelling myths: The Affordable Care Act and school psychologists. National Association of School Psychologists Communiqué 43, 33.

  8. von der Embse, N. & von der Embse, M. (2009, 2014). The summer slip, slide and setback. Michigan Psych Report, 36, 9-10.
    **Reprinted on request from the Association of Pennsylvania School Psychologists.

  9. McDonald, M., Barbarasch, B., Pedley, T., von der Embse, N., & Sulkowski, M. (2014). Advocacy and the early career professional: Transforming theory into practice. National Association of School Psychologists Communiqué, 42, 27-29.

  10. von der Embse, N.  (2011, 2012). Evaluating a test anxiety intervention group in a high stakes context. The Ohio School Psychologist, 56, 21-27.
    **Reprinted on request from the Wisconsin School Psychology Association.

  11. Dollar, T., von der Embse, N., Sznewajs, M., & Seif, S. (2010). Collaboration: Support is a two-way street. Michigan Psych Report, 37, 10.

  12. von der Embse, N. & Hobbs, T. (2010). Applying social justice principles to school psychological practice. Michigan Psych Report, 37, 7-8.

  13. von der Embse, N., Sarr, B.J., & Shriberg, D. (2010). Social justice and restorative justice. Podcast for the National Association of School Psychologists. Retrieved from: http://www.nasponline.org/resources/podcasts/socialjustice.mp3.
     
  14. von der Embse, N., von der Embse, D., von der Embse, M., & LeVine, I. (2009). Applying social justice principles through school based restorative justice. National Association of School Psychologists Communiqué, 38, 18-19.

  15. von der Embse, N. & Goforth, A. (2009). Michigan State University chapter of the Student Affiliates of School Psychology. School Psychology: From Science to Practice, 1, 45-46.

  16. Goforth, A., Leggett, S., & von der Embse, N. (2009). Position statement on the role of school psychologists in the identification of specific learning disabilities. Statement submitted to the Michigan Department of Education during public comment for proposed changes to R340.1713.

  17. von der Embse, N. (2009). From graduate student to school psychologist and back. National Association of School Psychologists Communiqué 37, 35.

  18. von der Embse, N. (2008). Responding to test anxiety in a high stakes context. PSI Paradigm: A Communiqué for the Charter School Community.

  19. Sarr, B.J., Nelson, A.C., & von der Embse, N. (2007). School psychologists join to advocate for social change in schools. National Association of School Psychologists Communiqué, 36, 34.

Book Chapters & Test Reviews

  1. Rossen, E. & von der Embse, N.P. (2014). Status of school psychology graduate education in the United States. In A. Thomas, & P. Harrison (Eds.), Best practices in school psychology VI. Bethesda, MD: National Association of School Psychologists.   

  2. von der Embse, N., Girard, K., & Fortain, J. (2012). The Social Skills Improvement System Rating Scales. Test review for J. Salvia, J. Ysseldyke, & S. Bolt’s Assessment in Special and Inclusive Education (12th ed.). Belmont, CA: Wadsworth, Cengage.

  3. von der Embse, N., Girard, K., & Fortain, J. (2012). DIBELS Next. Test review for J. Salvia, J. Ysseldyke, & S. Bolt’s Assessment in Special and Inclusive Education (12th ed.). Belmont, CA: Wadsworth, Cengage.

  4. Fortain, J, Girard, K., & von der Embse, N. (2012). Wechsler Individual Achievement Test, Third Edition. Test review for J. Salvia, J. Ysseldyke, & S. Bolt’s Assessment in Special and Inclusive Education (12th ed.). Belmont, CA: Wadsworth, Cengage.