Key Areas:

    • High-stakes testing and educational accountability policy
    • Teacher stress and student test anxiety
    • Internalizing behavior screening, assessment, and intervention
    • Training educators in population-based mental health services



    Classes Taught:

    • SPS 6196 Assessment III: Social Emotional Assessment
    • SPS 6701C Behavior Interventions II
    • SPS 7701: Advanced Child/Adolescent Psychotherapy



    Positions Held:

    • Co-Chair, NASP Government and Professional Relations Workgroup
    • Co-Chair, APA Division 16 Conference Committee
    • Associate Editor, Journal of School Psychology
    • Editorial Board Member, School Psychology International
    • Editorial Board Member, School Psychology Review



    Michigan State University

    2008-2012, East Lansing MI

    Doctor of Philosophy


    Major: School Psychology


    APA-Accredited, NASP-Approved



    Boys Town Center for Behavioral Health

    2011-2012, Omaha NE

    Pre-doctoral Intern


    APPIC Internship, APA-Accredited



    Miami University

    2005-2008, Oxford, OH

    Educational Specialist

    Master of Science


    Major: School Psychology





    University of Dayton

    2001-2004, Dayton, OH

    Bachelor of Arts


    Major: Psychology


    Magna Cum Laude




  • Research on Assessment and Intervention to Support Equity (RAISE) LAB

    Mission statement: “The mission of the RAISE Lab is the empirical pursuit of evidence-based practices for the promotion of socio-emotional and academic outcomes for all children. Infused within all of our work is the advancement of social justice, leadership development, and focus on systemic change processes.”


    Visit the lab @ http://raiseatusf.strikingly.com


    The lab manual and personal philosophy on graduate training.


    Changing the world through awesome social justice driven research

    Our lab has several ongoing research projects with opportunities for collaboration and student involvement. Below are a few of the questions we are pursuing. For more information please contact natev@usf.edu.


    1. What are the best methods to train educators in population-based assessment and intervention for behavioral and mental health concerns?
    2. How do schools combine multiple sources of data (student self-report, teacher report, parent report) to efficiently identify student concerns and accurately match intervention with need?
    3. What is the most efficient and reliable manner in which to develop and implement universal screening for behavioral and mental health concerns? Are schools identifying and serving students with internalizing behavior problems? 
    4. What is the influence of test-based accountability policies (e.g., Common Core State Standards, Every Student Succeeds Act) on instructional practices and teacher wellness? Does teacher stress influence student anxiety?
    5. What are significant predictors of test anxiety and what are the most salient mediating/moderating relationships within high-stakes testing situations? Are these relationships similar across cultures, both domestically and internationally? What is the level of agreement between student, teacher, and parent ratings of state-specific anxiety?



    • *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.
    • Saeki, E., Segool, N., Pendergast, L., & von der Embse, N. P. (in press). The influence of test-based accountability policies on early elementary teachers: School climate, environmental stress, and teacher stress. Psychology in the Schools.
    • **von der Embse, N.P. (in press). Improving school mental health services through early identification and prevention. Psychology of Education Review.
    • 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.
    • von der Embse, N.P., Kilgus, S.P., *Ake, E., Eklund, K. R., & *Levi-Nielsen, S. (in press). Training teachers to facilitate early identification of mental and behavioral health risk. School Psychology Review.
    • Kilgus, S.P., Bonifay, W., von der Embse, N.P., & *Taylor, C. (in press). 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.
    • von der Embse, N.P., *Jester, D., *Roy, D, & *Post, J. (in press). Test anxiety predictors, correlates, and effects: A 30-year meta-analytic review. Journal of Affective Disorders. Doi: 10.1016/j.jad.2017.11.048.
    • Kilgus, S. P., *Taylor, C., & von der Embse, N. P. (in press). Identification of high risk cut scores within the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). School Psychology Quarterly.
    • *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.
    • Kilgus, S.P., von der Embse, N.P., *Taylor, C. & *Allen, A. (in press). Diagnostic accuracy, validity, and reliability of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) scores within an elementary sample. Remedial and Special Education.
    • 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.


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