School Psychology Quarterly 2015, Vol. 30, No. 1, 1-7
© 2015 American Psychological Association 1045-3830/15/$ 12.00 http://dx.doi.org/10.1037/spq0000119
EDITORIAL
Invigorating Science, Practice, and Policy Relevant to School Psychology Throughout the World Shane R. Jimerson University of California, Santa Barbara
School Psychology Quarterly continues to fulfill the mission of publishing premiere sci ence related to schooling, child development, pedagogical practices, disability, and related fields. Scholarship across numerous diverse fields, including educational, cognitive, social, behavioral, preventative, psychological, crosscultural, and developmental science continues to inform the field of school psychology. The following features an update related to the past, present, and future of School Psychology Quar terly as an international resource to invigorate, enhance, and advance science, practice, and policy relevant to school psychology through out the world. Information herein highlights (a) the value of high quality and timely reviews, (b) the breadth of important topics relevant to school psychology, (c) the international contri butions, and (d) the structure of and opportunity to contribute to special topic sections of School Psychology Quarterly.
garding the commitment for timely reviews, during 2014 School Psychology Quarterly re ceived another record high 318 new and revised submissions, and the average lag time from submission to decision correspondence was only 20 days! This is particularly notable as many journals report an average number of weeks from submission to decision, rather than days. In reviewing the durations reported by other journals, it is evident that 20 days (less than three weeks) from submission to decision is extraordinary. Indeed, the average lag time for most school psychology related journals are more than double this duration. I believe that maintaining between 20 and 22 days from submission to decision correspon dence across all three years of the current editorial board and leadership reflects a shared commitment, and also reveals the ef fectiveness of the infrastructure and strategies that have been used and refined throughout this period. There are many practical and purposeful pro cesses associated with this radically rapid re sponse. The average duration from the date a reviewer accepts the invitation to review to the date the reviewer submits their high quality reviews was only 16 days in 2014, thus, the School Psychology Quarterly editorial board members are to be commended as the timeliness of decision correspondence is inextricably liked to receiving high quality and timely reviews from editorial board members. The decrease in the lag time from submission to decision is all the more sensational when considering that the number of manuscripts submitted has increased each year the past three years (i.e., 170, 268, & 318, total submissions in 2012, 2013, 2014, respectively), whereas the average number of days from submission to decision has decreased over the past three years (i.e., 21, 22, 20 days in 2012, 2013, 2014, respectively). The confluence
High Quality and Incredibly Timely Reviews As highlighted previously (Jimerson, 2013, 2014), the School Psychology Quarterly edito rial board and editorial leadership team share a commitment to providing high quality and timely reviews. Invigorating science, practice, and policy relevant to school psychology in cludes ongoing efforts to provide thoughtful and constructive feedback to authors and the ongoing commitment to provide decision corre spondence within 35 days from submission. Re-
Correspondence concerning this article should be ad dressed to Shane R. Jimerson, Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, 2120 ED - GGSE, Santa Barbara, CA 93106-9490. E-mail: [email protected] l
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of the School Psychology Quarterly data points across the three years supports the hypothesis that it is possible to process manuscripts in a manner that yields high quality and timely re views, even amid continually increasing num bers of submissions. During the past three years, many scholars who have submitted manuscripts to School Psychology Quarterly have also ex pressed their appreciation for the high quality and incredibly timely reviews. These accom plishments to date reflect the exceptional com mitment and incredible efforts of each of the editorial board members, ad hoc reviewers, and action editors. The fact of the matter is, that whether an individual completes the review of the manuscript in 3 days, 3 weeks, or 3 months, the amount of time it actually takes the individ ual personally to complete the review is the same, thus the shared commitment to prioritize completing the review is an essential element common across each of the editorial board members and the editorial leadership. I have continued to express appreciation and gratitude for the commitment, energy, actions, and ac complishments in frequent communications to all School Psychology Quarterly editorial board members (including guest editors of special topic sections), and I also take this opportunity to further highlight their contributions, accom plishments, and commendations. During this fi nal year of the current editorial board and edi torial leadership, we will continue to emphasize and monitor the quality of reviews and timeli ness of decision correspondence. Another key consideration in the ongoing quality and timeliness of decision correspon dence is related to the shared commitment and diligence of each of the associate editors and senior editor of international science. School Psychology Quarterly is incredibly fortunate to have such talented scholars who have main tained their commitment to contributing leader ship to the journal and each of whom has stayed the course to date, including the following: Thomas D. Oakland, Senior Editor of Interna tional Science; Scott P. Ardoin, Associate Edi tor; Wendy M. Reinke, Associate Editor; and T. Chris Riley-Tillman, Associate Editor. In addi tion, given the extraordinary increase in the number of submissions to School Psychology Quarterly during the previous two years, during 2014, I invited Matthew J. Mayer to join our editorial leadership team as an Associate Editor.
