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 a Policy Fellow in the Educational Policy and Information Center (EPIC) in the College of Education. He serves as chair of the National Association of School Psychologists Government and Professional Relations committee (NASP GPR). He is also co-director of the School Mental Health Collaborative, a new national center that conducts research that informs policy and practice related to the promotion of social-emotional and behavioral success of all students. 

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 over 100 peer reviewed publications, 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 $8,000,000 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, 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 International, and is an Associate Editor for the Journal of School Psychology. Dr. von der Embse was the recipient of the 2018 Lightner Witmer Award for Early Career Scholarship from the American Psychological Association, and 2019 Faculty Outstanding Research Achievement from USF. 

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 46 states and with over four million students.


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., Christensen, K., & Kilgus, S. (under review; invited full proposal). Utilizing discrete event simulation to improve the use of research and inform school mental health services. ($970,540). William T Grant Foundation. Role: Principal Investigator.    
      

  2. von der Embse, N.P. & Christensen, K. (under review). Using discrete event simulation to improve school mental health services. ($50,000). Spencer Foundation. Role: Principal Investigator.

  3. von der Embse, N.P. (under review). Expanding access to school mental health. ($404,311). FloridaBlue Foundation. Role: Principal Investigator.  

  4. 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.     
     

  5. von der Embse, N.P., Eklund. K., Anthony, J., Kilgus, S., & Fox, L. (revision, 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. 
     

  6. von der Embse, N.P., Kilgus, S., Suldo, S., Eklund. K., Kim, E., & Bonifay, W. (second revision, under review; Scored: 2.91). 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.

  7. Fabiano, G., von der Embse, N.P., Pyle, K., & Kilgus, S.P. (revision, 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.

  8. Kilgus, S.P., Van Norman, E., Eklund, K., & von der Embse, N.P. (revision, 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.

  9. von der Embse, N. (2020-2022; subcontract through Hillsborough County Public Schools). Threat assessment and violence prevention through screening and tiered mental health services. ($404,000). National Institute of Justice. Role: Principal Investigator

  10. Gray, A., Rutherford. L., Dove, P., Rufe, S., von der Embse, N., & Goldstein, N. (2019-2023; S184M190011). Project Prevent in the School District of Philadelphia. ($2,500,000). US Department of Education, Office of Safe and Successful Schools. (funded). Role: Co-Investigator.

  11. 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.  

  12. Gray, A., Patel, A., Fink, R., McCurdy, B., Rutherford. L., Bowden, A., von der Embse, N., Goldstein, N., & Bethel, K. (2018-2021; 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.

  13. Kilgus, S., von der Embse, N.P., Eklund, K., Maggin, D., Bonifay, W., Riley-Tillman, T.C. (R305A170284; 2018-2021). 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. (funded). Role: Co-Principal Investigator. 
     

  14. von der Embse, N.P., & Rutherford, L. (2016-2020). Evaluation of a population-based mental health assessment to intervention model. ($208,560; expected match to $253,500). Scattergood Foundation, Lenfest Foundation, United Way. (funded). Role: Principal Investigator.

  15. 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. 
      

  16. 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.

  17. 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.

  18. 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.

  19. 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.

  20. 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.

  21. *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.

  22. 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.

  23. 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.

  24. 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.

  25. 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.

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

  27. 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=64)
*=student or post-doctoral scholar co-author, **=invited commentary

  1. Kim, E. & von der Embse, N.P. (accepted with revision). Combination of variable-centered and person-centered approaches to multi-informant data: Trifactor mixture model. Educational and Psychological Measurement.

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

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

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

  5. von der Embse, N.P., & *Mankin, A. (in press). Changes in teacher stress and wellbeing throughout the academic year. Journal of Applied School Psychology. Doi: 10.1080/15377903.2020.1804031

  6. Putwain, D.W., & von der Embse, N.P. (in press). Cognitive-behavioural intervention for test anxiety in adolescent students: Do benefits extend to school-related wellbeing and clinical anxiety? Anxiety, Stress, and Coping.

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

  8. *Ake, E., von der Embse, N. P., & Dawson, D. (2020). Does class size matter in the university setting? Educational Researcher. doi: 10.3102/0013189X20933836

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

  10. 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.

  11. Oyen, K. A., Eklund, K. R., & von der Embse, N. P. (2020). The landscape of advocacy in public school settings: An examination of the role of school psychologists. Psychological Services. doi: 10.1037/ser0000373

  12. Kilgus, S.P., Eklund, K., von der Embse, N., *Weist, M., *Barber, A., *Kaul, M., & *Dodge, S. (2020). Structural validity and reliability of Social, Academic, and Emotional Behavior Risk Screener – Student Rating Scale (mySAEBRS) scores: A replication study. Assessment for Effective Intervention. doi: 10.1177/1534508420909527.

  13. *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

  14. 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

  15. 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

  16. 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

  17. *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

  18. 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

  19. *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

  20. 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

  21. 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

  22. 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

  23. 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

  24. 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  

  25. *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

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

  27. 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.

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

  29. 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

  30. 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

  31. 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. 

  32. 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 

  33. 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

  34. 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

  35. 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

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

  37. 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

  38. *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

  39. 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

  40. 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

  41. 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

  42. 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

  43. 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

  44. 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

  45. 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.

  46. 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

  47. 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

  48. 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

  49. 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.

  50. 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.

  51. 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

  52. 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.

  53. 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.

  54. 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.

  55. 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.

  56. 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.

  57. 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.

  58. 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.

  59. 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.

  60. 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.

  61. 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.

  62. 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.

  63. 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.

  64. 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.