School Psychology Review (SPR)

PlaceholderSchool Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology.

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NASP is pleased to announce a new partnership with the Routledge, Taylor & Francis Group (RT&F) for the publishing of School Psychology Review (SPR). A leading publisher of high quality online academic journals, RT&F is positioned to build on and expand the long-term success of SPR as school psychology’s premier peer-reviewed journal. Read More

Full access to School Psychology Review (SPR) is restricted to NASP Members only. Non-members may view and purchase archived content. Please consider joining NASP or renewing your membership for full access.

Current Issue

At What Cost?: Introduction to the Special Issue “Return on Investment for Academic and Behavioral Assessment and Intervention”
Volume 49, Issue 4, 2020, Page 347-358

Conducting a Cost-Effectiveness Analysis of an Early Numeracy Intervention
Volume 49, Issue 4, 2020, Page 359-373

Cost-Effectiveness of a Grade 8 Intensive Reading and Content Learning Intervention
Volume 49, Issue 4, 2020, Page 374-385

Factors Influencing the Effectiveness of Interventions: An Interaction of Instructional Set Size and Dose
Volume 49, Issue 4, 2020, Page 386-398

Scaling Up Positive Behavioral Interventions and Supports: Costs and Their Distribution Across State, Districts, and Schools
Volume 49, Issue 4, 2020, Page 399-414

Commentary: Economics of Improving Practice
Volume 49, Issue 4, 2020, Page 415-422

Cost-Effectiveness Analysis: A Component of Evidence-Based Education
Volume 49, Issue 4, 2020, Page 423-430

COVID-19 and School Psychology: Adaptations and New Directions for the Field
Volume 49, Issue 4, 2020, Page 431-437

Assessment During the COVID-19 Pandemic: Ethical, Legal, and Safety Considerations Moving Forward
Volume 49, Issue 4, 2020, Page 438-452

Comparing Paper and Tablet Modalities of Math Assessment for Multiplication and Addition
Volume 49, Issue 4, 2020, Page 453-465

The Association Between Child ADHD Symptoms and Changes in Parental Involvement in Kindergarten Children’s Learning During COVID-19
Volume 49, Issue 4, 2020, Page 466-479

Evaluating English Learner Progress in Reading: How Much Growth Can We Expect?
Volume 49, Issue 4, 2020, Page 480-492

Examining School Proactive Outreach to Families in Public Middle Schools
Volume 49, Issue 4, 2020, Page 493-509

Typical Rates of Regression After Exiting Supplemental Interventions in Reading
Volume 49, Issue 4, 2020, Page 510-515

A Conceptual Replication of Targeted Professional Development to Increase Teachers’ Behavior-Specific Praise
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Designing Interventions for Implementation in Schools: A Multimethod Investigation of Fidelity of a Self-Monitoring Intervention
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Patterns of Warning Signs Among Adolescents Who Contemplate Suicide: A Latent Profile Analysis
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The Influence of School Resource Officer Presence on Teacher Perceptions of School Safety and Security
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School Connectedness and Bystander Intervention: The Moderating Role of Perceived Exclusion and Privilege Among African American Students
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Scaling and Disseminating Brief Bullying Prevention Programming: Strengths, Challenges, and Considerations
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In-School and Out-of-School Suspension: Behavioral and Psychological Outcomes in a Predominately Black Sample of Middle School Students
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Measuring COVID-19-Related Stress Among 4th Through 12th Grade Students
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Returning to School Following Hospitalization for Suicide-Related Behaviors: Recognizing Student Voices for Improving Practice
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Screening the Whole Social-Emotional Child: Expanding a Brief SEL Assessment to Include Emotional Behavior Concerns
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Promoting Effective Decision Making: Training Educators to Collect and Use Social–Emotional Skill Assessment Data to Inform Tier 2 Interventions
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Mind the Gap: A Systematic Review of Research on Restorative Practices in Schools
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Teacher Support for Zero Tolerance Is Associated With Higher Suspension Rates and Lower Feelings of Safety
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Associations Between Community-Level Racial Biases, Office Discipline Referrals, and Out-of-School Suspensions
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An Intersectional Examination of the Effects of Race/Ethnicity and Immigrant Status on School Victimization in Predominantly Hispanic/Latinx High Schools
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Trauma-Informed Care in Schools: Perspectives From School Resource Officers and School Security Professionals During Professional Development Training
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Usability of Social, Emotional, and Behavioral Assessments in Schools: A Systematic Review From 2009 to 2019
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Disciplinary and Nondisciplinary Outcomes of School-Based Threat Assessment in Colorado Schools
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A Call for the Conceptual Integration of Opportunity Structures Within School Safety Research
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Comparing Informants for Mental Health Screening at the Preschool Level
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Relationships Between the Τeacher–Child Conflict and Children’s Problem Behaviors in the Cultural Context of Chinese Preschools
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Suicidality and Exposure to School-Based Violence Among a Nationally Representative Sample of Asian American and Pacific Islander Adolescents
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Randomized Trial of Show Me FIRST: A Brief School-Based Intervention for Internalizing Concerns
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Evaluation of a Social Media Campaign on Youth Mental Health Stigma and Help-Seeking
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Impact of the Family Access Center of Excellence (FACE) on Behavioral and Educational Outcomes—A Quasi-Experimental Study
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Evaluating the Impact of Rater Effects on Behavior Rating Scale Score Validity and Utility
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Reducing the Societal Prevalence and Burden of Youth Mental Health Problems: Lessons Learned and Next Steps
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Results From a Statewide School-Based Mental Health Program: Effects on School Climate
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Exploring Motivational Factors Associated With Test-Taking Effort Among Middle School Students
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Building Policy Support for School Mental Health in South Carolina
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A Comparison of Taped Problems and Explicit Timing Interventions on Second-Grade Students’ Subtraction Fluency
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Scaling Up Behavioral Health Promotion Efforts in Maryland: The Economic Benefit of Positive Behavioral Interventions and Supports
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Motivational Interviewing With At-Risk Students (MARS) Mentoring: Addressing the Unique Mental Health Needs of Students in Alternative School Placements
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Sustained Effects of a School-Based Psychiatry Program
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Addressing Chronic Absenteeism in Schools: A Meta-Analysis of Evidence-Based Interventions
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School Staff and Youth Perspectives of Tier 1 Restorative Practices Classroom Circles
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Effects of a Multifaceted Classroom Intervention on Racial Disproportionality
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Distributed Practice in Math Facts Fluency: A Comparative Analysis of Varied Intersession Intervals
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Toward a More Comprehensive Evaluation of Interventions: A Dose-Response Curve Analysis of an Explicit Timing Intervention
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SPR Special Topic
Call for Submissions

imgSchool Psychology Review (SPR) invites all scholars to submit manuscripts for upcoming Special Topic Sections. These Special Topic sections address critical issues in the field and are designed to advance both practice and research.

Additional Journals Included With Membership

In addition to SPR, NASP Members also now have complimentary access to the following journals:

appJournal of Applied School Psychology

appJournal of Educational and Psychological Consultation