Apryl Poch

Assistant Professor
Education
Department of Counseling, Psychology, and Special Education

Canevin G9C
Phone: 412.396.4478
pocha1@duq.edu

Education:

Ph.D., Special Education, University of Missouri, 2016
M.A., English, University of Rochester, 2007
B.A., English and Adolescent/Special Education, Keuka College, 2006
Bio & Research Interests

Dr. Apryl L. Poch is an Assistant Professor of Special Education in the Department of Counseling, Psychology, and Special Education at Duquesne University. She completed her doctoral (2012–2016) and post-doctoral (2016–2017) training at the University of Missouri. Originally from Western New York, Dr. Poch formerly worked as a home instruction teacher and student tutor (2007–2008) and a high school special education teacher (2008–2012) for the Springville Griffith Institute Central School District.

Dr. Poch’s research is focused on understanding the components of adolescent writing by modeling the components of the Simple View of Writing (i.e., transcription, text generation, memory, and self-regulatory executive functions) at the high school level. She is also interested in the intersection of adolescent literacy and the dropout of students with high incidence disabilities. Moreover, Dr. Poch is a core researcher on the “Writing Through the Lifespan: A Longitudinal Study of Writing Experiences and Development” project, an international collaboration of writing researchers from different disciplines interested in understanding writing development.

Research Interests

Theoretical models of writing

Supporting the needs of adolescent writers with learning disabilities

Pre-service and In-service special educators’ theoretical beliefs about teaching writing to students with disabilities

Dropout of students with high incidence disabilities

Publications

Peer Reviewed Journal Articles

Poch, A. L., Allen, A. A., & Lembke, E. S. (2019). Scoring measures of word dictation curriculum-based measurement in writing: Effects of incremental administration. Psychology in the Schools, 56(5), 702-723. https://doi.org/10.1002/pits.22220

van Garderen, D., Scheuermann, A., & Poch, A. (2019). Special education teachers' perceptions of students' with disabilities ability, instructional needs, and difficulties using visual representations to solve mathematics problems. Teacher Education and Special Education, 42(2), 175-188. https://doi.org/10.1177/0888406418793929

Wagner, K., Smith, A., Allen, A., McMaster, K., Poch, A., & Lembke, E. (2018). Exploration of new complexity metrics for curriculum-based measures of writing. Assessment for Effective Intervention. Advance online publication. https://doi.org/10.1177/1534508418773448

Poch, A. L., & Lembke, E. S. (2018). Promoting content knowledge of secondary students with learning disabilities through comprehension strategies. Intervention in School and Clinic, 54(2), 75-82. https://doi.org/10.1177/1053451218765238

Poch, A. L. (2018). Looking backwards to look forward: Reflections of past presidents of CLD. Intervention in School and Clinic, 53(4), 224-228. https://doi.org/10.1177/1053451217712955

Allen, A., Poch, A. L., & Lembke, E. (2018). An exploration of alternative scoring methods in early writing using curriculum-based measurement of writing. Learning Disability Quarterly, 41(2), 85-99. https://doi.org/10.1177/0731948717725490

Poch, A. L., & Lembke, E. S. (2017). A not-so-simple view of adolescent writing. International Journal for Research in Learning Disabilities, 3(2), 27-44. https://doi.org/10.28987/ijrld.3.2.27

Conoyer, S. J., Lembke, E. S., Hosp, J. L., Espin, C. A., Hosp, M. K., & Poch, A. (2017). Getting more from your maze: Examining differences in distractors. Reading & Writing Quarterly: Overcoming Learning Difficulties, 33(2), 141-154. https://doi.org/10.1080/10573569.2016.1142913

van Garderen, D., Scheuermann, A., Poch, A., & Murray, M. (2016). Visual representation in mathematics: Special education teachers' knowledge and emphasis for instruction. Teacher Education and Special Education, 41(1), 7-23. https://doi.org/10.1177/0888406416665448

