Academic journal article School Psychology Review

Editor's Comments: Special Topic: State of the Art Research in Academic and Behavioral Assessment and Intervention

Academic journal article School Psychology Review

Editor's Comments: Special Topic: State of the Art Research in Academic and Behavioral Assessment and Intervention

Article excerpt

I now enter my fifth and final year as Editor of School Psychology Review. When I accepted the position bestowed upon me by fellow school psychologists within the organizational leadership of the National Association of School Psychologists, I was dedicated to promoting the use of the journal as the likely and appropriate mechanism to advance the scientific bases of our field. I believed then, as I do now, that school psychology research provides incredible breadth and depth in areas germane to the education and development of children and youth, including the multiple contexts within which they reside (i.e., families, schools, and communities).

At the outset of my editorial term, I articulated several goals and objectives for SPR. Among them, I set out to forge connections across research, practice and training by providing the home for both "important timely empirical advances in school psychology and related disciplines" and "applied research that guides practice in a much more focal way" (Sheridan, 2001, p. 4). In my humble vision for the field, I argued that "school psychology, education, and mental health must continue to be driven by empirical advances that inform and improve services to children. Thus, it is imperative that meaningful, relevant applied research be published in SPR at a greater level" (p. 4).

Given this early vision for the journal, it is with great pleasure that I publish in this, the first issue of my final volume as Editor, eight empirical articles representing scientific excellence in our field. …

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