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

COVID-19 and School Psychology: Research Reveals the Persistent Impacts on Parents and Students, and the Promise of School Telehealth Supports
Volume 51, Issue 2, 2022

Changes in Parenting Practices during the COVID-19 Pandemic: Child Behavior and Mindful Parenting as Moderators
Volume 51, Issue 2, 2022

COVID-19 Stress and Coping and Associations With Internalizing Problems in 4th Through 12th Grade Students
Volume 51, Issue 2, 2022

Parenting & Children’s Psychological Adjustment During the COVID-19 Pandemic
Volume 51, Issue 2, 2022

Parenting and Teacher–Student Relationship as Protective Factors for Chinese Adolescent Adjustment During COVID-19
Volume 51, Issue 2, 2022

Telehealth Delivery of a Behavioral Parent Training Program to Spanish-Speaking Latinx Parents of Young Children With Developmental Delay: Applying an Implementation Framework Approach
Volume 51, Issue 2, 2022

Electronically Delivered Support to Promote Intervention Implementation Fidelity: A Research Synthesis
Volume 51, Issue 2, 2022

A Systematic Review of School Teleconsultation: Implications for Research and Practice
Volume 51, Issue 2, 2022

Correction
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The Role of Affective Teacher–Student Relationships in Bullying and Peer Victimization: A Multilevel Meta-Analysis
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Use of Critical Race Theory to Understand the Experiences of an African American Male During School Psychology Graduate Education
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Peer Victimization and Adverse Psychosocial Wellbeing of Black/White Biracial Adolescents: Is Ease of Talking With Family a Protective Buffer?
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An Exploratory Analysis of Financial Status and Risk Factor Interactions for Bullying Victimization
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Conceptualizing and Dismantling White Privilege in School Psychology Research: An Ecological Model
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Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments’ Validity Evidence
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Integrating Intersectionality, Social Determinants of Health, and Healing: A New Training Framework for School-Based Mental Health
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School Mental Health Trainees’ Perceptions of a Virtual Community-Based Partnership to Support Black Youth
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Content Analysis of the CASEL Framework Using K–12 State SEL Standards
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Latent Change and Co-Occurrence of Overactive and Underactive Behavior Problems in American Early Education
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Accounting for Traumatic Historical Events in Educational Randomized Controlled Trials
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Prosocial Behavior and Teachers’ Attitudes Towards Bullying on Peer Victimization Among Middle School Students: Examining the Cross-Level Moderating Effect of Classroom Climate
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A Scoping Review and Analysis of Mental Health Literacy Interventions for Children and Youth
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No Safe Space: School Climate Experiences of Black Boys With and Without Emotional and Behavioral Disorders
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Adapting Social Emotional Learning Curricula for an Urban Context via Focus Groups: Process and Outcomes
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Addressing the Need for Spanish Literacy Assessments Within the Context of Bilingual MTSS: Investigating the Technical Adequacy of ISIP Español for Grades 3–5
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An Examination of MTSS Assessment and Decision Making Practices for English Learners
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Development of Black to Success: A Culturally Enriched Social Skills Program for Black Adolescent Males
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School Bullying and Gender Minority Youth: Victimization Experiences and Perceived Prevalence
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A Trauma- and Justice, Equity, Diversity, and Inclusion (JEDI)-Informed Approach to Suicide Prevention in School: Black Boys’ Lives Matter
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Using a Culturally Responsive MTSS Approach to Prepare Black Males for Postsecondary Opportunities
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Longitudinal Predictors of Bilingual Language Proficiency, Decoding, and Oral Reading Fluency on Reading Comprehension in Spanish and in English
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Making a Case for Core Components: New Frontiers in SEL Theory, Research, and Practice
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Psychometric Properties of the Classroom Observation of Engagement, Disrespectful and Disruptive Behaviors
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Toward Equity in School-Based Assessment: Incorporating Collaborative/Therapeutic Techniques to Redistribute Power
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Realignment of School Psychology Research, Training, and Practice
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Long-Term Validity and Diagnostic Accuracy of Kindergarten Acadience Reading with English Learners
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To Hope and Belong in Adolescence: A Potential Pathway to Increased Academic Engagement for African American Males
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Universal Screening to Detect Emotional and Behavioral Risk Among English Language Learners
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Strengthening the School in School Psychology Training and Practice
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Embracing the Promise and Potential of Preschool-Age Black Boys: Strength-Based Opportunities for Early Childhood School Psychologists
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Unmasking School Bullying Witnesses: Five Different Psychological Profiles Related to Intention to Defend Victims
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Transforming School Mental Health Services Based on a Culturally Responsible Dual-Factor Model
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A Qualitative Study of School Psychologists’ Perceptions of Social Justice
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Strengthening MTSS for Behavior (MTSS-B) to Promote Racial Equity
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Reckoning With Ourselves: A Critical Analysis of White Women’s Socialization and School Psychology
