School Psychology Review (SPR)

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NASP Publications

Placeholder School 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

Intelligence and Adaptive Behavior: A Meta-Analysis Volume 49, Issue 2, 2020, Page 85-110
It Takes a Village: Understanding African American High School Students’ Self-Determination in School Volume 49, Issue 2, 2020, Page 111-129
Evaluating Self-Management Interventions: Analysis of Component Combinations Volume 49, Issue 2, 2020, Page 130-143
Culturally Appropriate Math Problem-Solving Instruction With English Language Learners Volume 49, Issue 2, 2020, Page 144-160
Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors Volume 49, Issue 2, 2020, Page 161-177
Memories of Positive and Negative Student–Teacher Relationships in Students With and Without Disruptive Behavior Volume 49, Issue 2, 2020, Page 178-194
Toward Incorporating Efficiency Data in Brief Experimental Analysis Decision Making Volume 49, Issue 2, 2020, Page 195-208
A Comparison of CBM-WE Scoring Metrics and Progress Monitoring Frequency Among Second-Grade Students .
Outcomes of a Vocabulary Intervention Implemented by Community AmeriCorps Members .
The Moderating Role of Ethnic Identity on the Relationship Between School Climate and Self-Esteem for African American Adolescents .
Racial Fairness, School Engagement, and Discipline Outcomes in African American High School Students: The Important Role of Gender .
Ongoing Practice Opportunities as a Method for Maintaining Reading Intervention Effects .
A Peer-Delivered Intervention for High School Students With Impairing ADHD Symptoms .
Teachers’ Use and Beliefs About Praise: A Mixed-Methods Study .
Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions? .
Typical Rates of Regression After Exiting Supplemental Interventions in Reading .

Intelligence and Adaptive Behavior: A Meta-Analysis
Volume 49, Issue 2, 2020, Page 85-110

It Takes a Village: Understanding African American High School Students’ Self-Determination in School
Volume 49, Issue 2, 2020, Page 111-129

Evaluating Self-Management Interventions: Analysis of Component Combinations
Volume 49, Issue 2, 2020, Page 130-143

Culturally Appropriate Math Problem-Solving Instruction With English Language Learners
Volume 49, Issue 2, 2020, Page 144-160

Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors
Volume 49, Issue 2, 2020, Page 161-177

Memories of Positive and Negative Student–Teacher Relationships in Students With and Without Disruptive Behavior
Volume 49, Issue 2, 2020, Page 178-194

Toward Incorporating Efficiency Data in Brief Experimental Analysis Decision Making
Volume 49, Issue 2, 2020, Page 195-208

A Comparison of CBM-WE Scoring Metrics and Progress Monitoring Frequency Among Second-Grade Students
.

Outcomes of a Vocabulary Intervention Implemented by Community AmeriCorps Members
.

The Moderating Role of Ethnic Identity on the Relationship Between School Climate and Self-Esteem for African American Adolescents
.

Racial Fairness, School Engagement, and Discipline Outcomes in African American High School Students: The Important Role of Gender
.

Ongoing Practice Opportunities as a Method for Maintaining Reading Intervention Effects
.

A Peer-Delivered Intervention for High School Students With Impairing ADHD Symptoms
.

Teachers’ Use and Beliefs About Praise: A Mixed-Methods Study
.

Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions?
.

Typical Rates of Regression After Exiting Supplemental Interventions in Reading
.

SPR Special Topic
Call for Submissions

School 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.