PUBLICATIONS AND PREVIOUS WORK
*Graduate Student Collaborators
PEER-REVIEWED PUBLICATIONS
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Ormiston, H. E., *Komer, J., *Nygaard, M. A., *Heck, O. C., *Enderle, H., *Richardson, S. M., *Murphy, C., *Matthews, A., *Carlock, K., *Shahid, R., *McPherson, E. C., & *Beauchesne, B. (accepted). Self-report measures for internalizing and well-being in K-12 Students: A scoping review grounded in the dual-factor model of mental health. Journal of Applied School Psychology.
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Ormiston, H. E., Husmann, P., Wikel, K., Reisinger, D., & Curtin, M. (accepted). Educational services and school reintegration supports for youth after acute behavioral health unit hospitalization. Continuity in Education.
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*Komer, J., Ormiston, H. E., *McPherson, E. C., & *Serratos, C. B. (accepted). Group programming for sexual and gender minority middle school students: An exploratory single-case design study in a rural school district.
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*Enderle, H., Ormiston, H. E., *Suchanya, H. L., *Koch, M., *Spicer-Gordon, R., & Minix, A. L. (2025). Examining female volleyball student-athlete mental health through a dual factor model lens: A scoping review. Journal of Clinical Sport Psychology. Advanced online publication. https://doi.org/10.1123/jcsp.2024-0048
*Nygaard, M. A., & Ormiston, H. E. (2025). Determinants of implementing the Mental Health Action Plan (MHAP) pilot program with fidelity. Psychology in the Schools, 62(9), 3498-3511. https://doi.org/10.1002/pits.23556
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*Nygaard, M. A., & Ormiston, H. E. (2025). Student outcomes from participation in the Mental Health Action Plan (MHAP) pilot program: A case study. Psychology in the Schools, 62(9), 3319-3332. https://doi.org/10.1002/pits.23542
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Zakszeski, B. N., Renshaw, T., Ormiston, H. E., Chan, M.-K., & *Osgood, D. (2025). Stability, latent profiles, and sociodemographic predictors of student-rated social, emotional, and behavioral risk. School Mental Health, 17(2), 642-658. https://doi.org/10.1007/s12310-025-09757-y
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*McPherson, E. C., McKenney, E. L. W., Ormiston, H. E., *Buhrmester, C., & *Mecille, T. (2025). School psychologists as mental health service providers: Perspectives related to barriers and facilitators of mental health service provision. School Mental Health, 17(2), 565-580. https://doi.org/10.1007/s12310-025-09752-3
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*Nygaard, M. A., Ormiston, H. E., & Husmann, P. (2025). Barriers that interfere with the delivery of intensive school mental health services. Journal of Rural Mental Health, 49(3), 255–266. https://doi.org/10.1037/rmh0000289
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*Nygaard, M. A., Ormiston, H. E., & Husmann, P. (2025). Students with intensive mental health needs: What is the role of schools? Contemporary School Psychology, 29, 360-376. https://doi.org/10.1007/s40688-025-00538-7
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Ormiston, H. E., *Nygaard, M. A., & Husmann, P. (2025). School-based mental health practices within a multi-tiered system of support: A mixed methods investigation of targeted and intensive services. Psychology in the Schools, 62(4), 1087-1099. https://doi.org/10.1002/pits.23380
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Renshaw, T. L., Ormiston, H. E., Zakszeski, B. N., & Chan, M.-K. (2025). Examining the stability of SAEBRS scores, classifications, and latent profiles. Journal of School Psychology, 110, article 101438. https://doi.org/10.1016/j.jsp.2025.101438
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Zakszeski, B., Ormiston, H. E., *Nygaard, M. A., & *Carlock, K. (2025). Informant discrepancies in universal screening as a function of student and teacher characteristics. School Psychology Review, 54(1), 128–142. https://doi.org/10.1080/2372966X.2023.2262362
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Ormiston, H. E., Zakszeski, B., *Osgood, D., Renshaw, T L., *Komer, J., & *McPherson, E. (2024). Informant discrepancies in universal behavioral screening at the high school level. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000679
*Nygaard, M. A., & Ormiston, H. E. (2024). An exploratory study examining student social, academic, and emotional behavior across school transitions. School Psychology Review, 53(3), 310-323. https://doi.org/10.1080/2372966X.2022.2109061
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*Nygaard, M. A., Ormiston, H. E., & *Enderle, H. (2024). Examining the classroom impact of the Bounce Back trauma intervention: Implications for selecting progress monitoring tools. Assessment for Effective Intervention, 49(3), 126-137. https://doi.org/10.1177/15345084231218614
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*Nygaard, M. A., Ormiston, H. E., Renshaw, T., *Carlock, K, & *Komer, J. (2024). School mental health care coordination practices: A mixed methods study. Children & Youth Services Review, 157, Article 107426. https://doi.org/10.1016/j.childyouth.2023.107426
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*Nygaard, M. A., Renshaw, T., Ormiston, H. E., *Komer, J., & *Matthews, A. (2024). Importance, quality, and engagement: School mental health providers’ perceptions regarding transition care coordination practices. School Psychology, 39(4), 366-376. https://doi.org/10.1037/spq0000569