Dr. Mayer had previously contributed tremen dously as a member of the editorial board, and has continued to contribute mightily as an As sociate Editor. The ongoing success of School Psychology Quarterly in advancing science, practice, and policy relevant to school psychol ogy and providing high quality and timely de cision correspondence relies upon the ongoing commitment, energy, and actions of each of these individuals. The Diversity of Topics Featured in School Psychology Quarterly The 32 articles (577 pages) published in School Psychology Quarterly during 2014 [up from 27 articles (404 pages) in 2013 and 21 articles (246 pages) in 2012] represent an in credible diversity of topics and methods impor tant for further enhancing and advancing sci ence, practice, and policy relevant to school psychology. In brief, the following highlights the many important topics featured in School Psychology Quarterly during 2014, for instance children’s rights, psychological well-being, peer victimization, bullying, student engage ment at school, international, English language learners, social emotional learning, academic achievement, school climate, aggression, be havioral interventions (e.g., positive behavioral supports, mystery motivator), use of evidencebased interventions in the schools, assessment (e.g., social, emotional, behavioral, cognitive, intelligence, screening, achievement, academic, progress monitoring, curriculum-based, read ing, classroom, school climate), data-based de cision making, prevention efforts, writing, mo tivation, gifted students, intervention strategies (e.g., school based, school-home, cognitivebehavioral), and developmental psychopathol ogy (e.g., Attention-Deficit Hyperactivity Dis order, emotional and behavior problems). The brief description of contents of each volume below, provides further evidence of the diver sity of important topics featured in School Psy chology Quarterly during 2014. Volume 29, number 1 included articles about children’s rights and well-being around the world (Kosher et al., 2014), the use of patterns of cognitive strengths and weaknesses for the identifying learning disabilities (Miciak et ah, 2014), the construct validity of the WISC-IV with a referred sample (Canivez, 2014), the
EDITORIAL
bifactor structure of the WPPSI-IV (Watkins et al., 2014), the psychosocial consequences of peer victimization from elementary to high school (Smithyman et al., 2014), associations of peer victimization and psychological and aca demic adjustment in early adolescence (Rueger et al., 2014), predictive relations of peer victim ization and academic achievement among Chi nese children (Liu et al., 2014), and associations between bullying roles, empathy, and prosocial affiliations (Nickerson et al., 2014). Volume 29, number 2 featured articles ad dressing the effects of school-wide positive be havioral interventions and implementation fi delity on problem behavior among high school age students (Flannery et al., 2014), measure ment invariance of sustainability of schoolbased universal behavior supports (Mercer et al., 2014), the use of Mystery Motivator as a tier 1 classroom intervention for disruptive student behavior (Kowalewicz et al., 2014), an evalua tion of the consequential validity of Direct Be havior Ratings (Christ et al., 2014), the influ ence of student characteristics on the dependability of behavioral observation data (Briesch et al., 2014), use of the Responsive Environmental Assessment for Classroom Teaching as a measure of instructional environ ment (Nelson et al., 2014), psychometric anal ysis of the use of the BASC-2 with children in Korea (Ahn et al., 2014), and an international study across 12 countries to understand and measure student engagement in school (Lam et al., 2014). Volume 29, number 3 featured special topic section articles regarding advancing science, practice, and policy related to school climate, aggression, peer victimization, and bullying (Espelage, Polanin, & Low, 2014), structure of the Authoritative School Climate Survey (Konold et al., 2014), a latent class growth model of school climate and school bullying (Gage et al., 2014), analysis of the Expect Re spect program to decrease bullying behaviors among middle school age students (Nese et al., 2014), teacher and staff perceptions of school environment as predictors of student aggres sion, victimization, and willingness to intervene (Espelage, Polanin, & Low, 2014), the moder ating effects of school climate on bullying pre vention efforts (Low et al., 2014), a latent growth model of well-bing, school climate, and social identity (Turner et al., 2014), what influ
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ences children’s decisions to report bullying to their teachers (Cortes et al., 2014), a brief mea sure of student perceptions of school climate (White et al., 2014), and the association of school climate, peer victimization, and aca demic achievement (Wang, Vaillancourt, et al., 2014). Volume 29, number 4 consisted of articles concerning the special topic section focused on the contemporary science and practice regard ing assessing, understanding, and supporting students with Attention-Deficit Hyperactivity D isorder (ADHD) at school (DuPaul & Jimerson, 2014), predictors of teachers inten tions in the United States and South Korea to refer students with ADHD to mental health pro fessionals (Lee, 2014), disentangling the effects of ADHD from other personal and contextual factors influencing academic adversity (Martin, 2014), assessing ADHD symptomatic behaviors and functional impairment in school settings (DuPaul et al., 2014), understanding the aca demic behavior problems of adolescents with ADHD (Sibley et al., 2014), a problem-focused behavioral screener linked to evidence-based intervention (Daniels et al., 2014), and evaluat ing the Individualized Education Programs and 504 plans of adolescents with ADHD (Spiel et al., 2014). Volume 29, number 4 also included general articles about the use and barriers to using evidence-based interventions in the schools (Hicks et al., 2014), evaluation of flu ency gains related to a performance feedback writing intervention (Hier & Eckert, 2014), whether fear appeals predict motivation and exam scores (Putwain & Remedios, 2014), measuring engagement among school-age chil dren grades four through 12 (Wang, Bergin, & Bergin, 2014), exploratory and confirmatory factor analysis of the WISC-IV with gifted stu dents (Rowe et al., 2014), the association of life satisfaction and maladaptive behaviors in early adolescents (Lyons et al., 2014), and the use of a culturally adapted version of the Strong Teens program to promote socialemotional learning in adolescent Latino Eng lish Language Learners (Castro-Olivo, 2014).
International Contributions Among the 32 manuscripts published in School Psychology Quarterly during 2014, eight manuscripts featured data or authors from
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outside of the United States. As described in the first issue of School Psychology Quarterly of the current editorial board (Jimerson, 2013), there is an ongoing interest in featuring infor mative scholarship from colleagues around the world, including multisite national and interna tional projects, with a focus on empirical work that has the potential to be adapted to and im plemented around the globe to address the chal lenges and needs of diverse populations, cul tures, and communities. As scholarship relevant to school psychology continues to emerge in countries around the world, research from di verse contexts is particularly im portant. School Psychology Quarterly will continue to feature scholarship that explores, examines, and defines constructs across diverse con texts, and reveals insights that advance both local and collective knowledge. With an in creasing number of high quality manuscripts from authors outside of the United States and an increasing number of manuscripts report ing multisite multinational scholarship, you should continue to expect international schol arship within each issue of School Psychology Quarterly. As highlighted previously, many distinguished scholars from around the world contribute as members of the School Psychol ogy Quarterly editorial board and also as ad hoc reviewers. Furthermore, the School Psy chology Quarterly Senior Editor of Interna tional Science (Thomas Oakland) continues to help in ongoing efforts to feature high quality science, to involve leading scholars from around the world, and provides leadership that contributes to the globalization of school psychology.
