Guidelines for Authors

School Psychology Review is a refereed journal published quarterly by the National Association of School Psychologists (NASP). The primary purpose of School Psychology Review is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychologists. 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. The Review 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, the Review 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.