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*Nygaard, M. A., Renshaw, T., Ormiston, H. E., & *Matthews, A. (2024). Factors shaping a proactive plan of care for student mental health. School Mental Health, 16(1), 253-266. https://link.springer.com/article/10.1007/s12310-024-09634-0
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Ormiston, H. E., *Carlock, K., & *Nygaard, M. A. (2024). A qualitative examination of school principals’ self-perceived role in school mental health service implementation. School Mental Health, 16(1), 277-290. https://doi.org/10.1007/s12310-024-09637-x
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Ormiston, H. E., Husmann, P., *Ruark, C., Wikel, K., Reisinger, D., & Curtin, M. (2024). An exploratory study examining educators’ perspectives of the reentry to school following hospitalization. Continuity in Education, 5(1), 31–49. https://doi.org/10.5334/cie.110​​
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​​*Carlock, K., *Nygaard, M. A., & Ormiston, H. E. (2023). School principals’ perceived barriers to the normalization of school mental health services: A mixed methods investigation. School Mental Health, 15, 940-954. https://doi.org/10.1007/s12310-023-09597-8
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*Heck, O. C., Ormiston, H. E., & Husmann, P. (2023). Utilizing KAP in schools: An evaluation of educators’ and staff knowledge, attitudes, and practices related to trauma. Journal of Child & Adolescent Trauma, 16(4), 889-901. https://doi.org/10.1007/s40653-023-00536-y
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*Nygaard, M. A., Ormiston, H. E., & *Heck, O. C. (2023). Supporting teachers and students via the Teacher-Student Mental Health Interaction Model. Research and Practice in the Schools, 10(1), 14-30.
​​Ormiston, H. E., & Renshaw, T. (2023). Student demographics as predictors of risk placements via universal behavioral screening. School Mental Health. https://doi.org/10.1007/s12310-023-09603-z​​​​
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*Asomani-Adem, A., Ormiston, H. E., & *Nygaard, M. A. (2022). Educator perspectives of a university-school partnership for mental health. School-University Partnerships, 15(3), 3-15
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*Nygaard, M. A., Ormiston, H. E., *Heck, O. C., *Apgar, S., *Wood, M. (2022). Educator perspectives on mental health supports at the primary level. Early Childhood Education Journal. Advanced online publication. https://doi.org/10.1007/s10643-022-01346-x
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Ormiston, H. E., *Nygaard, M. A., & *Apgar, S. (2022). A systematic review of secondary traumatic stress and compassion fatigue in teachers. School Mental Health, 14, 802-817. https://doi.org/10.1007/s12310-022-09525-2
Ormiston, H. E., *Nygaard, M. A., & *Heck, O. C. (2020). The role of school psychologists in the implementation of trauma-informed multi-tiered systems of support in schools. Journal of Applied School Psychology, 37(4), 319-351. https://doi.org/10.1080/15377903.2020.1848955
Ormiston, H. E., *Nygaard, M. A., *Heck, O. C., *Wood, M., *Rodriguez, N., *Maze, M., *Asomani-Adem, A. A., *Ingmire, K., *Burgess, B., & Shriberg, D. (2021). Educator perspectives on mental health resources and practices in their school. Psychology in the Schools, 58(11), 2148-2174. https://doi.org/10.1002/pits.22582​​​
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* Denotes student co-author
IN PRESS​
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*Nygaard, M. A., Ormiston, H. E., & Husmann, P. (in press). Barriers that interfere with the delivery of intensive school mental health services. Journal of Rural Mental Health.
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Ormiston, H. E., *Nygaard, M. A., & Husmann, P. (in press). School-based mental health practices within a multi-tiered system of support: A mixed methods investigation of the state of the field. Psychology in the Schools.
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*Nygaard, M. A., Ormiston, H. E., & Husmann, P. (in press). Students with intensive mental health needs: What is the role of schools? Contemporary School Psychology.
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Ormiston, H.E., Zakszeski, B., *Osgood, D., Renshaw, T L., *Komer, J., & *McPherson, E. (in press). Informant discrepancies in universal behavioral screening at the high school level. School Psychology.
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Renshaw, T. L., Ormiston, H. E., Zakszeski, B. N., & Chan, M.-K. (in press). Examining the stability of SAEBRS scores, classifications, and latent profiles. Journal of School Psychology.
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* Denotes student co-author
PRESENTATIONS
*Komer, J., *McPherson, E., Ormiston, H. E., *Serratos, C. (2025, February). Impact of a minority-stress grounded group intervention for LGBTQ+ youth. Poster presentation at the National Association of School Psychologists annual convention, Seattle, WA.
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Ormiston, H. E., *Komer, J., *McPherson, E., *Serratos, C. (2025, February). Mental health intervention implementation and progress monitoring: Evidence and applications. Paper presentation at the National Association of School Psychologists annual convention, Seattle, WA.