Special Topic Sections of School Psychology Quarterly The special topic sections featured in School Psychology Quarterly are developed specifi cally to invigorate, enhance, and advance sci ence, practice, or policy particularly relevant in given the contemporary context of school psy chology. During the past two years, three spe cial topic sections have already featured valu able information pertaining to the assessment of general education teachers’ tier 1 classroom practices (Reddy, Fabiano, & Jimerson, 2013), school climate, aggression, peer victimization, and bully perpetration (Espelage, Low, & Jimerson, 2014), and assessing, understanding, and supporting students with ADHD at school (DuPaul & Jimerson, 2014; see Table 1 for a complete listing of School Psychology Quarterly special topic sections, and find contents online at http.V/psycnet. apa. org/index. cfm ?fa= browse PA .volumes&jcode—spq). Each of these special topic sections empha sizes contemporary methods, analytical strate gies, and conceptual foundations aimed at pro viding substantive advancements in knowledge relevant to school psychology. All scholars are invited to submit a proposal for a special topic section to be featured in School Psychology Quarterly, including a brief explanation of the theme, purpose, and significance to the field. Each special topic section proposal is then re viewed by editors, as well as editorial board members, to select those that would be optimal. Following the identification of a particular spe cial topic, the call for submissions is distributed to encourage all scholars engaged in relevant
Table 1 Recent Special Topic Sections Featured in School Psychology Quarterly Assessment of General Education Teachers’ Tier 1 Classroom Practices: Current Science and Practice (published Volume 28 issue 4, 2013) School Climate, Aggression, Peer Victimization, and Bully Perpetration (published Volume 29 issue 3, 2014) Assessing, Understanding, and Supporting Students with ADHD at School (published Volume 29 issue 4, 2014) Mental Health Service Delivery Within a Multi-Tiered Problem-Solving Framework (in press, Volume 30, 2015) Immigrants, Schooling, and School Psychology Practice (in progress, Volume 31, 2016) Note.
Full contents available online at http://psycnet.apa.org/index.cfm?fa=browsePA.volumes&jcode=spq
EDITORIAL
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Key Components o f Special Topic Sections in School P sychology Q uarterly Contemporary topics to advance science, practice, and policy. The Editor, Associate Editors, and Editorial Board Members review each proposal for a Special Topic Section in School Psychology Quarterly with focused analysis on the promise and potential of the topic to advance science, practice, and policy relevant to the field of school psychology. Emphasis on contemporary methods and procedures. In reviewing the potential contributions of proposed special topic sections, reviewers consider the use of methods and procedures likely to advance knowledge pertaining to science, practice, and policy relevant to the field of school psychology. Expertise of guest editors. Guest editors with relevant expertise aim to encourage high quality submissions and also provide leadership in distributing manuscripts for review and providing recommendations regarding suitability for publication. An open call for manuscripts is required. Whereas guest editors of proposed special topic sections typically identify potential groups of authors who they will encourage to submit manuscripts for consideration, it is also important to recognize that an open call for manuscripts affords an opportunity for any authors to submit their scholarship for review. Every manuscript is peer-reviewed. As with all submissions, whether they are specifically solicited or not, each manuscript goes through the normal blinded peer-review process, which includes review among Editorial Board Members (only those receiving favorable recommendations are ultimately published). Each manuscript is subject to the same policies and guidelines. Authors of manuscripts considered for special topic sections must attend to all relevant School Psychology Quarterly policies and guidelines (e.g., not to exceed 6,000 words with all text, tables, figures, references). Further details regarding the preparation of manuscripts are available online at http://www.apa.org/pubs/joumals/spq There is no set number of manuscripts required. Featuring manuscripts in a “special topic section,” is distinct from a “special issue” as there is flexibility regarding the number of articles ultimately featured (anticipate at least four articles and could be many more as determined through peer review of manuscripts submitted). Commentary is to be succinct. Typically commentary articles (not to exceed 6,000 words with all text, tables, figures, references) will be solicited, subjected to peer-review, and ultimately selected for publication as warranted, based upon clearly articulating the implications for science, practice, and policy relevant to the field of school psychology.
research to submit their research for consider ation, all submitted manuscripts are processed through the same rigorous peer review process that all other manuscripts submitted to School Psychology Quarterly undergo. Table 2 de scribes the key components of special topic sections in School Psychology Quarterly. Col leagues are encouraged to submit a proposal for a School Psychology Quarterly special topic that warrants emphasis. In Sum School Psychology Quarterly continues to be an international resource to invigorate, enhance, and advance science, practice, and policy rele vant to school psychology throughout the world. The diversity of the topics and methods that continued to be published in School Psy chology Quarterly reflects the breadth of knowl edge and skills necessary to inform the contem porary field of school psychology. As previously communicated, I welcome your feedback regarding how School Psychology Quarterly may be further enhanced to contrib
ute to science, practice, and policy relevant to school psychology around the world. Additional information about the journal, including guid ance for authors and links to the electronic submission portal, is available at http://www .apa.org/pubs/joumals/spq/.
References A hn, C. M ., E besutani, C., & K am phaus, R. (2014). A psychom etric analysis and standardization o f the B ehavior A ssessm ent System for C hildren-2, SelfR eport o f P ersonality, C hild V ersion am ong a K o rean sam ple. School Psychology Quarterly, 29, 1 9 8 -2 1 2 . http://dx.d 0i. 0rg /l 0 .1037/spq0000034 B riesch, A. M ., V olpe, R. J., & Ferguson, T. D. (2014). T h e influence o f student characteristics on the dependability o f behavioral observation data. School Psychology Quarterly, 29, 171-181. http:// dx.doi.org/10.1037/spq0000042 C anivez, G. L. (2014). C onstruct validity o f the W ISC -IV w ith a referred sam ple: D irect versus ind irect hierarchical structures. School Psychology Quarterly, 29, 3 8 -5 1 . http://dx.doi.org/10.1037/ spq0000032