Poch, A. L., van Garderen, D., & Scheuermann, A. (2015). Students' understanding of diagrams for solving word problems: A framework for assessing diagram proficiency. TEACHING Exceptional Children, 47(3), 153-162. https://doi.org/10.1177/0040059914558947

van Garderen, D., Scheuermann, A., & Poch, A. (2014). Challenges students with learning disabilities experience when using diagrams as a visualization tool to solve mathematics word problems. ZDM. The International Journal on Mathematics Education, 46(1), 135-149. https://doi.org/10.1007/s11858-013-0519-1

Book Chapters

Lembke, E. S., Poch, A., & Carlisle, A. (2018). Learning disabilities. In Y. Bui & E. Meyen (Eds.). Exceptional children in today's schools: What teachers need to know (5th ed). (pp. 107-124). Austin, TX: PRO-ED.

van Garderen, D., Poch, A., Jackson, C., & Roberts, S. (2017). Teaching mathematics to students with disabilities from diverse backgrounds. In M. T. Hughes & E. Talbott (Eds.). The Wiley handbook of diversity in special education. (pp. 209-230). West Sussex, UK: John Wiley & Sons.

Lembke, E. S., Carlisle, A., & Poch, A. (2016). Using Curriculum–based measurement fluency data for initial screening decisions. In K. D. Cummings and Y. Petscher (Eds.). The fluency construct: Curriculum-based measurement concepts and applications (pp. 91–122). New York, NY: Springer.

Presentations

International and National Presentations

*Poch, A. L. (Anticipated October 2019). Lifespan writing development and students with learning disabilities. Poster Presentation at the Council for Learning Disabilities' 41st Annual Conference on Learning Disabilities, San Antonio, Texas.

Bryant, D., Bryant, B., Higgins, K., Boone, R., Poch, A. L., & Flores, M. (Anticipated October 2019). CLD publications panel. Invited Panel Presentation at the Council for Learning Disabilities' 41st Annual Conference on Learning Disabilities, San Antonio, Texas.

*Dippre, R., Poch, A. L., Stumpf, R., & Zajic, M. (Tarabochia, S. as discussant) (March 2019). Exploring lifespan writing research methods: Integrating our performed epistemologies. Panel Presentation at the Conference on College Composition and Communication's Annual Convention, Pittsburgh, Pennsylvania.

*Poch, A. L. (January 2019). Actions and barriers in addressing dropout of students with disabilities. Presentation at the Council for Exceptional Children Convention, Indianapolis, Indiana.

*Poch, A. L., Bryant, D. P., Bryant, B., & Boyle, J. (October 2018). Looking backward to look forward: Reflections of CLD's past presidents. Panel Presentation at the Council for Learning Disabilities' 40th Annual Conference on Learning Disabilities, Portland, Oregon.

*Poch, A. L., & Zajic, M. (Bazerman, C. as discussant). (June 2018). Developmental considerations for theoretical writing frameworks across the lifespan: Perspectives on K-12 children with exceptionalities. Panel Presentation at the inaugural conference on Writing Through the Lifespan, "Theory, Identity, and Society in Lifespan Writing Research" at Ohio University in Athens, Ohio.

*Poch, A. L. (June 2018). Theorizing about writing: What good are writing models? Work in Progress Presentation at the inaugural conference on Writing Through the Lifespan, "Theory, Identity, and Society in Lifespan Writing Research" at Ohio University in Athens, Ohio.

*#Chen, X., Hamby, M., & Poch, A. L. (February 2018). Writing interventions for high school students with learning disabilities in grades 9-12. Poster Presentation at the Division for Learning Disabilities Reception at the Council for Exceptional Children Convention, Tampa, Florida.

*Lembke, E., Moore, K., Garman, C., Smith, R. A., Simpson, J., McMaster, K., Wagner, K., & Poch, A. (February 2018). Helping teachers use data-based decision making: Coaching is key. Poster Presentation at the Council for Exceptional Children Convention, Tampa, Florida.

*Poch, A. L. (February 2018). The not so simple truth about adolescent writing. Multi-Presentation Session at the Council for Exceptional Children Convention, Tampa, Florida.

*Poch, A. L. (February 2018). What do secondary teachers believe about writing?: Results from a survey study. Poster Presentation at the Council for Exceptional Children Convention, Tampa, Florida.

