The Official Journal of the Society for the Study of School Psychology (SSSP)

The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. The Journal of School Psychology presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental health-, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged.

The Journal of School Psychology editorial team strives to publish the most methodologically and statistically sophisticated research in the pages of the journal in order to contribute to the science of school psychology. Full-length manuscripts presenting original quantitative and qualitative research are ideal to meet this goal. Scholarly narrative reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings may also be appropriate. The Journal of School Psychology does not typically publish test reviews, book reviews, obituaries, or comments.

Questions about the appropriateness of a manuscript for the Journal of School Psychology should be directed to the Editor:
Michelle Demaray
Northern Illinois University
Email: mkdemaray@niu.edu

Associate Editors
Craig Albers, University of Wisconsin-Madison
Amy Briesch, Northeastern University
Andrew Garbacz, University of Oregon
Renee Hawkins, University of Cincinnati
Stephen Kilgus, University of Missouri
Sterett Mercer, University of British Columbia
Sherrie Proctor, Queens College, City University of New York
Lisa Sanetti, University of Connecticut
Jochem Thijs, Utrecht University
Jina Yoon, University of Arizona

View the Journal of School Psychology homepage
http://www.journals.elsevier.com/journal-of-school-psychology/

View the Journal of School Psychology Editorial Board
http://www.journals.elsevier.com/journal-of-school-psychology/editorial-...

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http://www.sciencedirect.com/science/journal/aip/00224405

Each year, SSSP will award $2500 to the author(s) of an outstanding article published in the Journal of School Psychology (JSP). The intent is to provide recognition to scholars in school psychology and to provide additional support for the recipients' research programs. The annual selection of the JSP Article of the Year is based on (a) SSSP members’ and Journal of School Psychology Editorial Board members’ nominations and (b) rankings offered by a selection committee composed of SSSP members. The award is announced at SSSP's Membership Meeting held during the annual convention of either the National Association of School Psychologists or the American Psychological Association.

Previous Recipients

1.     Galloway, J., & Sheridan, S.M. (1994). Implementing scientific practices through interventions and consultation. Journal of School Psychology, 32, 385-413.

2.     McDermott, P.A. (1995). Sex, race, class and other demographics as explanations for children’s ability and achievement: A national appraisal. Journal of School Psychology, 33, 75-91.

3.     Jimerson, S., Carlson, E., Rottert, M., Egeland, B., & Sroufe, L.A. (1997). A prospective study of the correlates and consequences of early grade retention. Journal of School Psychology, 35, 3-25.

4.     Keith, T. Z., Keith, P. B., Quirk, K. J., Sperduto, J., Santillo, S., & Killings, S. (1998). Longitudinal effects of parent involvement on high school grades: Similarities and differences across gender and ethnic groups. Journal of School Psychology, 36, 335-363.

5.     Jimerson, S.R. (1999). On the failure of failure: Examining the association between early grade retention and education and employment outcomes during adolescence. Journal of School Psychology, 37, 243-272.

6.     Pigott, R. L., & Cowen, E. L. (2000). Teacher race, child race, racial congruence, and teacher ratings of children’s school adjustment. Journal of School Psychology, 38, 177-196.

7.     Welsh, M., Parke, R. D., Widaman, K., & O’Neil, R. (2001). Linkages between children’s social and academic competence: A longitudinal analysis. Journal of School Psychology, 39, 463-482.

8.     Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-436.

9.     Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.

10.   Farmer, T. W., Estell, D. B., Leung, M., Trott, H., Bishop, J., & Cairns, B. D. (2003). Individual characteristics, early adolescent peer affiliations, and school dropout: An examination of aggressive and popular group types. Journal of School Psychology, 41, 3-21.

11.   DuPaul, G. J., Volpe, R. J., Jitendra, A. K., Lutz, G., Lorah, K. S., & Gruber, R. (2004). Elementary school students with AD/HD: Predictors of academic achievement. Journal of School Psychology, 42, 285-301.

12.   Dieterich, S. E., Assel, M. A., Swank, P., Smith, K. E. & Landry, S. H. (2005). The impact of early maternal verbal scaffolding and child language abilities on later decoding and reading comprehension skills. Journal of School Psychology, 43, 481-494.

13.   Gettinger, M., & Stoiber, K. C. (2006). Functional assessment, collaboration, and evidence-based treatment: Analysis of a team approach for addressing challenging behaviors in young children. Journal of School Psychology, 44, 231-252.

14.   VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multi-year evaluation of the effects of a Response to Intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45,225-256.

15.   Estell, D. B., Farmer, T. W., Pearl, R., Van Acker, R., & Rodkin, P. C. (2008). Social status and aggressive and disruptive behavior in girls: Individual, group, and classroom influences. Journal of School Psychology, 46, 193-212.

16.   Reddy, L. A., Newman, E., De Thomas, C. A., & Chun, V. (2009). Effectiveness of school-based prevention and intervention programs for children and adolescents with emotional disturbance: A meta-analysis. Journal of School Psychology, 47, 77-99.

17.   Horner, S. B., Fireman, G. D., & Wang, E. W. (2010). The relation of student behavior, peer status, race, and gender to decisions about school discipline using CHAID decision trees and regression modeling. Journal of School Psychology, 48, 135-161.

18.   Rudasill, K. M., Reio, T. G., Stipanovic, N., & Taylor, J. E. (2010). A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. Journal of School Psychology, 48, 389-412.

19.   Domínguez, X., Vitiello, V. E., Fuccillo, J. M., Greenfield, D. B., & Bulotsky-Shearer, R. J. (2011). The role of context in preschool learning: A multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children’s approaches to learning.Journal of School Psychology, 49,175-195.

20.   Levin, J. R., Ferron, J. M., & Kratochwill, T. R. (2012). Nonparametric statistical tests for single-case systematic and randomized ABAB…AB and alternating treatment intervention designs: New developments, new directions.Journal of School Psychology, 50,599-624.

21. Sheridan, S.M., Ryoo, J.H., Garbacz, S.A., Kunz, G.M., & Chumney, F.L. (2013). The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial. Journal of School Psychology, 51, 717-733.

22. Kilgus, S.P., Methe, S.A., Maggin, D.M. and Tomasula, J.L. (2014). Curriculum-based measurement of oral reading R-CBM: A diagnostic test accuracy meta-analysis of evidence supporting use in universal screening. Journal of School Psychology, 52,377-405.

23. Schindler, H.S., Kholoptseva, J., Oh, S.S., Yoshikawa, H., Duncan, G.J., Magnuson, K.A., & Shonkoff, J.P. (2015). Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta analysis. Journal of School Psychology, 53, 243-263.

The Journal of School Psychology has many excellent editorial board reviewers who serve tirelessly behind the scenes as the backbone of the peer-review process. To recognize their contributions, the Journal of School Psychology Reviewer of the Year award was initiated in 2007. The award winner is selected based on nominations and voting of the Journal of School Psychology Associate Editors. The winner receives a prize of $250 and a plaque awarded at the annual meeting of the American Psychological Association.

Previous Recipients:

2015 - Amanda Nickerson

2014 - Michael Axelrod

2013 - S. Andrew Garbacz

2012 - Brian French

2011 - Kristen Missall

2010 - Rebecca Martinez

2009 - Shannon Suldo

2008 - Robin Codding

2007 - Christine McWayne