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Castro-Olivo, S. M. (2014). Promoting socialemotional learning in adolescent Latino ELLs: A study of the culturally adapted Strong Teens pro gram. School Psychology Quarterly, 29, 567-577. http://dx.doi.org/10.1037/spq0000055 Christ, T. J., Nelson, P. M., Van Norman, E. R., Chafouleas, S. M., & Riley-Tillman, T. C. (2014). Direct Behavior Rating: An evaluation of timeseries interpretations as consequential validity. School Psychology Quarterly, 29, 157-170. http:// dx.doi.org/10.1037/spq0000029 Cortes, K. I., & Kochenderfer-Ladd, B. (2014). To tell or not to tell: What influences children’s deci sions to report bullying to their teachers? School Psychology Quarterly, 29, 336-348. http://dx.doi .org/10.1037/spq0000078 Daniels, B., Volpe, R. J., Briesch, A. M., & Fabiano, G. A. (2014). Development of a problem-focused behavioral screener linked to evidence-based inter vention. School Psychology Quarterly, 29, 4 3 8 451. http://dx.doi.org/10.1037/spq0000100 DuPaul, G. J., & Jimerson, S. R. (2014). Assessing, understanding, and supporting students with ADHD at school: Contemporary science, practice, and policy. School Psychology Quarterly, 29, 379-384. http://dx.doi.org/10.1037/spq0000104 DuPaul, G. J., Reid, R., Anastopoulos, A. D., & Power, T. J. (2014). Assessing ADHD symptom atic behaviors and functional impairment in school settings: Impact of student and teacher character istics. School Psychology Quarterly, 29, 409-421. http://dx.doi.org/10.1037/spq0000095 Espelage, D. L., Low, S. K., & Jimerson, S. R. (2014). Understanding school climate, aggression, peer victimization, and bully perpetration: Con temporary science, practice, and policy. School Psychology Quarterly, 29, 233-237. http://dx.doi .org/10.1037/spq0000090 Espelage, D. L., Polanin, J. R„ & Low, S. K. (2014). Teacher and staff perceptions of school environ ment as predictors of student aggression, victim ization, and willingness to intervene in bullying situations. School Psychology Quarterly, 29, 287305. http://dx.doi.org/10.1037/spq0000072 Flannery, K. B., Fenning, P., Kato, M. M., & McIn tosh, K. (2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29, 111124. http://dx.doi.org/10.1037/spq0000039 Gage, N. A., Prykanowski, D. A., & Larson, A. (2014). School climate and bullying victimization: A latent class growth model analysis. School Psy chology Quarterly, 29, 256-271. http://dx.doi.org/ 10.1037/spq0000064 Hicks, T. B., Shahidullah, J. D., Carlson, J. S., & Palejwala, M. H. (2014). Nationally certified school psychologists’ use and reported barriers to
using evidence-based interventions in schools: The influence of graduate program training and educa tion. School Psychology Quarterly, 29, 469-487. http://dx.doi.org/10.1037/spq0000059 Hier, B. O., & Eckert, T. L. (2014). Evaluating ele mentary-aged students’ abilities to generalize and maintain fluency gains of a performance feedback writing intervention. School Psychology Quar terly, 29, 488-502. http://dx.doi.org/10.1037/ spq0000040 Jimerson, S. R. (2013). Advancing science, practice, and policy relevant to school psychology. School Psychology Quarterly, 28, 1-6. http://dx.doi.org/ 10.1037/spq0000021 Jimerson, S. R. (2014). Enhancing science, practice, and policy relevant to school psychology around the world. School Psychology Quarterly, 29, 1-6. http://dx.d0i.0rg/l 0.1037/spq0000066 Konold, T., Cornell, D., Huang, F., Meyer, P., Lacey, A., Nekvasil, E . , . . . Shukla, K. (2014). Multilevel multi-informant structure of the authoritative school climate survey. School Psychology Quar terly, 29, 238-255. http://dx.doi.org/10.1037/ spq0000062 Kosher, H., Jiang, X., Ben-Arieh, A., & Huebner, E. S. (2014). Advances in children’s rights and children’s well-being measurement: Implications for school psychologists. School Psychology Quarterly, 29, 7-20. http://dx.doi.org/10.1037/ spq0000051 Kowalewicz, E. A., & Coffee, G. (2014). Mystery motivator: A tier 1 classroom behavioral interven tion. School Psychology Quarterly, 29, 138-156. http://dx.doi.org/10.1037/spq0000030 Lam, S. F., Jimerson, S., Wong, B. P. H., Kikas, E., Shin, H„ Veiga, F. H„ . . . Zollneritsch, J. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology Quarterly, 29, 213-232. Lee, J. Y. (2014). Predictors of teachers’ intention to refer students with ADHD to mental health pro fessionals: Comparison of U.S. and South Korea. School Psychology Quarterly, 29, 385-394. http:// dx.doi.org/10.1037/spq0000046 Liu, J., Bullock, A., & Coplan, R. J. (2014). Predic tive relations between peer victimization and aca demic achievement in Chinese children. School Psychology Quarterly, 29, 89-98. http://dx.doi .org/10.1037/spq0000044 Low, S., & Van Ryzin, M. (2014). The moderating effects of school climate on bullying prevention efforts. School Psychology Quarterly, 29, 306319. http://dx.doi.org/10.1037/spq0000073 Lyons, M. D., Otis, K. L., Huebner, E. S., & Hills, K. J. (2014). Life satisfaction and maladaptive behaviors in early adolescents. School Psychology
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Quarterly, 29, 553-566. http://dx.doi.org/10.1037/ spq0000061 Martin, A. J. (2014). The role of ADHD in academic adversity: Disentangling ADHD effects from other personal and contextual factors. School Psychol ogy Quarterly, 29, 395-408. http://dx.doi.org/ 10.1037/spq0000069 Mercer, S. H., McIntosh, K., Strickland-Cohen, M. K., & Homer, R. H. (2014). Measurement invariance of an instrument assessing sustainabil ity of school-based universal behavior practices. School Psychology Quarterly, 29, 125-137. http:// dx.doi.org/10.1037/spq0000054 Miciak, J., Fletcher, J. M., Stuebing, K. K., Vaughn, S., & Tolar, T. D. (2014). Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification. School Psychology Quarterly, 29, 21-37. http://dx.doi.org/10.1037/spq0000037 Nelson, P. M., Demers, J. A., & Christ, T. J. (2014). The Responsive Environmental Assessment for Classroom Teaching (REACT): The dimensional ity of student perceptions of the instructional en vironment. School Psychology Quarterly, 29, 182197. http://dx.doi.org/10.1037/spq0000049 Nese, R. N. T., Homer, R. H., Dickey, C. R., Stiller, B., & Tomlanovich, A. (2014). Decreasing bully ing behaviors in middle school: Expect respect. School Psychology Quarterly, 29, 272-286. http:// dx.doi.org/10.1037/spq0000070 Nickerson, A. B., & Mele-Taylor, D. (2014). Empathetic responsiveness, group norms, and prosocial affiliations in bullying roles. School Psychology Quarterly, 29, 99-109. http://dx.doi.org/10.1037/ spq0000052 Putwain, D., & Remedios, R. (2014). The scare tac tic: Do fear appeals predict motivation and exam scores? School Psychology Quarterly, 29, 503516. http://dx.doi.org/10.1037/spq0000048 Reddy, L. A., Fabiano, G. A., & Jimerson, S. R. (2013). Assessment of general education teachers’ tier 1 classroom practices: Contemporary science, practice, and policy. School Psychology Quarterly, 28, 273276. http://dx.doi.org/10.1037/spq0000047 Rowe, E. W., Dandridge, J., Pawlush, A., Thompson, D. F., & Ferrier, D. E. (2014). Exploratory and confirmatory factor analyses of the WISC-IV with gifted students. School Psychology Quarterly, 29, 536-552. http://dx.doi.org/10.1037/spq0000009