*Scheuermann, A., van Garderen, D., & Poch, A. L. (February 2018). Teachers' perceptions of students' abilities and difficulties with visual representations in mathematics. Poster Presentation at the Council for Exceptional Children Convention, Tampa, Florida.

*Poch, A. L. (October 2017). Secondary teachers' theoretical orientations concerning writing self-efficacy and writing instruction. Poster Presentation at the Council for Learning Disabilities' 39th Annual Conference on Learning Disabilities, Baltimore, Maryland.

*van Garderen, D., Scheuermann, A., & Poch, A. L. (October 2017). Teachers' perceptions of students' abilities and difficulties with visual representations. Poster Presentation at the Council for Learning Disabilities' 39th Annual Conference on Learning Disabilities, Baltimore, Maryland.

Lewis, T. J. & Poch, A. L. (September 2017). Tier II intervention: Using academic supports to meet student needs. Invited Presentation at the National PBIS Implementer's Forum, Chicago, Illinois.

*Wagner, K., Poch, A. L., & Shin, J. (April 2017). Impact of a multi-component PD system on teacher self-efficacy in writing. Poster Presentation at the Council for Exceptional Children’s Convention, Boston, Massachusetts.

*McMaster, K., Poch, A. L., Yung, P–G, & Lembke, E. (April 2017). Individualizing early writing instruction using data: Teachers identify facilitators and barriers. Panel Presentation at the Council for Exceptional Children’s Convention, Boston, Massachusetts.

*Poch, A. L., & McMaster, K. (February 2017). Data-based instruction in early writing: Is it feasible? Poster Presentation at the Pacific Coast Research Conference, Coronado Bay, California.

*Poch, A. L., & Sherrow, B. (October 2016). Pre-service special educators’ self-efficacy beliefs about writing: A pilot study. Poster Presentation at the Council for Learning Disabilities’ 38th Annual Conference on Learning Disabilities, San Antonio, Texas.

*Smith, A., Poch, A. L., Carlisle, A., & Wagner, K. (October 2016). A simple view of writing: Implications for data-based instructional decision making. Panel Presentation at the Council for Learning Disabilities’ 38th Annual Conference on Learning Disabilities, San Antonio, Texas.

*Poch, A. L. (June 2016). An examination of the structural relationships of the Simple View of Writing: Implications for high school writers. Poster Presentation at the International Academy for Research in Learning Disabilities, Austin, Texas.

*Poch, A. L. & Smith, A. (April 2016). Beyond correct word sequences: Exploring accuracy and complexity in elementary writing – A case study. Poster Presentation at the DLD Reception of the Council for Exceptional Children’s Convention, St. Louis, Missouri.

*Poch, A. L. (April 2016). Structural relationships of adolescent writing: Implications of the simple view of writing. Poster presentation at the Council for Exceptional Children’s Convention, St. Louis, Missouri.

*Poch, A. L., Jung, P–G., Shin, J., Brandes, D., Waidmann, K., & Byrd, A. (April 2016). The early writing gender gap: Getting students off to the “write” start. Presentation at the Council for Exceptional Children’s Convention, St. Louis, Missouri.

*Smith, A., Poch, A. L., Wagner, K., Brandes, D., & Moore, K. (April 2016). Getting teachers talking about data: Developing tools to guide and monitor coaching. Poster presentation at the Council for Exceptional Children’s Convention, St. Louis, Missouri.

*Poch, A. L. (October 2015). Writing interventions for high school students with LD: A review. Roundtable Presentation at the Council for Learning Disabilities’ 37th Annual Conference on Learning Disabilities, Las Vegas, Nevada.

*Poch, A. L., & Smith, A. (October 2015). Using coaching to foster teachers’ use of DBI. Poster Presentation at the Council for Learning Disabilities’ 37th Annual Conference on Learning Disabilities, Las Vegas, Nevada.

*Poch, A., Lembke, E., & McMaster, K. (July 2015). Structural equation modeling in early writing. Poster Presentation at the Society for the Scientific Study of Reading, Big Island, Hawaii.