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Beyond the Rhetoric of Evidence-Based Assessment: A Framework for Critical Thinking in Clinical Practice
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Evaluating the Signs of Suicide Program: Middle School Students at Risk and Staff Acceptability
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Reconceptualizing Educational Contexts: The Imperative for Interprofessional and Interagency Collaboration in School Psychology
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Centering Families: Advancing a New Vision for School Psychology
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Dismantling Systemic Inequities in School Psychology: Cultural Humility as a Foundational Approach to Social Justice
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Use of English Language Proficiency Data to Better Assess Reading Growth for English Language Learners
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Factors That May Influence Social Communication Questionnaire (SCQ) Scores: An Examination of the Spanish and English SCQ in School-Aged Students
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The Role of Target Behaviors in Enhancing the Efficacy of Conjoint Behavioral Consultation
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The Effect of Solution-Focused Scaling and Solution-Focused Questions on Expectancy and Commitment
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A Grounded Theory of Model School Psychology Internship Supervision
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Use of Critical Theory to Develop a Conceptual Framework for Critical School Psychology
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Reconceptualizing Mentorship for the 21st Century: A Systematic Mapping of Research in School Psychology
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A Meta-Analysis of School-Based Cyberbullying Prevention Programs’ Impact on Cyber-Bystander Behavior
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Combining MTSS and Community-Based Mentoring Programs
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Developing and Investigating the Promise of Early Measurement Screeners
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Who’s Included? Diversity, Equity, and Inclusion of Students in School Psychology Literature Over the Last Decade
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An Initial Evaluation of the Helping Students at Risk for Suicide Professional Development Workshop
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Practices and Perceptions in Manifestation Determination Reviews
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Are There Cognitive Profiles Unique to Students With Learning Disabilities? A Latent Profile Analysis of Wechsler Intelligence Scale for Children–Fourth Edition Scores
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Understanding How Language of Instruction Impacts Early Literacy Growth for Spanish-Speaking Children
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Relations Among Peer Victimization, Aggression, and School Climate Among Elementary School Students in China
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Understanding Protective Factors for Suicidality and Depression Among U.S. Sexual and Gender Minority Adolescents: Implications for School Psychologists
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Examining Bridges in Mathematics and Differential Effects Among English Language Learners
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School-Based Interventions for Middle School Students With Disruptive Behaviors: A Systematic Review of Components and Methodology
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Characteristics and Uses of SRL Microanalysis across Diverse Contexts, Tasks, and Populations: A Systematic Review
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School Risk and Protective Factors of Suicide: A Cultural Model of Suicide Risk and Protective Factors in Schools
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Preparing Social Justice Advocates Through Undergraduate Service Learning in School Psychology
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On the Examination of Longitudinal Trends Between Teacher–Student Relationship Quality and Social Skills During Elementary School
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The Effect of a Tablet-Mediated Flashcard Intervention on the Acquisition and Maintenance of Sight-Word Phrases
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Do Parental Involvement and Adult Support Matter for Students’ Suicidal Thoughts and Behavior in High School?
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State Anxiety Prior to and After Participating in Lockdown Drills Among Students in a Rural High School
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Understanding Disproportionate Suspension Practices for Black Students in Elementary, Middle, and High Schools
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Analysis of 48 Hours of Television News Coverage Following the Columbine High School Shooting
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Assessing the Psychometric Utility of IQ Scores: A Tutorial Using the Wechsler Intelligence Scale for Children–Fifth Edition
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Student Engagement among High School English Learners with Reading Comprehension Difficulties
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A Conceptual Replication of Targeted Professional Development to Increase Teachers’ Behavior-Specific Praise
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Patterns of Warning Signs Among Adolescents Who Contemplate Suicide: A Latent Profile Analysis
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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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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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Disciplinary and Nondisciplinary Outcomes of School-Based Threat Assessment in Colorado Schools
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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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Exploring Motivational Factors Associated With Test-Taking Effort Among Middle School Students
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A Comparison of Taped Problems and Explicit Timing Interventions on Second-Grade Students’ Subtraction Fluency
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Distributed Practice in Math Facts Fluency: A Comparative Analysis of Varied Intersession Intervals
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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