• WHAT I DO

    Research

    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

    Teaching

     

    Classes Taught:

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

     

    Service

    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

     

  • EDUCATION & PROFESSIONAL TRAINING

    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

     

    NASP-Approved

     

     

    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.”

     

    The lab manual and personal philosophy on graduate training.

  • CURRENT RESEARCH PROJECTS

    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?

     

  • LATEST PEER-REVIEWED JOURNAL PUBLICATIONS

    • Kilgus, S.P., Bonifay, W., von der Embse, N.P., & *Taylor, C. (accepted with revision). 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., Kilgus, S.P., *Iaccarino, S., & *Levi-Nielsen, S. (in press). 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. doi: 10.1007/s12310-017-9214-7
    • *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. (in press). Development and factor structure of the Social, Academic, and Emotional Behavior Risk Screener Student Rating Scale (SAEBRS-SRS). Assessment for Effective Intervention.
    • 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.
    • 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.
  • CONTACT ME

    Email

    Work Email

    natev@usf.edu

     

     

    Personal Email

     

    nate.vonderembse@gmail.com

     

    LinkedIn

     

    my LinkedIn

     

    ResearchGate Profile

     

    Link here