Patterson, B., Nygaard, M. A., Goodwin, A. K. B., Casella, J., & Lever, N. (in press). Increasing equitable access to effective youth mental health interventions through multi-tiered system of supports (MTSS). Journal of School Health.

Franzmann, K., Ormiston, H. E., McPherson, E., Shahid, R., Nygaard, M. A., & Renshaw, T. L. (2026). Guidelines for using universal screening data to drive Tier 2 mental health supports. Journal of Applied School Psychology.https://doi.org/10.1080/15377903.2026.2646919

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. (2025). A scoping review of self-report measures for internalizing symptoms and subjective well-being in k-12 students: Insights from the dual-factor model. Journal of Applied School Psychology, 41(4), 35–381. https://doi.org/10.1080/15377903.2025.2565755

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(2), 360–376. https://doi.org/10.1007/s40688-025-00538-7

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

Zakszeski, B. N., 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

Nygaard, M. A., Lever, N., Schmidt, C., & Cox, J. (2025). Tier 1.5 as a strategy for trauma support in schools. American Journal of Health Education, 56(1), 21–35. https://doi.org/10.1080/19325037.2024.2422067

Ormiston, H. E., Nygaard, M. A., & Carlock, K. (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

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: The Official Journal of the Texas Association of School Psychologists, 10(1),14-30. https://www.txasp.org/assets/Journal%20Volume%2010.pdf

Carlock, K., Nygaard, M. A., & Ormiston, H. E. (2023). School principals’ perceived barriers and facilitators to the normalization of school-based mental health services: a multimethod investigation. School Mental Health, 15(3), 940–954. https://doi.org/10.1007/s12310-023-09597-8

Nygaard, M. A., Ormiston, H. E., Heck, O. C., Apgar, S., & Wood, M. (2023). Educator perspectives on mental health supports at the primary level. Early Childhood Education Journal, 51(5), 851–861. https://doi.org/10.1007/s10643-022-01346-x

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(4), 802–817. https://doi.org/10.1007/s12310-022-09525-2

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.

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

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

Nygaard, M. A., Petersen, J. M., Bowling, A. A., Baker, N., Kirshner, A. B., Mahoney, C., Kwaku, S. C., Weisz, J. R., & Bearman, S. K. (in press). Adherence and competence in delivering evidence-based practices to children and adolescents across clinic- and school-based clinicians. School Mental Health.

Nygaard, M. A., Petersen, J., Bailin, A., Baker, N., Bowling, A., Weisz, J., & Bearman, S. K. (in press). An examination of evidence-based practice processes across service settings: How do schools and clinics compare? Evidence-Based Practice in Child and Adolescent Mental Health. https://doi.org/10.1080/23794925.2026.2657001

Nygaard, M. A., *Mullin, A., Franco, M. P., Goodwin, A. K. B., Cox, J., & Lever, N. (2025). Employing cultural humility to adapt a classroom-based trauma-focused prevention program. School Psychology International. https://doi.org/10.1177/01430343251389535

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

Nygaard, M. A., & Ormiston, H. E. (2025). Preliminary perspectives on the Mental Health Action Plan (MHAP) program. Journal of Applied School Psychology, 41(4), 382–420. https://doi.org/10.1080/15377903.2025.2585187

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

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. https://doi.org/10.1002/pits.23542

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

Nygaard, M. A., Renshaw, T. L., 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://doi.org/10.1007/s12310-024-09634-0

Nygaard, M. A., Ormiston, H. E., Renshaw, T. L., Carlock, K., & Komer, J. (2024). School mental health care coordination practices: A mixed methods study. Children and Youth Services Review, 157, 107426. https://doi.org/10.1016/j.childyouth.2023.107426

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

Nygaard, M. A., Renshaw, T. L., Ormiston, H. E., Komer, J., & Matthews, A. (2023). Importance, quality, and engagement: School mental health providers’ perceptions regarding within-district transition care coordination practices. School Psychology, 39(4), 366–376. https://doi.org/10.1037/spq0000569

Shriberg, D., Malone, C. M., Kelly-Vance, L., Abdou, A. S., Carlock, K., Nwancha, B., Nygaard, M. A., Rowan, J. N., & Zheng, A. (2024). Social justice competency areas and the NASP practice model. Contemporary School Psychology, 28(4), 640–652. https://doi.org/10.1007/s40688-023-00480-6

Shriberg, D., Nygaard, M. A., Carlock, K., Wood, M., & Brahm, A. (2021). A qualitative study of school psychologists’ perceptions of social justice. School Psychology Review, 52(4), 464–477. https://doi.org/10.1080/2372966X.2021.1960125

Gilson, C. B., Thompson, C. G., Ingles, K. E., Stein, K. E., Wang, N., & Nygaard, M. A. (2020). The job coaching academy for transition educators: A preliminary evaluation. Career Development and Transition for Exceptional Individuals, 44(3), 148–160. https://doi.org/10.1177/2165143420958607