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Rueger, S. Y., & Jenkins, L. N. (2014). Effects of peer victimization on psychological and academic adjustment in early adolescence. School Psychol ogy Quarterly, 29, 7 7 -8 8 . http://dx.doi.org/ 10.1037/spq0000036 Sibley, M. H., Altszuler, A. R., Morrow, A. S., & Merrill, B. M. (2014). Mapping the academic problem behaviors of adolescents with ADHD. School Psychology Quarterly, 29, 422-437. http:// dx.doi.org/10.1037/spq0000071 Smithyman, T. F., Fireman, G. D., & Asher, Y. (2014). Long-term psychosocial consequences of peer victimization: From elementary to high school. School Psychology Quarterly, 29, 64-76. http://dx.doi.org/10.1037/spq0000053 Spiel, C. F., Evans, S. W., & Langberg, J. M. (2014). Evaluating the content of individualized education programs and 504 plans of young adolescents with attention deficit/hyperactivity disorder. School Psychology Quarterly, 29, 452-468. http://dx.doi .org/10.1037/spq0000101 Turner, I., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2014). Well-being, school climate, and the social identity process: A latent growth model study of bullying perpetration and peer vic timization. School Psychology Quarterly, 29, 320335. http://dx.doi.org/10.1037/spq0000074 Wang, W., Vaillancourt, T., Brittain, H. L., McDougall, P., Krygsman, A., Smith, D., . . . Hymel, S. (2014). School climate, peer victimization, and academic achievement: Results from a multi informant study. School Psychology Quarterly, 29, 360-377. http://dx.doi.org/10.1037/spq0000084 Wang, Z., Bergin, C., & Bergin, D. A. (2014). Mea suring engagement in fourth to twelfth grade class rooms: The Classroom Engagement Inventory. School Psychology Quarterly, 29, 517-535. http:// dx .doi.org/10.1037/spq0000050 Watkins, M. W., & Beaujean, A. A. (2014). Bifactor structure of the Wechsler Preschool and Primary Scale of Intelligence—Fourth edition. School Psy chology Quarterly, 29, 52-63. http://dx.doi.org/ 10.1037/spq0000038 White, N. L. A., Salle, T., Ashby, J. S., & Meyers, J. (2014). A brief measure of adolescent perceptions of school climate. School Psychology Quarterly, 29, 349 -359. http://dx.d0i.0rg/i 0.1037/spq0000075
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© 2015 American Psychological Association 1045-3830/15/$ 12.00 http://dx.doi.org/10.1037/spq0000119
EDITORIAL
Invigorating Science, Practice, and Policy Relevant to School Psychology Throughout the World Shane R. Jimerson University of California, Santa Barbara
School Psychology Quarterly continues to fulfill the mission of publishing premiere sci ence related to schooling, child development, pedagogical practices, disability, and related fields. Scholarship across numerous diverse fields, including educational, cognitive, social, behavioral, preventative, psychological, crosscultural, and developmental science continues to inform the field of school psychology. The following features an update related to the past, present, and future of School Psychology Quar terly as an international resource to invigorate, enhance, and advance science, practice, and policy relevant to school psychology through out the world. Information herein highlights (a) the value of high quality and timely reviews, (b) the breadth of important topics relevant to school psychology, (c) the international contri butions, and (d) the structure of and opportunity to contribute to special topic sections of School Psychology Quarterly.
garding the commitment for timely reviews, during 2014 School Psychology Quarterly re ceived another record high 318 new and revised submissions, and the average lag time from submission to decision correspondence was only 20 days! This is particularly notable as many journals report an average number of weeks from submission to decision, rather than days. In reviewing the durations reported by other journals, it is evident that 20 days (less than three weeks) from submission to decision is extraordinary. Indeed, the average lag time for most school psychology related journals are more than double this duration. I believe that maintaining between 20 and 22 days from submission to decision correspon dence across all three years of the current editorial board and leadership reflects a shared commitment, and also reveals the ef fectiveness of the infrastructure and strategies that have been used and refined throughout this period. There are many practical and purposeful pro cesses associated with this radically rapid re sponse. The average duration from the date a reviewer accepts the invitation to review to the date the reviewer submits their high quality reviews was only 16 days in 2014, thus, the School Psychology Quarterly editorial board members are to be commended as the timeliness of decision correspondence is inextricably liked to receiving high quality and timely reviews from editorial board members. The decrease in the lag time from submission to decision is all the more sensational when considering that the number of manuscripts submitted has increased each year the past three years (i.e., 170, 268, & 318, total submissions in 2012, 2013, 2014, respectively), whereas the average number of days from submission to decision has decreased over the past three years (i.e., 21, 22, 20 days in 2012, 2013, 2014, respectively). The confluence
High Quality and Incredibly Timely Reviews As highlighted previously (Jimerson, 2013, 2014), the School Psychology Quarterly edito rial board and editorial leadership team share a commitment to providing high quality and timely reviews. Invigorating science, practice, and policy relevant to school psychology in cludes ongoing efforts to provide thoughtful and constructive feedback to authors and the ongoing commitment to provide decision corre spondence within 35 days from submission. Re-
Correspondence concerning this article should be ad dressed to Shane R. Jimerson, Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, 2120 ED - GGSE, Santa Barbara, CA 93106-9490. E-mail: [email protected] l
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of the School Psychology Quarterly data points across the three years supports the hypothesis that it is possible to process manuscripts in a manner that yields high quality and timely re views, even amid continually increasing num bers of submissions. During the past three years, many scholars who have submitted manuscripts to School Psychology Quarterly have also ex pressed their appreciation for the high quality and incredibly timely reviews. These accom plishments to date reflect the exceptional com mitment and incredible efforts of each of the editorial board members, ad hoc reviewers, and action editors. The fact of the matter is, that whether an individual completes the review of the manuscript in 3 days, 3 weeks, or 3 months, the amount of time it actually takes the individ ual personally to complete the review is the same, thus the shared commitment to prioritize completing the review is an essential element common across each of the editorial board members and the editorial leadership. I have continued to express appreciation and gratitude for the commitment, energy, actions, and ac complishments in frequent communications to all School Psychology Quarterly editorial board members (including guest editors of special topic sections), and I also take this opportunity to further highlight their contributions, accom plishments, and commendations. During this fi nal year of the current editorial board and edi torial leadership, we will continue to emphasize and monitor the quality of reviews and timeli ness of decision correspondence. Another key consideration in the ongoing quality and timeliness of decision correspon dence is related to the shared commitment and diligence of each of the associate editors and senior editor of international science. School Psychology Quarterly is incredibly fortunate to have such talented scholars who have main tained their commitment to contributing leader ship to the journal and each of whom has stayed the course to date, including the following: Thomas D. Oakland, Senior Editor of Interna tional Science; Scott P. Ardoin, Associate Edi tor; Wendy M. Reinke, Associate Editor; and T. Chris Riley-Tillman, Associate Editor. In addi tion, given the extraordinary increase in the number of submissions to School Psychology Quarterly during the previous two years, during 2014, I invited Matthew J. Mayer to join our editorial leadership team as an Associate Editor.
