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

Consulting Associate Editor

Ann C. Schulte
North Carolina State University

Associate Editors

Cynthia Anderson University of Oregon	Joseph E. Betts Renaissance Learning	Shannon Suldo University of South Florida
Amanda M. VanDerHeyden Education Research and Consulting	Robert J. Volpe Northeastern University	Christy Walcott East Carolina University

Scientific Advisory Panel

Sandra L. Christenson University of Minnesota	Nicki R. Crick 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	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 South Carolina	Jennifer Asmus University of Wisconsin - Madison
Kathy Bradley-Klug University of South Florida	Amy Briesch Northeastern University	Stephen E. Brock California State University, Sacramento
John S. Carlson Michigan State University	Theodore J. Christ University of Minnesota	Angela T. Clarke West Chester University
Robin Codding University of Massachusetts - Boston	James Connell Temple University	Florence DiGennaro Reed University of Kansas
Beth Doll University of Nebraska-Lincoln	Ricardo E. Eiraldi University of Pennsylvania	Maurice J. Elias Rutgers University
William P. Erchul North Carolina State University	Greg Fabiano University at Buffalo	Hank Fien University of Oregon
Richard C. Gilman University of Kentucky	Marika Ginsburg-Block University of Delaware	John M. Hintze University of Massachusetts, Amherst
Kathryn E. Hoff Illinois State University	Jessica Hoffman Northeastern University	Robin Hojnoski Lehigh University
John L. Hosp Florida State University	Martin J. Ikeda Iowa Department of Education	Shane Jimerson University of California, Santa Barbara
Lee Kern Lehigh University	Joseph F. Kovaleski Indiana University of Pennsylvania	Stephen S. Leff University of Pennsylvania
Patricia H. Manz Lehigh University	Jennifer A. Mautone Children’s Hospital of Philadelphia	James J. Mazza University of Washington
Merilee McCurdy University of Nebraska-Lincoln	Kara E. McGoey Duquesne University	Kent McIntosh University of British Columbia
Brian C. McKevitt University of Nebraska - Omaha	Scott Methe East Carolina University	David N. Miller University at Albany, State University of New York
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	Daniel E. Olympia University of Utah
Robert O'Neill University of Utah	Kelly A. Powell-Smith Dynamic Measurement Group	Kristen Powers California State University – Long Beach
Alecia Rahn-Blakeslee Heartland AEA 11	T. Chris Riley-Tillman East Carolina University	Sara Rimm-Kaufman University of Virginia
Lisa M. Sanetti University of Connecticut	Ann C. Schulte North Carolina State University	David Shriberg Loyola University Chicago
Mark D. Shriver University of Nebraska Medical Center	Benjamin Silberglitt Technology and Information Educational Services	Scott A. Stage North Carolina State University
Susan M. Swearer University of Nebraska-Lincoln	Mike Vanderwood University of California-Riverside	Kristen Varjas Georgia State University
Hill M. Walker University of Oregon	David L. Wodrich Arizona State University

School Psychology Review (SPR)

NASP Publications