Faculty Profiles

Dr. Nathaniel von der Embse

associate Professor, School Psychology

Von der Embse headshot

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


Dr. Nathaniel von der Embse is an associate 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 53 peer reviewed publications, and 27 professional articles and book chapters. Additionally, Dr. von der Embse’s research has been featured in the New York Times, Bay News 10, WUSF, 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 nearly $6,000,000 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 32 states and surpassed three million administrations over the last four years.


Courses taught:

  • Introduction to School Psychology (SPS 6936)
  • Assessment of Child and Adolescent Personality (SPS 6196)
  • Psychoeducational Interventions II: Behavioral Approaches (SPS 6701)

Honors and awards:

  • Faculty Outstanding Research Award (2019)
  • Lightner-Witmer Award from Division 16 of the American Psychological Association (2018) 
  • Reviewer of the Year, Journal of School Psychology (2017)
  • Reviewer of the Year, School Psychology Review (2015) 
  • Early Career Scholar, School Psychology Research Collaboration Conference, Society for the Study of School Psychology (2013)
  • President’s Award for Outstanding Contribution, National Association of School Psychologists (2012) 
  • Fellow, US Department of Education, Office of Special Education Programs Training Grant, Interdisciplinary Leadership Training in the Transportability of Evidence-based Interventions to Diverse Populations (2010-2012) 

Grants

  1. von der Embse, N.P., Eklund. K., Anthony, J., Kilgus, S., & Fox, L. (new submission, under review). Development and validation of an Emotional and Behavioral Assessment System for Early Childhood Populations. ($1,399,275). US Department of Education, Institute of Education Sciences, Measurement competition. Role: Principal Investigator.  

  2. von der Embse, N.P., Kilgus, S., Suldo, S., Eklund. K., Kim, E., & Bonifay, W. (revision, under review). 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, Measurement competition. Role: Principal Investigator

  3. Fabiano, G., von der Embse, N.P., Pyle, K., & Kilgus, S.P. (new submission, under review). Development of an Adaptive Tier I Intervention Selection System. ($1,399,500). US Department of Education, Institute of Education Sciences, Development competition. Role: Co-Principal Investigator.

  4. Kilgus, S.P., Van Norman, E., Eklund, K., & von der Embse, N.P. (new submission, under review). Development and validation of a progress monitoring tool for social-emotional interventions. ($1,375,500). US Department of Education, Institute of Education Sciences, Measurement competition. Role: Co-Principal Investigator.

  5. von der Embse, N.P., Suldo, S., & Ferron, J. (under review). Keeping teachers teaching through stress reduction and wellness promotions. ($498,875). Spencer Foundation, Large Grant Competition. Role: Principal Investigator.      

  6. Castillo, J., George, H., von der Embse, N., Kincaid, D., Garbacz, A., Eklund, K., & Kilgus, S. (under review). Project STARS (Scholars in Teaching, Applied Research, and Service): Training and Mentoring in School Psychology. ($1,000,000). US Department of Education, Office of Special Educational Personnel Preparation Grant, Priority I. Role: Co-Principal Investigator

  7. von der Embse, N.P., Romer, N., & Papaemanuel, V. (under review). Project PROMOTE: Providing Research-based training On Mental health for Organizations, Teachers, and Educators. ($774,875). US Department of Justice, Comprehensive School-Based Approach to Youth Violence and Victimization. Role: Principal Investigator.      

  8. von der Embse, N.P., Suldo, S., & *Jenkins, A. (2018-2021; H79 SM081115-01). Improving Access to Mental Health Services through Teacher Training and Universal Screening. ($364,825). Substance Abuse and Mental Health Services Administration, Mental Health Awareness Training Grant. (funded). Role: Principal Investigator.

  9. 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.

  10. 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.

  11. 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.

  12. 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.

  13. 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.

  14. 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.

  15. 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.

  16. 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.

  17. 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.

  18. *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.

  19. 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.

  20. 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.

  21. 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.

  22. 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.

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

  24. 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 (N=54)
*=student or post-doctoral scholar co-author, **=invited commentary

von der Embse, N.P., *Jenkins, A., *West, G., Eklund, K., Kilgus, S. P., & *Morgan, M. (accepted with revisions). Comparing Teacher and Student Report of Behavioral Risk in Predicting Elementary Student Math Outcomes. Assessment for Effective Intervention.

