Current status of pediatric topics in five school psychology journals: Publication trends between 2002 and 2019.

2020 ◽  
Vol 35 (3) ◽  
pp. 171-178
Author(s):  
Ara J. Schmitt ◽  
David L. Wodrich ◽  
Lauren Lorenzi-Quigley
Keyword(s):  
School Psychology ◽  
Current Status ◽  
Publication Trends

Publication trends for single‐case methodology in school psychology: A systematic review

2020 ◽  
Vol 57 (5) ◽  
pp. 683-698
Author(s):  
Keith C. Radley ◽  
Evan H. Dart ◽  
Aaron J. Fischer ◽  
Tai A. Collins
Keyword(s):  
Systematic Review ◽  
School Psychology ◽  
Single Case ◽  
Publication Trends ◽  
Case Methodology

Where Theory Meets Practice: The Current Status of School Psychology

2000 ◽  
Vol 45 (4) ◽  
pp. 405-409
Author(s):  
Jeanette Altarriba ◽  
Judy L. Genshaft
Keyword(s):  
School Psychology ◽  
Current Status

Content analysis of School Psychology International, 1990–2011: An analysis of trends and compatibility with the NASP Practice Model

2011 ◽  
Vol 32 (6) ◽  
pp. 569-591 ◽  
Author(s):  
Steven G. Little ◽  
Angeleque Akin-Little ◽  
Keryn Lloyd
Keyword(s):  
School Psychology ◽  
Formal Analysis ◽  
Psychological Services ◽  
Professional Organizations ◽  
Current Status ◽  
Practice Model ◽  
School Psychological Services ◽  
The Status ◽  
Journal Content ◽  
Published Research

Formal analysis of research publications serves as one indicator of the current status of a profession or a journal. Content analyses provide both practitioners and academicians with information on the status of research in the profession. These types of analyses can also provide information on the concordance between published research and what professional organizations consider key areas of practice. The current study examined articles published in one journal, School Psychology International, for a 22-year period from 1990 through 2011 ( n = 671 articles). All articles were coded for demographics of the author, including country of origin and level of international content, and the content matching categories found in the NASP Model for Comprehensive and Integrated School Psychological Services. Results indicated that the journal is very much international with authors coming from 57 countries. With regard to gender, a trend was noticed for increased participation by women. Finally, the analysis of content found a pattern that was not highly consistent with the categories identified by NASP. Factors contributing to the lack of consistency between research and areas of practice are discussed.

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