*Carlisle, A., & Poch, A. (April 2015). Qualitative scoring rubrics in writing: Comparisons to curriculum–based measurement. Multi-Group Presentation at the Council for Exceptional Children’s Convention, San Diego, California.

*Poch, A. (April 2015). Preventing the dropout of students with disabilities: Understanding school districts’ actions. Poster Presentation at the DLD Reception of the Council for Exceptional Children’s Convention, San Diego, California.

*Carlisle, A., & Poch, A. (October 2014). Incremental administration across grades for word dictation CBM-W. Poster Presentation at the Council for Learning Disabilities’ 36th Annual Conference on Learning Disabilities, Philadelphia, Pennsylvania.

*Brandes, D., Poch, A., Jung, P–G., Shin, J., & Kunkel, A. (April 2014). Gender differences in performance on curriculum–based measures of early writing. Poster Presentation at the DLD Reception at the Council for Exceptional Children’s Convention, Philadelphia, Pennsylvania.

State Presentations

Poch, A. (March 2015). Getting adolescents to write and say more. Invited Presentation at the Missouri Council for Exceptional Children, Lake of the Ozarks, Missouri.

Lembke, E., & Poch, A., & Carlisle, A. (September 2014). Data–based decision making in early writing: Getting students off to the ‘write’ start. Invited Presentation at the Missouri Council of Administrators of Special Education, Lake of the Ozarks, Missouri.

Poch, A. (July 2014). Self-regulated strategy development in reading (grades 7–12). Invited Presentation at the Missouri Division for Learning Disabilities, Columbia, Missouri.

Poch, A. (March 2014). Inferencing – the “black box” of reading. Invited Presentation at the Missouri Council for Exceptional Children, Lake of the Ozarks, Missouri.

Lembke, E., & Poch, A. (September 2013). Evidence–based strategies in reading and mathematics for students who are struggling. Invited Presentation at the Missouri Council of Administrators of Special Education, Lake of the Ozarks, Missouri.

Poch, A. (March 2013). Strategies for struggling learners in the ELA classroom (Grades 7– 12). Invited Presentation at the Missouri Council for Exceptional Children, Lake of the Ozarks, Missouri.

Local Presentations

Kunz, L., & Poch, A. (April 2017). Preventing the dropout of students with disabilities: Understanding school districts' actions. Invited Presentation at the MU Undergraduate Research & Creative Achievements Forum, University of Missouri.

Poch, A. (January 2017). “Teaching Secondary Students to Write Effectively”: Recommendations from the What Works Clearinghouse. Invited Presentation at the Student Council for Exceptional Children, University of Missouri.

Poch, A. (November 2016). An examination of the structural relationships of the Simple View of Writing: Implications for high school writers. Invited Poster Presentation at the Mizzou Ed Research Day, University of Missouri.

Poch, A. (January 2016). Diagnosing and addressing the writing challenges of adolescents with LD. Invited Presentation at the Student Council for Exceptional Children, University of Missouri.

Poch, A. (October 2015). Understanding school districts’ actions in preventing the dropout of students with disabilities. Invited Poster Presentation at the Mizzou Ed Research Day, University of Missouri.

* denotes peer reviewed

Awards

Duquesne University School of Education Early Career Award for Excellence in Scholarship (2018)

Marjorie Montague Award for Outstanding Doctoral Level Research from the International Academy for Research in Learning Disabilities (2017)

College of Education Graduate Student Scholar of the Year, University of Missouri (2015-2016)

Department of Special Education Outstanding Doctoral Student of the Year, University of Missouri (2013-2014)

Grant Awards

High School Students' Perspectives and Knowledge About Writing: A Comparison of Typically Developing Writers and Their Struggling Peers With and Without Disabilities. (2019-2021). Duquesne University Faculty Development Fund Grant. Total requested: $9,990. Role: Principal Investigator.

Professional Service

Editorial Field of Reviewers
Teaching Exceptional Children
Assessment for Effective Intervention

Editorial Service
Editor of LD Forum

Committee Membership
Membership Committee, Council for Learning Disabilities
Finance Committee, Council for Learning Disabilities

Conference Proposal Reviewer
Division for Learning Disabilities, Council for Exceptional Children
Council for Learning Disabilities