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About School Psychology Review (SPR)

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. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies and the evaluation of these approaches. SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community, and family psychology, as well as education and special education) and communicates advances from within school psychology to the broader educational and psychological communities.

School Psychology Review places emphasis on original, data-based research, but the journal is receptive to reviews with implications for public policy and innovative program development, and well-designed case studies illustrating strategies for linking research and practice. Although a wide range of topics relevant to school psychology, education, and related disciplines are of interest, SPR places a priority on articles that relate directly to one or more outcome goals delineated at the Multisite Conference on the Future of School Psychology (see School Psychology Review, 33(1), 2004).

Portions of two issues each year are reserved for special series on themes deemed by the leadership team to be of major interest to school psychology. The majority of journal space, however, is devoted to unsolicited manuscripts covering a wide range of topics. All manuscripts submitted for review are subject to a masked, peer-review process involving members of the Editorial Advisory Board and ad hoc reviewers.

Editor Matthew K. Burns University of Minnesota 56 E. River Road Minneapolis, MN 55455-0364 Phone: (612) 626-7324 E-mail: burns258@umn.edu

Editorial Assistant Anne Zaslofsky University of Minnesota

Associate Editors
Joseph Betts Riverside Publishing	Richard C. Gilman Cincinnati Children's Hospital Medical Center	John Hitchcock Ohio University
Ann C. Schulte North Carolina State University	Shannon Suldo University of South Florida	Amanda M. VanDerHeyden Education Research and Consulting
Mike Vanderwood University of California–Riverside	Robert J. Volpe Northeastern University

Scientific Advisory Panel
Sandra L. Christenson University of Minnesota	Margaret M. Dawson Seacoast Mental Health Center	George J. DuPaul Lehigh University
Stephen N. Elliott Arizona State University	John F. Fantuzzo University of Pennsylvania	Lynn S. Fuchs Vanderbilt University
Charles R. Greenwood University of Kansas	Jan Hughes Texas A&M University	Thomas R. Kratochwill University of Wisconsin
Brian Martens Syracuse University	Thomas J. Power University of Pennsylvania	Edward S. Shapiro Lehigh University
Susan M. Sheridan University of Nebraska–Lincoln	George Sugai University of Connecticut

Editorial Advisory Board
Craig Albers University of Wisconsin–Madison	Scott P. Ardoin University of Georgia	Jennifer Asmus University of Wisconsin–Madison
George G. Bear University of Delaware	John Begeny North Carolina State University	Kathy Bradley-Klug University of South Florida
Amy M. Briesch Northeastern University	Stephen E. Brock Calif. State University, Sacramento	Sandra M. Chafouleas University of Connecticut
Theodore J. Christ University of Minnesota	Angela T. Clarke West Chester University	Nathan Clemens Texas A&M University
Robin Codding University of Massachusetts–Boston	James Connell University of Pennsylvania	Florence DiGennaro Reed University of Kansas
Beth Doll University of Nebraska–Lincoln	Erin Dowdy University of California, Santa Barbara	Tanya L. Eckert Syracuse University
Maurice J. Elias Rutgers University	William P. Erchul North Carolina State University	Gregory A. Fabiano University at Buffalo
Alicia Fedewa University of Kentucky	Hank Fien University of Oregon	Jennifer L. Frank Pennsylvania State University
Melissa Heath Brigham Young University	John M. Hintze University of Mass., Amherst	John Hitchcock Ohio University
Kathryn Hoff Illinois State University	Jessica A. Hoffman Northeastern University	Robin Hojnoski Lehigh University
John Hosp University of Iowa	Martin J. Ikeda Iowa Department of Education	Shane R. Jimerson Universityof California, Santa Barbara
Lee Kern Lehigh University	Joseph F. Kovaleski Indiana University of Pennsylvania	Steven Landau Illinois State University
Stephen S. Leff University of Pennsylvania	Patricia H. Manz Lehigh University	Jennifer A. Mautone The Children's Hospital of Philadelphia
James J. Mazza University of Washington	Patrick Malone University of Georgia	Stephanie H. McConaughy University of Vermont
Merilee McCurdy University of Nebraska–Lincoln	Kent McIntosh University of British Columbia	Brian McKevitt University of Nebraska–Omaha
Sterett Mercer University of British Columbia	Scott Methe University of Massachusetts–Boston	David N. Miller University at Albany, SUNY
Jack A. Naglieri George Mason University	Bonnie K. Nastasi Walden University	Nancy A. Neef Ohio State University
George H. Noell Louisiana State University	Salvador Hector Ochoa University of Texas–Pan American	Julia A. Ogg University of South Florida
Daniel E. Olympia University of Utah	Robert O'Neill University of Utah	Kelly A. Powell-Smith DynamicMeasurementGrp.,OR
Kristin Powers California State, Long Beach	Alecia Rahn-Blakeslee Heartland AEA 11	Wendy M. Reinke University of Missouri
Sara Rimm-Kaufman University of Virginia	Lisa H. Sanetti University of Connecticut	Thomas Schanding Jr. Sheldon Independent School District
Ann C. Schulte North Carolina State University	David Shriberg Loyola University Chicago	Mark D. Shriver University of Nebraska Med. Center
Scott A. Stage North Carolina State University	Amanda Sullivan University of Minnesota	Susan M. Swearer University of Nebraska–Lincoln
Hill M. Walker University of Oregon	David L. Wodrich Arizona State University	Jina S. Yoon Wayne State University
Ellie L. Young Brigham Young University