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School Psychology Forum: Research in Practice

E-Journal Cover

Ray W. Christner, Editor
T. Chris Riley-Tillman, Associate Editor

 

School Psychology Forum: Research In Practice (SPF) is a refereed journal published electronically on a semiannual basis by NASP. The primary purposes of SPF are to provide an efficient means for communicating and translating scholarly advances into practice and to offer the opportunity for scholarly commentary regarding the practical applications of key developments within the field. Each edition of SPF will provide timely, practice-focused topics to enhance the practice and delivery of school psychological services. Published twice a year, SPF will reflect current theory, research, and opinion related to school psychology, child and adolescent mental health, educational services, and other related areas.

Introduction and Purpose

Guidelines for Authors

Editorial Advisory Board

Call for Proposals

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Vol. 2, Issue 2 (Winter 2008)
Guest Editor: Stephen E. Brock
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Developing and Strengthening School-Based Crisis Response Teams
Amanda B. Nickerson
University at Albany, State University of New York
Melissa Allen Heath
Brigham Young University 		>> Abstract
>> PDF
The Role of Memorials in Helping Children Heal
Melissa Allen Heath, Rebecka Bingham, & Brenda Dean
Brigham Young University 		>> Abstract
>> PDF
Targeted Threat Assessment: Ethical Considerations for School Psychologists
Amy-Jane Griffiths
Jill D. Sharkey
Michael J. Furlong
University of California, Santa Barbara 		>> Abstract
>> PDF
Principles for Intervening With Suicide
Jonathan Sandoval
Sheava Zadeh
University of the Pacific		 >> Abstract
>> PDF
Self-Injury and Youth: Best Practices for School Intervention
Linda M. Kanan
Jennifer Finger
Amy E. Plog
Cherry Creek School District
Greenwood Village, Colorado		 >> Abstract
>> PDF
Vol. 2, Issue 1 (Fall 2007)
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Gratitude in Children and Adolescents: Development, Assessment, and School-Based Intervention
Jeffrey J. Froh
Hofstra University
David N. Miller
University at Albany, State University of New York
Stephanie F. Snyder
Hofstra University 		>> Abstract
>> PDF
The Use and Importance of Strength-Based Assessment
Amanda B. Nickerson
University at Albany, State University of New York 		>> Abstract
>> PDF
The Third Pillar: Linking Positive Psychology and School-Wide Positive Behavior Support
Kristin D. Sawka-Miller
Siena College
David N. Miller
University at Albany, State University of New York 		>> Abstract
>> PDF
Promoting Strengths Among Culturally Diverse Youth in Schools
Lisa M. Edwards
Casey A. Holtz
Marisa B. Green
Marquette University		 >> Abstract
>> PDF
Vol. 1, Issue 2 (May 2007)
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Using School-Wide Data Systems to Make Decisions Efficiently and Effectively
Brandi Simonsen and George Sugai
University of Connecticut 		>> Abstract
>> PDF
Important Considerations in the Selection of Progress-Monitoring Measures for Classroom Behaviors
Amy M. Briesch
University of Connecticut
Robert J. Volpe
Northeastern University 		>> Abstract
>> PDF
Interpretations of Curriculum-Based Measurement Outcomes: Standard Error and Confidence Intervals
Theodore J. Christ and Melissa Coolong-Chaffin
University of Minnesota		 >> Abstract
>> PDF
Using Baseline Logic to Maximize the Value of Educational Interventions
T. Chris Riley-Tillman and Christy M. Walcott
East Carolina University		 >> Abstract
>> PDF
Vol. 1, Issue 1 (November 2006)
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Introduction to School Psychology Forum: Research in Practice
Ray Christner
Philadelphia College of Osteopathic Medicine
T. Chris Riley-Tillman
East Carolina University		 >> PDF
Response to Intervention: The Role of and Effect on School Psychology
Matthew K. Burns and Melissa Coolong-Chaffin
University of Minnesota 		>> Abstract
>> PDF
Implementing IDEA 2004 With a Three-Tier Model That Includes Response to Intervention and Cognitive Assessment Methods
James B. Hale
Philadelphia College of Osteopathic Medicine		 >> Abstract
>> PDF
Evaluating and Comparing Responsiveness to Two Interventions Designed to Enhance Math-Fact Fluency
Erin Carroll, Christopher H. Skinner, and Haley Turner
The University of Tennessee, Knoxville
Elizabeth McCallum
Duquesne University
Sarah Woodland
Knox County Schools		 >> Abstract
>> PDF