Dr. Mayer had previously contributed tremen dously as a member of the editorial board, and has continued to contribute mightily as an As sociate Editor. The ongoing success of School Psychology Quarterly in advancing science, practice, and policy relevant to school psychol ogy and providing high quality and timely de cision correspondence relies upon the ongoing commitment, energy, and actions of each of these individuals. The Diversity of Topics Featured in School Psychology Quarterly The 32 articles (577 pages) published in School Psychology Quarterly during 2014 [up from 27 articles (404 pages) in 2013 and 21 articles (246 pages) in 2012] represent an in credible diversity of topics and methods impor tant for further enhancing and advancing sci ence, practice, and policy relevant to school psychology. In brief, the following highlights the many important topics featured in School Psychology Quarterly during 2014, for instance children’s rights, psychological well-being, peer victimization, bullying, student engage ment at school, international, English language learners, social emotional learning, academic achievement, school climate, aggression, be havioral interventions (e.g., positive behavioral supports, mystery motivator), use of evidencebased interventions in the schools, assessment (e.g., social, emotional, behavioral, cognitive, intelligence, screening, achievement, academic, progress monitoring, curriculum-based, read ing, classroom, school climate), data-based de cision making, prevention efforts, writing, mo tivation, gifted students, intervention strategies (e.g., school based, school-home, cognitivebehavioral), and developmental psychopathol ogy (e.g., Attention-Deficit Hyperactivity Dis order, emotional and behavior problems). The brief description of contents of each volume below, provides further evidence of the diver sity of important topics featured in School Psy chology Quarterly during 2014. Volume 29, number 1 included articles about children’s rights and well-being around the world (Kosher et al., 2014), the use of patterns of cognitive strengths and weaknesses for the identifying learning disabilities (Miciak et ah, 2014), the construct validity of the WISC-IV with a referred sample (Canivez, 2014), the
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bifactor structure of the WPPSI-IV (Watkins et al., 2014), the psychosocial consequences of peer victimization from elementary to high school (Smithyman et al., 2014), associations of peer victimization and psychological and aca demic adjustment in early adolescence (Rueger et al., 2014), predictive relations of peer victim ization and academic achievement among Chi nese children (Liu et al., 2014), and associations between bullying roles, empathy, and prosocial affiliations (Nickerson et al., 2014). Volume 29, number 2 featured articles ad dressing the effects of school-wide positive be havioral interventions and implementation fi delity on problem behavior among high school age students (Flannery et al., 2014), measure ment invariance of sustainability of schoolbased universal behavior supports (Mercer et al., 2014), the use of Mystery Motivator as a tier 1 classroom intervention for disruptive student behavior (Kowalewicz et al., 2014), an evalua tion of the consequential validity of Direct Be havior Ratings (Christ et al., 2014), the influ ence of student characteristics on the dependability of behavioral observation data (Briesch et al., 2014), use of the Responsive Environmental Assessment for Classroom Teaching as a measure of instructional environ ment (Nelson et al., 2014), psychometric anal ysis of the use of the BASC-2 with children in Korea (Ahn et al., 2014), and an international study across 12 countries to understand and measure student engagement in school (Lam et al., 2014). Volume 29, number 3 featured special topic section articles regarding advancing science, practice, and policy related to school climate, aggression, peer victimization, and bullying (Espelage, Polanin, & Low, 2014), structure of the Authoritative School Climate Survey (Konold et al., 2014), a latent class growth model of school climate and school bullying (Gage et al., 2014), analysis of the Expect Re spect program to decrease bullying behaviors among middle school age students (Nese et al., 2014), teacher and staff perceptions of school environment as predictors of student aggres sion, victimization, and willingness to intervene (Espelage, Polanin, & Low, 2014), the moder ating effects of school climate on bullying pre vention efforts (Low et al., 2014), a latent growth model of well-bing, school climate, and social identity (Turner et al., 2014), what influ
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ences children’s decisions to report bullying to their teachers (Cortes et al., 2014), a brief mea sure of student perceptions of school climate (White et al., 2014), and the association of school climate, peer victimization, and aca demic achievement (Wang, Vaillancourt, et al., 2014). Volume 29, number 4 consisted of articles concerning the special topic section focused on the contemporary science and practice regard ing assessing, understanding, and supporting students with Attention-Deficit Hyperactivity D isorder (ADHD) at school (DuPaul & Jimerson, 2014), predictors of teachers inten tions in the United States and South Korea to refer students with ADHD to mental health pro fessionals (Lee, 2014), disentangling the effects of ADHD from other personal and contextual factors influencing academic adversity (Martin, 2014), assessing ADHD symptomatic behaviors and functional impairment in school settings (DuPaul et al., 2014), understanding the aca demic behavior problems of adolescents with ADHD (Sibley et al., 2014), a problem-focused behavioral screener linked to evidence-based intervention (Daniels et al., 2014), and evaluat ing the Individualized Education Programs and 504 plans of adolescents with ADHD (Spiel et al., 2014). Volume 29, number 4 also included general articles about the use and barriers to using evidence-based interventions in the schools (Hicks et al., 2014), evaluation of flu ency gains related to a performance feedback writing intervention (Hier & Eckert, 2014), whether fear appeals predict motivation and exam scores (Putwain & Remedios, 2014), measuring engagement among school-age chil dren grades four through 12 (Wang, Bergin, & Bergin, 2014), exploratory and confirmatory factor analysis of the WISC-IV with gifted stu dents (Rowe et al., 2014), the association of life satisfaction and maladaptive behaviors in early adolescents (Lyons et al., 2014), and the use of a culturally adapted version of the Strong Teens program to promote socialemotional learning in adolescent Latino Eng lish Language Learners (Castro-Olivo, 2014).
