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Newman, C. (2023). Teaching during the COVID-19 pandemic: An examination of high school teachers’ self-efficacy.

Avalos, B. (2023). Predicting changes in socio-emotional wellbeing post-COVID pandemic based on pre-occurring risk-factors.

Cornejo Guevara, V. (2023). Gifted programs for Emerging Bilingual Learners.

Steward, D. (2023). The overemphasis of cognitive data in specific learning disability eligibility in California: A survey of current practice. 

Scenters-Zapico, E. (2023). Exploring teens’ attitudes and perceptions of race and racism following participation in a social justice camp.

Yedikian, L. (2023). The impact of intergenerational trauma on the resilience of descendants of the Armenian Genocide.

Tlatenchi, A. (2022). Examining reading attitudes, home literacy environment, and reading performance of third and fourth grade Latina/o students.

Nunan, T. (2022.) Inclusive Post-Secondary Education for Foster-involved Youth.

Kahn, S. (2021). Inclusive Post-Secondary Education for South and Southeast Asian American Students with Intellectual and Developmental Disabilities.

Tran, A. (2021). Lesbian, Gay, Bi-Sexual, Questioning and Transgender students with Developmental Disabilities in Inclusive Post-Secondary Education.

Lacey, K. (2021). Student- and school-level factors associated with school suspensions: A multi-level analysis.

Lopez, M. (2020). Creating a caring and inclusive community: Analyzing effectiveness of a social emotional learning programs at the classroom level.

Montepeque Diaz, J. (2020). Cebolla que hace llorar, da sabor a la comida: Promoting college enrollment for Latinas with disabilities

Harrison, B. (2020). California's efforts to mitigate significant disproportionality of African American students in special education

Sommer, S. (2020). #NoFilter: Adolescent social media use and subjective well-being

Borders, E. (2019). Peer assisted learning strategies (PALS) in mathematics: Application to a small group setting.

Hill, B. (2019). A closer look at Larry P. and legal interpretations: A review of recent special education administrative hearings decisions

Wirga, M. (2019). The effects of SIPPS instruction and teacher professional development and coaching on the reading of English learners.

Bondus, A. (2018). An evaluation of the use of SIPPS to improve early literacy outcomes of English Language Learners. 

Underwood, A., (2018). Pre-service preparation for evidence-based and culturally responsive transition services.

Cochrane, C. (2017). A mixed-methods study of mindfulness in LGBTQ+ youth.

Corbitt, B. J. (2016). A qualitative exploration of schools with Gay-Straight Alliances as learning environments for LGBTQ students.

Koetting, L., (2016). Effect-size indices for single-subject school-based interventions.

McGowan, E. (2016). Preschool teachers use of embedded-explicit instruction to promote literacy.

Silva, I. (2016). Word sort: Building reading fluency in a bilingual program.

Valdovinos-Macias, I. (2016). Cover, copy and compare, building math fluency in a bilingual program.

Jones, J. (2015). An analysis of due process hearings involving students with disabilities who are recommended for expulsion.

Oseni, A. (2015). An analysis of due process hearings for court-involved students with disabilities.

Ruiz, R. (2014).  A secondary data analysis of students' tolerance, relatedness, and collaborative, critical thinking activities.

Wilson, L. (2013). An exploratory study of the impact of a school-wide positive behavioral support program on bullying.

Beattie, T. (2013). Students’ perceptions of Check and Connect.

Singman, J. (2013). Delaying school entry: How the developmental kindergarten program serves students and ethical implications of the practice.

McAdams, A. (2012). School psychologists' perceptions of procedural fidelity in special education.

Quick, M. (2012).Reliability and validity of algebra progress monitoring measures with high school students.

Huff, B. (2011). Minority access to school based mental health.

McQueen, P. (2011). Access to school-based mental health services within a California public school district.

Shahroozi, S. (2011). Utilizing videotaped self-modeling and functional attributional styles to alleviate test anxiety.

Sato, O. (2010). The use of statistical metrics as a decision making tool in brief experimental analysis.

Cordova, M. (2009). The impact of a teacher training program on student engagement .

Velasco, V. (2009). Effectiveness of Touch Math in teaching addition to kindergarten students.

Brown, B. (2008). The Effects of Consultation and Professional Development on Pre-literacy skills of Preschool Children form Low-Income Backgrounds.

Workman, L. (2008). The efficacy of consultation with early childhood educators on the early literacy skills and behavior of children from low SES settings.

Sidhwa, V. (2008). Trends in the Disproportionate Placement of Minorities in Special Education Placement from 1998-2005.