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Ormiston, H. E., & *McPherson, E. C. (2024, April). Counseling in the schools: School-based mental health within an MTSS framework. Presented at the Indiana Association of School Psychologists Spring Conference.
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Coyle, S., Ormiston, H. E., Jones, P. C., Zakszeski, B., Moore, S. A., Gopaul-Knights, K. K., & Eklund, K. (2024, February). Universal SEB screening: A review of existing measures. Paper presentation at the National Association of School Psychologists annual convention, New Orleans, LA.
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Ormiston, H. E., *Komer, J., *Heck, O. C., & Rimstidt, H. (2024, February). Informing Tier 2: How to utilize universal SEL screening data. Paper presentation at the National Association of School Psychologists annual convention, New Orleans, LA.
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Ormiston, H. E., *Heck, O. C., & *Nygaard, M. A. (2023, March). An examination of socioemotional risk for students in special education. Poster presentation at the Council for Exceptional Children annual conference, Louisville, KY.
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*Ruark, C., Ormiston, H. E., *Heck, O. C., & *Nygaard, M. A. (2023, March). Supporting teachers and students: Shifting from self-contained to general education. Poster presentation at the Council for Exceptional Children annual conference, Louisville, KY.
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Gopaul-Knights, K., & Ormiston, H. E. (2023, February). Using mental health screening data to provide evidence-based interventions. Practitioner conversation at the National Association of School Psychologists annual convention, Denver, CO.
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Ormiston, H. E., Renshaw, T., & *Carlock, K. (2023, February). An examination of teacher-rated socioemotional risk by student characteristics. Paper presentation at the National Association of School Psychologists annual convention, Denver, CO.
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*Apgar, S., *Nygaard, M. A., & Ormiston, H. E. (2022, February). A systematic review of secondary traumatic stress in teachers. Paper Presentation at the National Association of School Psychologists 2022 Convention. Boston, Massachusetts.
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*Carlock, K. M., *Nygaard, M. A., & Ormiston, H. E. (2022, February). Understanding principals' perceptions of school-based mental health implementation. Paper Presentation at the National Association of School Psychologists 2022 Convention. Boston, Massachusetts.
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*Nygaard, M. A. & Ormiston, H. E. (2022, February). Examining student functioning across school transitions: Implications for coordinating care. Paper Presentation at the National Association of School Psychologists 2022 Convention. Boston, Massachusetts.
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*Nygaard, M. A. & Ormiston, H. E. (2022, February). Promoting teacher involvement in the Bounce Back trauma intervention. Paper Presentation at the National Association of School Psychologists 2022 Convention. Boston, Massachusetts.
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Ormiston, H. E., *Nygaard, M. A., & *Heck, O. C. (2022, February). The Teacher-Student Mental Health Interaction Model: Supporting students and teachers. Paper Presentation at the National Association of School Psychologists 2022 Convention. Boston, Massachusetts.
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Ormiston, H. E., *Heck, O. C., & *Nygaard, M. A. (2022, February). School psychologists' knowledge, attitudes, and practices of trauma-informed MTSS. Paper Presentation at the National Association of School Psychologists 2022 Convention. Boston, Massachusetts.
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*Nygaard, M. A. & Ormiston, H. E. (2022, January). Including Teachers in the Bounce Back Trauma Intervention: Skills for supporting students. Multi-Presentation Session as part of the session titled, Trauma Informed Pedagogy and Mental Health Models at the Council for Exceptional Children 2022 Convention & Expo. Orlando, Florida.
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*Nygaard, M. A., & Ormiston, H. E. (2022, January). The Teacher-Student Mental Health Interaction Model: Strategies for supporting mental health. Multi-Presentation Session as part of the session titled, Trauma Informed Pedagogy and Mental Health Models at the Council for Exceptional Children 2022 Convention & Expo. Orlando, Florida.
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*Nygaard, M. A., Ormiston, H. E., & Drapeau, C. W. (2021, February). A Systematic review of school transitions' impact on suicidal ideation. On-Demand Session Paper Presentation at the National Association of School Psychologists 2021 Convention.
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*Nygaard, M. A., Ormiston, H. E., & *Heck, O. C. (2021, February). Implementing trauma-Informed Multi-Tiered Systems of Support: Our role. On-Demand Session Paper Presentation at the National Association of School Psychologists 2021 Convention.
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Ormiston, H. E., & *Asomani-Adem, A. A. (2020, February). The TIMS Project: University-school collaboration to implement MTSS. Paper presented at the National Association of School Psychologists 2020 convention. Baltimore, Maryland.
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* Denotes student co-author
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NEWSLETTERS
*Heck, O., *Komer, J., & Ormiston, H. E. (2022). Incorporating Student Self-Report for Progress Monitoring: Tapping Into Their Expertise. Communiqué, 51(3), 1, 30-33.
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Ormiston, H. E., Guttman-Lapin, D., & Shriberg, D. (2021). Social Justice as a framework for addressing mental health disparities. Communique (0164775X), 49(5), 14–16.
* Denotes student co-author
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