school psychology review impact factorThe literature is reviewed on prevalence, dynamics, and psychological consequences of child sexual abuse. Also, recommendations for future research in this area are made. For the most part, however, school psychologists have persisted in the conduct of traditional psychoeducational assessment as a primary function. (PsycINFO Database Record (c) 2012 APA, all rights reserved), http://www.nasponline.org/publications/spr/sprmain.aspx, Adolescent Pregnancy: Implications for Prevention Strategies in Educational Settings, Double Jeopardy: Child and School Characteristics That Predict Aggressive-Disruptive Behavior in First Grade, The Role of Assessment in a Prevention Science Framework, Public Law 94â142: An Impetus for Consultation, Public Law 94â142 and School Psychology: Challenges and Opportunities, Is American Student Behavior Getting Worse? Some of the assumptions underlying this methodology are the following: (1) Assessment must reflect an evaluation of the behavior in the natural environment; (2) what is taught is what should be tested; (3) strong links must be present between the results of assessment and behaviors targeted for intervention; and (4) examination of both performance and skill deficits must be included. Focus was on (1) current AC efforts, (2) how Ss learned about AC methods, (3) barriers to collection of AC data, (4) the relationship between involvement in AC efforts and demographic variables, (5) changing trends in AC practices, and (6) suggestions for increasing activity in this area. Recommended intervention efforts include special handling for maltreated children; providing support for parents; building a network of community services; and advocating for change in major institutions (e.g., the media, schools and other childcare institutions). With the recent increase in interest in this topic, a relatively large number of studies have been conducted with a variety of samples, including boys with ADHD (with and without concurrent disorders) and girls, children with learning disabilities, and adolescents with ADHD. Although rates of student aggressive-disruptive behavior varied by gender and race, the predictive model generalized across all groups of children in the study. About this journal. School Psychology Review - Journal Impact. A case study is presented to illustrate this assessment process. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Assessed the effects of different components of parental involvement on the academic achievement of 8th graders. In this article, the authors develop the rationale for early and intensive literacy intervention, review the major implications of the converging evidence in early literacy and reading acquisition, and propose mechanisms to enhance early literacy development through the strategic and timely linkage of assessment and intervention. Clarivate, 2020). School Psychology Review is a peer-reviewed scientific journal. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Provides school psychologists with an overview of the affective and cognitive aspects of child maltreatment, focusing on the current state of knowledge, a rationale for the study of psychological maltreatment, the impact of psychological maltreatment on schools, and direction for intervention. Classroom variables are conceptualized as an academic ecology that involves a network of relationships among student and environmental factors that affect the acquisition of new skills and student engagement in academic work. 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. This journal is a publication of APA Division 16 (School Psychology) View Table of Contents and Online First Publication. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Discusses the relationship between academic performance or achievement and classroom environment factors. (10 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved), This article describes the application of experimental analysis methods for identifying reading fluency interventions for two elementary school students (fourth and fifth grade) referred for reading problems. It is contended that the K-ABC has floor and ceiling inadequacies that render ipsative test interpretation for gifted and low functioning children of questionable value. For each student the experimental analyses examined use of rewards, instruction, and a treatment package containing both reward and instructional components across difficulty levels to determine the condition that led to the most efficient increases in reading fluency for each student. The ISSN of School Psychology Review is 02796015. The implications for teachers and practitioners of facilitating positive peer relationships and of using social skills training programs for developing academic enablers are discussed. School Psychology Review is a Subscription-based (non-OA) Journal. Relational matters: A review of the impact of school experience on mental health in early adolescence Colleen McLaughlin & Barbie Clarke The review of this area posited the notion of ‘the supportive school’ as important and one key element, the notion of school connectedness. Previous research had not identified a differential relationship between parent involvement and outcomes for preschool boys and girls. Q1. Large-scale social reform efforts are discussed as well as smaller-scale strategies within school systems and communities. Citescore, Assessing the environment, in terms of classroom and instructional variables, can be accomplished through teacher interviews and direct observation. Although carefully collected, accuracy cannot be guaranteed. Greenspoon & Saklofske, 2001), assessments of positive indicators of wellness (i.e., subjective well-being--SWB) are coupled with traditional negative indicators of illness (i.e., psychopathology) to comprehensively measure mental health. Empirical evidence supports the value of these measures in educational decisions. You can check Impact Factor of Journals, ISSN, number of citations, publisher, ranking and other important details of more than 15000 journals and conferences from over 4,000 international publishers in different areas. Studies of achievement over periods of months and years, however, fail to yield evidence of beneficial medication effects. Substance Abuse and Suicide: Promoting Resilience Against Self-Destructive Behavior in Youth, Child Sexual Abuse Prevention: Guidelines for the School Psychologist, School-Based Prevention of Adolescent Substance Abuse: Programs, Implementation and Future Directions, Psychological Maltreatment: The Unifying Construct in Child Abuse and Neglect, Child Sexual Abuse Prevention: Evaluation of a Teacher Training Program, Child Abuse and Neglect: The School Psychologist's Role, Sexually Abused Children: Identification and Suggestions for Intervention, Generating Reading Interventions Through Experimental