Harrison, B. & Hagans, K. (2020). Efforts to mitigate overrepresentation of African Americans in special education. Paper presentation at the annual convention of the National Association of School Psychologists, Baltimore, MD.

Papworth, R. M., & Lacy, K. N. (2020). The impact of PBIS implementation fidelity on academic outcomes. Paper presentation at the annual convention of the National Association of School Psychologists, Baltimore, MD.

Sommer, S. K., & Wolfe, A. M. (2020). “Hashtag” no filter: Adolescent social media use and subjective well-being. Paper presentation at the annual convention of the National Association of School Psychologists, Baltimore, MD.

Sprouse, B., Powers, K., & Perez, G., (2019). Intersectionalities of identities: Youth with disabilities who identify as LGBTQ. Poster presentation at the annual convention of the Division on Career Development and Transition, Seattle, WA.

Montepeque Diaz, J., Powers, K., & Moore, R. (2019). Cebolla que hace llorar, da sabor a la comida: Promoting the college enrollment of Latinas with disabilities. Poster presentation at the annual convention of the Division on Career Development and Transition, Seattle, WA.

Truscott, S., Robinson-Zanaru, C.A., Labros, K., Lopez, E., Powers, K., Bondus, A., Ramirez, E., & Washington, M. (2018). Using OSEP training grants to enhance school psychology preparation. Symposium at the annual convention of National Association of School Psychologists, Chicago, IL.

Cochrane, C., & Hagans, K. S. (2017, February). Using mindfulness to decrease stress in LGBTQ high schoolers. Poster presentation at the annual meeting of the National Association of School Psychologists, San Antonio, TX.

Powers, K. & Koetting, L. (2017). Effect size guidelines for intensive interventions. Poster presentation at the National Association of School Psychologists Annual Convention, San Antonio, TX.

Corbitt, B., & Hagans, K. S. (2016, February). Examining schools with Gay-Straight Alliances (GSAs) as learning environments. Paper presentation at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Underwood, A., Powers, K., Chaddock, E., & Lomeli, K. (2017). An analysis of pre-service transition training in special education and school psychology. Poster presentation at annual convention of the Division on Career Development and Transition, Milwaukee, WI.

McGowan, E., & Hagans, K. S. (2016, February). Preschool teachers’ use of embedded-explicit instruction to promote literacy. Paper presentation at the annual meeting of the National Association of School Psychologists, New Orleans, LA.  

Powers, K, Hagans, K., Garcia, A., Saveau, D., & Oueihli, J. (2015). Longitudinal study of the effectiveness of a dropout prevention program. Paper presentation at the National Association of School Psychologists Annual Convention, Orlando, FL.

Beattie, T.K., & Powers, K. (2013, February). Students’ perceptions of Check and Connect. Poster presentation at National Association of School Psychologists Annual Convention, Seattle, WA.

Quick, M. B., & Hagans, K. S. (2013, February). Algebra progress monitoring measures with diverse urban high school students. Poster presentation at National Association of School Psychologists Annual Convention, Seattle, WA.

McAdams, A. (2013. February). School Psychologist’s perceptions of procedural fidelity in special education. Paper presentation at the National Association of School Psychologists’ Convention, Seattle, WA.

Linn, M., & Powers, K. (2012, February). Treatment integrity and Check and Connect: A mixed methods study. Paper presentation at National Association of School Psychologists Annual Convention, Philadelphia, PA.

Powers, K., Hagans, K., & Linn, M. (2017). A mixed-methods efficacy study of Check and Connect dropout prevention program. Psychology in the Schools,00:1-15.

Powers, K., Shin, S., Hagans, K., & Cordova, M. (2015). The Impact of a Teacher Professional Development Program on Student Engagement. International Journal of School & Educational Psychology, 3(4), 231-240. DOI: 10.1080/21683603.2015.1064840

Powers, K. & Mandal, A.  (2011). Assessments, data-based decision making and interventions for non-responders. Contemporary School Psychology, 15, 21 – 33.

Powers, K., Hagans-Murillo, K. S., & Miller, M. (2007). Using response-to-intervention strategies to promote transition from special education services. In S. Jimerson, A. VanDerHayden, & M. Burns  Handbook of responsiveness to intervention: The science and practice of assessment and intervention (418-427). New York, NY: Springer Science Inc.

Powers, K., Gil-Kashiwabara, E., Powers, L., Geenen, S., Balandran, J., & Palmer, C. (2005). IDEA Mandates and Effective Transition Planning Practices in IEPs. Career Development for Exceptional Individuals, 28(1), 47-59.