International Contributions Among the 32 manuscripts published in School Psychology Quarterly during 2014, eight manuscripts featured data or authors from
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outside of the United States. As described in the first issue of School Psychology Quarterly of the current editorial board (Jimerson, 2013), there is an ongoing interest in featuring infor mative scholarship from colleagues around the world, including multisite national and interna tional projects, with a focus on empirical work that has the potential to be adapted to and im plemented around the globe to address the chal lenges and needs of diverse populations, cul tures, and communities. As scholarship relevant to school psychology continues to emerge in countries around the world, research from di verse contexts is particularly im portant. School Psychology Quarterly will continue to feature scholarship that explores, examines, and defines constructs across diverse con texts, and reveals insights that advance both local and collective knowledge. With an in creasing number of high quality manuscripts from authors outside of the United States and an increasing number of manuscripts report ing multisite multinational scholarship, you should continue to expect international schol arship within each issue of School Psychology Quarterly. As highlighted previously, many distinguished scholars from around the world contribute as members of the School Psychol ogy Quarterly editorial board and also as ad hoc reviewers. Furthermore, the School Psy chology Quarterly Senior Editor of Interna tional Science (Thomas Oakland) continues to help in ongoing efforts to feature high quality science, to involve leading scholars from around the world, and provides leadership that contributes to the globalization of school psychology.
Special Topic Sections of School Psychology Quarterly The special topic sections featured in School Psychology Quarterly are developed specifi cally to invigorate, enhance, and advance sci ence, practice, or policy particularly relevant in given the contemporary context of school psy chology. During the past two years, three spe cial topic sections have already featured valu able information pertaining to the assessment of general education teachers’ tier 1 classroom practices (Reddy, Fabiano, & Jimerson, 2013), school climate, aggression, peer victimization, and bully perpetration (Espelage, Low, & Jimerson, 2014), and assessing, understanding, and supporting students with ADHD at school (DuPaul & Jimerson, 2014; see Table 1 for a complete listing of School Psychology Quarterly special topic sections, and find contents online at http.V/psycnet. apa. org/index. cfm ?fa= browse PA .volumes&jcode—spq). Each of these special topic sections empha sizes contemporary methods, analytical strate gies, and conceptual foundations aimed at pro viding substantive advancements in knowledge relevant to school psychology. All scholars are invited to submit a proposal for a special topic section to be featured in School Psychology Quarterly, including a brief explanation of the theme, purpose, and significance to the field. Each special topic section proposal is then re viewed by editors, as well as editorial board members, to select those that would be optimal. Following the identification of a particular spe cial topic, the call for submissions is distributed to encourage all scholars engaged in relevant
Table 1 Recent Special Topic Sections Featured in School Psychology Quarterly Assessment of General Education Teachers’ Tier 1 Classroom Practices: Current Science and Practice (published Volume 28 issue 4, 2013) School Climate, Aggression, Peer Victimization, and Bully Perpetration (published Volume 29 issue 3, 2014) Assessing, Understanding, and Supporting Students with ADHD at School (published Volume 29 issue 4, 2014) Mental Health Service Delivery Within a Multi-Tiered Problem-Solving Framework (in press, Volume 30, 2015) Immigrants, Schooling, and School Psychology Practice (in progress, Volume 31, 2016) Note.
Full contents available online at http://psycnet.apa.org/index.cfm?fa=browsePA.volumes&jcode=spq
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T able 2
Key Components o f Special Topic Sections in School P sychology Q uarterly Contemporary topics to advance science, practice, and policy. The Editor, Associate Editors, and Editorial Board Members review each proposal for a Special Topic Section in School Psychology Quarterly with focused analysis on the promise and potential of the topic to advance science, practice, and policy relevant to the field of school psychology. Emphasis on contemporary methods and procedures. In reviewing the potential contributions of proposed special topic sections, reviewers consider the use of methods and procedures likely to advance knowledge pertaining to science, practice, and policy relevant to the field of school psychology. Expertise of guest editors. Guest editors with relevant expertise aim to encourage high quality submissions and also provide leadership in distributing manuscripts for review and providing recommendations regarding suitability for publication. An open call for manuscripts is required. Whereas guest editors of proposed special topic sections typically identify potential groups of authors who they will encourage to submit manuscripts for consideration, it is also important to recognize that an open call for manuscripts affords an opportunity for any authors to submit their scholarship for review. Every manuscript is peer-reviewed. As with all submissions, whether they are specifically solicited or not, each manuscript goes through the normal blinded peer-review process, which includes review among Editorial Board Members (only those receiving favorable recommendations are ultimately published). Each manuscript is subject to the same policies and guidelines. Authors of manuscripts considered for special topic sections must attend to all relevant School Psychology Quarterly policies and guidelines (e.g., not to exceed 6,000 words with all text, tables, figures, references). Further details regarding the preparation of manuscripts are available online at http://www.apa.org/pubs/joumals/spq There is no set number of manuscripts required. Featuring manuscripts in a “special topic section,” is distinct from a “special issue” as there is flexibility regarding the number of articles ultimately featured (anticipate at least four articles and could be many more as determined through peer review of manuscripts submitted). Commentary is to be succinct. Typically commentary articles (not to exceed 6,000 words with all text, tables, figures, references) will be solicited, subjected to peer-review, and ultimately selected for publication as warranted, based upon clearly articulating the implications for science, practice, and policy relevant to the field of school psychology.
research to submit their research for consider ation, all submitted manuscripts are processed through the same rigorous peer review process that all other manuscripts submitted to School Psychology Quarterly undergo. Table 2 de scribes the key components of special topic sections in School Psychology Quarterly. Col leagues are encouraged to submit a proposal for a School Psychology Quarterly special topic that warrants emphasis. In Sum School Psychology Quarterly continues to be an international resource to invigorate, enhance, and advance science, practice, and policy rele vant to school psychology throughout the world. The diversity of the topics and methods that continued to be published in School Psy chology Quarterly reflects the breadth of knowl edge and skills necessary to inform the contem porary field of school psychology. As previously communicated, I welcome your feedback regarding how School Psychology Quarterly may be further enhanced to contrib
ute to science, practice, and policy relevant to school psychology around the world. Additional information about the journal, including guid ance for authors and links to the electronic submission portal, is available at http://www .apa.org/pubs/joumals/spq/.