Analysis of Academic Skills: Demonstration and Empirical Evaluation, Ethnicity and English Proficiency: Teacher Perceptions of Academic and Interpersonal Competence in European American and Latino Students, Peer Relationships and Collaborative Learning as Contexts for Academic Enablers, On-Task Behavior, Academic Performance, and Classroom Disruptions: Untangling the Target Selection Problem in Classroom Interventions, Functional assessment of the academic environment, Development of the Teacher Rating of Academic Achievement Motivation: TRAAM, The Effect of a Self-Management Procedure on the Classroom and Academic Behavior of Students with Mild Handicaps, Effective Academic Interventions in the United States: Evaluating and Enhancing the Acquisition of Early Reading Skills, Commentary: The Centrality of the Learning Context for Studentsâ Academic Enabler Skills, The Effects of Maternal Employment on the Academic Attitudes and Performance of School Aged Children, Effects of a Parent-Implemented Intervention on the Academic Readiness Skills of Five Puerto Rican Kindergarten Students in an Urban School, Advances in Research on Academic Self-Concept: Implications for School Psychology, Developmental Trends in the Relation Between Adjustment and Academic Achievement for Elementary School Children in Mixed-Age Classrooms, Positive Relationships Between Parent School Involvement and Public School Inner-City Preschoolers' Development and Academic Performance, Commentary: Academic Enablers and School Learning, Effects of Methylphenidate on the Academic Performance of Children with Attention-Deficit Hyperactivity Disorder and Learning Disabilities, Assessing Academic Behavior: A Behavioral Approach, Relative Effects of Self-Monitoring On-Task Behavior, Academic Accuracy, and Disruptive Behavior in Students with Behavior Disorders, Promoting Academic Enablers to Improve Student Achievement: An Introduction to the Mini-Series. The journal, which is published ten times per year, welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Journal of School Psychology. Annual Reviews Rankings in Journal Citation Reports (Clarivate Analytics) 2020 Release of Journal Citation Reports. (32 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved), Suggests ways to help school psychologists (1) identify victims of sexual child abuse (SCA), (2) interview a victim and his/her parents, (3) determine who to notify when SCA is suspected, and (4) identify treatment and intervention approaches that are appropriate in the practice of school psychology. The study found a small negative effect of home structure on achievement and no effect of parentâchild communication and parental participation in school-related activities. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Reviews research on the most commonly posited structural models of self-concept, and the pervasive frame of reference effects that link individual academic self-concepts to the larger social context. Trends include (1) increasing age, (2) women dominating in practitioner and men dominating in faculty positions, (3) continued emphasis on services to students with disabilities, and (4) specialist-level training dominating among practitioners. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Presents data from the American Humane Association showing that 49% of child abuse and neglect cases in the US involve school-age children (51% of substantiated reports are on children aged 7 or younger). Mastery of early basic school skills was measured by the school district's Early Childhood Progress Report. H-Index, The impact factor (IF) 2018 of School Psychology Review is 1.92, which is computed in 2019 as per it's definition. Previous research from which these models are taken is cited. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Reviews studies that have examined the effects of psychostimulant medications on learning and achievement in children with attention deficit hyperactivity disorder (ADHD). (PsycINFO Database Record (c) 2012 APA, all rights reserved), A questionnaire of accountability (AC) practices was completed by 161 members of the National Association of School Psychologists. (PsycINFO Database Record (c) 2012 APA, all rights reserved), Introduces the articles in this special issue regarding the conceptual, empirical, and practical issues related to the construct of academic enablers. The authors describe how the construct of academic enablers has been defined to date as well as provide a context for how academic enablers relate to academic skills and academic achievement. Moderate positive correlations were found between degree of treatment integrity and level of treatment outcome. Search Engine for checking Journal Impact Factor. For each factor separating the students, teachers consistently rated Latinos in bilingual classrooms as less competent, whereas Latinos in regular classrooms were often, though not always, similar to European American students. Impact Factor: 2.158. The model is rooted in developmental-ecological theory and action research methodology and embodies a participatory approach with caregivers, stakeholders, and professionals working together to design, implement, and evaluate interventions. K-ABC generated simultaneous-successive diagnostic-prescriptive information in academic remediation is questioned, and it is suggested that if this model is not valid, there is no unique value in the K-ABC. The majority of journal space, however, is devoted to unsolicited manuscripts covering a wide range of topics. Educational Psychology Review is an international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or new research directions, interviews, and research-based advice for practitioners - all pertaining to the field of educational psychology. It resulted in increased academic accuracy and impacted positively on task and disruptive behaviors. It offers articles reflecting high quality academic research in the field as well as examples of proven best practice. It is suggested that the adverse effects of social comparison could be mitigated by the increased use of educational practices that recognize students' individual differences. Education (Q1), Developmental and Educational Psychology (Q2). Naturalistic ratings were obtained in the clinic and at 1, 3, and 6 mo following the clinic visit. When severity of behavior problems was considered, a positive relationship existed between analog and naturalistic acceptability ratings. Both for diagnostic and treatment decisions overall, both for diagnostic and decisions. Scores increased from 1981 to 1989 and decreased from 1989 to 1999, with all effect sizes being very.... Instrument does not match its theoretical foundations purely and the acceptability of assessment! Sompa: a system of measuring potential abilities the purpose of this study established! 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