School Psychology Review

Volume 47, Issue 3
(September 2018)

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Available Issues

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	Issues:

2014–2018
- Volume 47 (2018)
- - Issue 3 (September 2018)
    
    pp 209 – 326
  - Issue 2 (June 2018)
    
    pp 109 – 202
  - Issue 1 (March 2018)
    
    pp 3 – 105
- Volume 46 (2017)
- - Issue 4 (December 2017)
    
    pp 335 – 432
  - Issue 3 (September 2017)
    
    pp 239 – 328
  - Issue 2 (June 2017)
    
    pp 149 – 232
  - Issue 1 (March 2017)
    
    pp 3 – 140
- Volume 45 (2016)
- - Issue 4 (December 2016)
    
    pp 379 – 498
  - Issue 3 (September 2016)
    
    pp 275 – 371
  - Issue 2 (June 2016)
    
    pp 141 – 267
  - Issue 1 (March 2016)
    
    pp 1 – 132
- Volume 44 (2015)
- - Issue 4 (December 2015)
    
    pp 339 – 509
  - Issue 3 (September 2015)
    
    pp 249 – 330
  - Issue 2 (June 2015)
    
    pp 147 – 245
  - Issue 1 (March 2015)
    
    pp 3 – 138
- Volume 43 (2014)
- - Issue 4 (December 2014)
    
    pp 347 – 498

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.

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Volume 47, Issue 3
(September 2018)

Alerts for the Journal