Research & Practice

Vengurlekar, I. N., & Kilgus, S. P. (Principal Investigator). An examination of a school-based single-session intervention: A school psychology perspective. Funding Source: Society for the Study of School Psychology.

*Ellalasingham, D., Vengurlekar, I. N., & McCarthy, C. (Co-Investigator). Does self-compassion moderate the association between music-specific stress and internalizing symptoms? Funding Source: Psi Chi Research Grants.

*Thudi, K. R., Vengurlekar, I. N., & Vargas, I. (Co-Investigator). Does mindfulness moderate the association between social media use and internalizing concerns? Funding Source: Psi Chi Research Grants.

Vengurlekar, I. N., Steggerda, J. C., & Bridges, A. J. (Principal Investigator). Perceived support, music-related stress, and internalizing symptoms in university-level music majors. Funding Source: Psi Chi Research Grants.

Vengurlekar, I. N. (In Press). The Resilience Education Program: A graduate student case delivery and reflection. The School Psychologist.

Oddleifson, C., Vengurlekar, I. N., Hendrix, C., Levis, T., Anderson, E., Kilgus, S. P., & Eklund, K. (2025). A scoping review of technology-mediated assessment of youth mental health: Future directions for school mental health. School Mental Health.

McDaniel, S., Chow, J., Kilgus, S. P., Porter, J., & Vengurlekar, I. N. (2025). A systematic review of universal screening for social, emotional, and behavioral needs in schools. Journal of Applied School Psychology.

Vengurlekar, I. N., *Thudi, K., & Vargas, I. (2025). Mindful scrolling: Exploring whether mindfulness modifies the association between social media engagement and internalizing concerns. Current Psychology.

Oddleifson, C., Latham, A., Kim, J., Klingbeil, D. A., Kilgus, S. P., & Vengurlekar, I. N. (2025). Using nomograms to identify academic risk based on multiple sources: A conceptual replication. Journal of School Psychology.

Vengurlekar, I. N., Oddleifson, C., Salvatore, C., Kilgus, S. P., & Dart, E. H. (2024). Ecological momentary assessment as a delivery service for progress monitoring internalizing concerns. Journal of Applied School Psychology.

Steggerda, J. C., Kiefer, J. L., Vengurlekar, I. N., Hernandez Rodriguez, J., Pastrana, F. A., Brown, M. L., Moore, F., & Cavell, T. A. (2024). Moderators of the link between social preference and persistent peer victimization for elementary school children. Journal of Clinical Child & Adolescent Psychology.

Mutignani, L. M., Steggerda, J. C., Scafe, M. J., Vengurlekar, I. N., & Cavell, T. A. (2024). The practice of rematching in youth mentoring: A study of planned rematches in school-based mentoring for aggressive children. Children and Youth Services Review.

Vengurlekar, I. N., Steggerda, J. C., & Bridges, A. J. (2023). Were you rushing or were you dragging? Perceived support, music-related stress, and internalizing symptoms in university-level music students. Psychology of Music.

Vengurlekar, I. N., & *Thudi, K. R. (2023). College student video gaming: Risk or resilience for mental health? Psychological Reports.

Steggerda, J. C., Kiefer, J. L., Vengurlekar, I. N., Blake, J. M., Hernandez Rodriguez, J., Pastrana, F. A., & Cavell, T. A. (2023). Anxiety sensitivity and internalizing symptoms: Co-predictors of persistent peer victimization in elementary school children. Journal of School Violence.

Vengurlekar, I. N., Steggerda, J. C., *Brown, M. L., Kiefer, J. L., & Cavell, T. A. (2022). Informal mentoring support as a potential moderator of the relation between adolescent dating violence victimization and substance use. Journal of Community Psychology.

Kilgus, S. P., Dart, E. H., Vengurlekar, I. N., & Kangavary, A. (In Press). Progress monitoring within a culturally responsive evaluation framework. In J. Twyford, K. Eklund, E. Dowdy, R. Kamphaus, & C. R. Reynolds (Eds.), Culturally informed approaches to behavioral and educational assessment. Guilford Publishing.

Kilgus, S. P., & Vengurlekar, I. N. (In Progress). Interventions for students at risk for internalizing problems. In D. N. Miller (Ed.), Supporting students with internalizing problems: school-based identification, intervention, and mental health promotion. Guilford Publishing.

Eklund, K., O'Neil, S., Hendrix, C., Barnett, K. C., & Vengurlekar, I. N. (Revise & Resubmit). “I just thought it would help me”: An exploration of youths' decision to participate in school mental health services.

Vengurlekar, I. N., & Kilgus, S. P. (Under Review). School-based single-session interventions: A scalable strategy to address the mental health crisis. Journal of Applied School Psychology.

*Ellalasingham, D., Vengurlekar, I. N., & McCarthy, C. (Under Review). Does self-compassion moderate the association between music-specific stress and internalizing symptoms? Psychology of Music.

Vengurlekar, I. N., Ellalasingham, D., & Kilgus, S. (In Progress). How do music students want to be supported? A qualitative analysis of supports, stressors, and the music environment.

Oddleifson, C., Vengurlekar, I. N., Edney, C., Kilgus, S. P., Eklund, K., & von der Embse, N. (In Progress). Student mental health before, during, and after COVID: A five-year trend.

Vengurlekar, I. N., & *Ellalasingham, D. (In Progress). One note at a time: Single-session interventions as a novel strategy to treat music student mental health.

Kilgus, S. P., Eklund, K., Hendrix, C., Vengurlekar, I. N., & Van Norman, E. (In Progress). Psychometric defensibility of CICO daily progress report data.