About School Psychology Forum

PlaceholderSchool Psychology Forum: Research in Practice (SPF) is a refereed journal published electronically by the National Association of School Psychologists (NASP). SPF is:

  • An outlet for making high-level scholarship accessible and relevant to the practice of professional school psychology.
  • A forum for hosting the scholarly treatment and scientific evaluation of current clinical, legal, school, policy, practice, and professional issues.
  • An interactive environment for scholars, professional school psychologists, and policy makers. Readers are expected to be contributors by making suggestions, discussing posted articles, and engaging in active leadership for the direction of our field.
  • An opportunity for readers to contribute by making suggestions, discussing posted articles, and engaging in active leadership for the direction of our field.
  • An approach to extend information from scholars beyond the professional borders and national borders. Internet-based journals allow information from school psychology to reach out and inform the practice of school psychology and all relevant professions from around the world.

Purpose and Goals

The purpose of SPF is to provide readers an interactive forum to access, discuss and expand on critical, current issues related to children's learning and mental health with the explicit goal of supporting school-based practitioners' ability to improve outcomes for students, families and schools. Importantly, SPF extends beyond the professional and national borders. Both the focus of the content and the Internet format allow information from school psychology to reach out and inform the practice of school psychologists and all relevant professions from around the world.

Content and Focus

SPF has theme issues consisting of invited articles for specific theme issues and general issues consisting of unsolicited manuscripts. SPF publishes original research, program evaluations, literature reviews, and reviews of evidence-based practices. Case studies and scholarly treatment of policy and legal issues will also be considered. All articles explicitly advance the practice of school psychology with concrete and actionable recommendations.

Current Editor

Oliver W. Edwards
University of Central Florida
E-mail: owedwards@ucf.edu

Associate Editors

Diana Joyce-Beaulieu
University of Florida
E-mail: djoyce@coe.ufl.edu

Rudolph Bailey
Andrews University
E-mail: rbailey@andrews.edu

Editorial Review Board

John Begeny
North Carolina State University
Stacy L. Bender
Alfred University
Jacqueline Brown
University of Montana
Andrea R. Burch
Alfred University
Stephanie Cawthon
University of Texas Austin
Tai A. Collins
University of Cincinnati
Jennifer M. Cooper
National Louis University
John Desrochers
Westport, Connecticut
John Froiland
Pearson Clinical Assessment
Sally L. Grapin
Montclair State University
Cristin Hall
Penn State University
Caroline Hexdall
Centre for Mindful Development
Jessica Hoffman
Northeastern University
Anna Jankowski
University of Gdansk (Poland)
Austin Johnson
University of California–Riverside
Katina Lambros
San Diego State University
Tamika P. La Salle
University of Connecticut
Chieh Li
Northeastern University
Huijun Li
Florida A&M University
Amanda Marcotte
University of Massachusetts
Laura Lee McIntyre
University of Oregon
Meagan Medley
Nicholls State University
Kristin Miller
Sienna College
Monica Oganes Murray
Monica Oganes & Associates
Doris Paez
Francis Marion University
Leandra Parris
Illinois State University
Shawna Peterson-Brown
Minnesota State University
Kisha Radliff
Ohio State University
Jennifer L. Reynolds
University of Toledo
Lisa Sanetti
University of Connecticut
Barbara A. Schaefer
Penn State University
Brandon K. Schultz
East Carolina University
Dave Shriberg
Loyola University
Devadrita Talapatra
University of Denver
Ashli Tyre
Seattle University
Gabrielle Wilcox
University of Calgary