*Moulton, S., von der Embse, N.P., Kilgus, S., & *Drymond, M. (in press). Building a better behavior progress monitoring tool with item response theory and change sensitivity analyses. School Psychology.

von der Embse, N.P., Kim, E., Kilgus, S. P., Dedrick, R., & *Sanchez, A. (in press). Multi-informant universal screening: Evaluation of rater, item, and construct variance with a trifactor model. Journal of School Psychology.

Kilgus, S. P., von der Embse, N.P., Eklund, K., *Izumi, J., *Peet, C., *Meyer, L., & *Taylor, C. (in press). Reliability, Validity, and Accuracy of the Intervention Selection Profile–Function: A Brief Functional Assessment Tool. School Psychology.

Oyen, K. A., Eklund, K. R., & von der Embse, N. P. (in press). The landscape of advocacy in public school settings: An examination of the role of school psychologists. Psychological Services. doi: 10.1037/ser0000373

von der Embse, N.P., *Ryan, S., *Gibbs, T., & *Mankin, A. (2019). Teacher stress interventions: A 20-Year review. Psychology in the Schools, 56, 1328-1343. doi:10.1002/pits.22279

*Taylor, C., *Allen, A., Kilgus, S., von der Embse, N.P., & Garbacz, S. A. (2019). Development and validation of a parent version of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Behavior Disorders, 44, 205-214. doi:10.1177/1534508416679410

Putwain, D.W. & von der Embse, N.P. (2019). Teacher self-efficacy moderates the relations between pressure from curriculum changes and teacher stress. Educational Psychology, 39, 51-64. doi: 10.1080/01443410.2018.1500681

*Iaccarino, S., von der Embse, N. P., & Kilgus, S. P. (2019). Interpretation and use of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS): A latent transition approach. Journal of Psychoeducational Assessment, 37, 486-503. doi: 10.1177/0734282918766650

Kilgus, S. P., *Izumi, J., von der Embse, N. P., *Van Wie, M., Eklund, K. R., *Taylor, C., & *Iaccarino, S. (2019). Co-occurrence of academic and behavioral risk within elementary schools: Implications for universal screening practices. School Psychology, 34(3), 261-270. doi: 10.1037/spq0000314

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

Kilgus, S.P., Eklund, K., & von der Embse, N.P. (2019). Validity and diagnostic accuracy of the Intervention Selection Profile – Social Skills (ISP-SS) within a sample of at-risk students. Psychology in the Schools, 56, 526-538. doi: 10.1002/pits.22214

Putwain, D.W. & von der Embse, N.P. (2018). Teachers use of fear appeals and timing reminders prior to high-stakes examinations: pressure from above, below, and within. Social Psychology of Education, 21, 1001-1019. doi: 10.1007/s11218-018-9448-8

Kilgus, S. P., von der Embse, N. P., *Taylor, C., *Van Wie, M., & *Sims, W. (2018). Diagnostic accuracy of a universal screening multiple gating procedure: A replication study. School Psychology Quarterly, 33 (4), 582-589. doi: 10.1037/spq0000246

*Mankin, A., von der Embse, N.P., Renshaw, T., & *Ryan, S. (2018). Assessing teacher wellness: Confirmatory factor analysis and measure invariance of the Teacher Subjective Wellbeing Questionnaire (TSWQ). Journal of Psychoeducational Assessment, 36 (3), 219-232. doi: 10.1177/0734282917707142

von der Embse, N.P., & Kilgus, S.P. (2018). Improving decision-making: Procedural recommendations for evidenced-based assessment. School Psychology Review, 47, 329-332.

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, 47, 372-384.

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

Kilgus, S. P., *Taylor, C., & von der Embse, N. P. (2018). Screening for behavioral risk: 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

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

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.

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

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, 39, 377-388. doi: 10.1177/0741932517748421

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

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

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

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 multi-level approach. Psychological Assessment, 29 (5), 486-499. doi: 10.1037/pas0000355

*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

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

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

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

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

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

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

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.

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

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

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

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.