References A hn, C. M ., E besutani, C., & K am phaus, R. (2014). A psychom etric analysis and standardization o f the B ehavior A ssessm ent System for C hildren-2, SelfR eport o f P ersonality, C hild V ersion am ong a K o rean sam ple. School Psychology Quarterly, 29, 1 9 8 -2 1 2 . http://dx.d 0i. 0rg /l 0 .1037/spq0000034 B riesch, A. M ., V olpe, R. J., & Ferguson, T. D. (2014). T h e influence o f student characteristics on the dependability o f behavioral observation data. School Psychology Quarterly, 29, 171-181. http:// dx.doi.org/10.1037/spq0000042 C anivez, G. L. (2014). C onstruct validity o f the W ISC -IV w ith a referred sam ple: D irect versus ind irect hierarchical structures. School Psychology Quarterly, 29, 3 8 -5 1 . http://dx.doi.org/10.1037/ spq0000032
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Castro-Olivo, S. M. (2014). Promoting socialemotional learning in adolescent Latino ELLs: A study of the culturally adapted Strong Teens pro gram. School Psychology Quarterly, 29, 567-577. http://dx.doi.org/10.1037/spq0000055 Christ, T. J., Nelson, P. M., Van Norman, E. R., Chafouleas, S. M., & Riley-Tillman, T. C. (2014). Direct Behavior Rating: An evaluation of timeseries interpretations as consequential validity. School Psychology Quarterly, 29, 157-170. http:// dx.doi.org/10.1037/spq0000029 Cortes, K. I., & Kochenderfer-Ladd, B. (2014). To tell or not to tell: What influences children’s deci sions to report bullying to their teachers? School Psychology Quarterly, 29, 336-348. http://dx.doi .org/10.1037/spq0000078 Daniels, B., Volpe, R. J., Briesch, A. M., & Fabiano, G. A. (2014). Development of a problem-focused behavioral screener linked to evidence-based inter vention. School Psychology Quarterly, 29, 4 3 8 451. http://dx.doi.org/10.1037/spq0000100 DuPaul, G. J., & Jimerson, S. R. (2014). Assessing, understanding, and supporting students with ADHD at school: Contemporary science, practice, and policy. School Psychology Quarterly, 29, 379-384. http://dx.doi.org/10.1037/spq0000104 DuPaul, G. J., Reid, R., Anastopoulos, A. D., & Power, T. J. (2014). Assessing ADHD symptom atic behaviors and functional impairment in school settings: Impact of student and teacher character istics. School Psychology Quarterly, 29, 409-421. http://dx.doi.org/10.1037/spq0000095 Espelage, D. L., Low, S. K., & Jimerson, S. R. (2014). Understanding school climate, aggression, peer victimization, and bully perpetration: Con temporary science, practice, and policy. School Psychology Quarterly, 29, 233-237. http://dx.doi .org/10.1037/spq0000090 Espelage, D. L., Polanin, J. R„ & Low, S. K. (2014). Teacher and staff perceptions of school environ ment as predictors of student aggression, victim ization, and willingness to intervene in bullying situations. School Psychology Quarterly, 29, 287305. http://dx.doi.org/10.1037/spq0000072 Flannery, K. B., Fenning, P., Kato, M. M., & McIn tosh, K. (2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29, 111124. http://dx.doi.org/10.1037/spq0000039 Gage, N. A., Prykanowski, D. A., & Larson, A. (2014). School climate and bullying victimization: A latent class growth model analysis. School Psy chology Quarterly, 29, 256-271. http://dx.doi.org/ 10.1037/spq0000064 Hicks, T. B., Shahidullah, J. D., Carlson, J. S., & Palejwala, M. H. (2014). Nationally certified school psychologists’ use and reported barriers to
using evidence-based interventions in schools: The influence of graduate program training and educa tion. School Psychology Quarterly, 29, 469-487. http://dx.doi.org/10.1037/spq0000059 Hier, B. O., & Eckert, T. L. (2014). Evaluating ele mentary-aged students’ abilities to generalize and maintain fluency gains of a performance feedback writing intervention. School Psychology Quar terly, 29, 488-502. http://dx.doi.org/10.1037/ spq0000040 Jimerson, S. R. (2013). Advancing science, practice, and policy relevant to school psychology. School Psychology Quarterly, 28, 1-6. http://dx.doi.org/ 10.1037/spq0000021 Jimerson, S. R. (2014). Enhancing science, practice, and policy relevant to school psychology around the world. School Psychology Quarterly, 29, 1-6. http://dx.d0i.0rg/l 0.1037/spq0000066 Konold, T., Cornell, D., Huang, F., Meyer, P., Lacey, A., Nekvasil, E . , . . . Shukla, K. (2014). Multilevel multi-informant structure of the authoritative school climate survey. School Psychology Quar terly, 29, 238-255. http://dx.doi.org/10.1037/ spq0000062 Kosher, H., Jiang, X., Ben-Arieh, A., & Huebner, E. S. (2014). Advances in children’s rights and children’s well-being measurement: Implications for school psychologists. School Psychology Quarterly, 29, 7-20. http://dx.doi.org/10.1037/ spq0000051 Kowalewicz, E. A., & Coffee, G. (2014). Mystery motivator: A tier 1 classroom behavioral interven tion. School Psychology Quarterly, 29, 138-156. http://dx.doi.org/10.1037/spq0000030 Lam, S. F., Jimerson, S., Wong, B. P. H., Kikas, E., Shin, H„ Veiga, F. H„ . . . Zollneritsch, J. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology Quarterly, 29, 213-232. Lee, J. Y. (2014). Predictors of teachers’ intention to refer students with ADHD to mental health pro fessionals: Comparison of U.S. and South Korea. School Psychology Quarterly, 29, 385-394. http:// dx.doi.org/10.1037/spq0000046 Liu, J., Bullock, A., & Coplan, R. J. (2014). Predic tive relations between peer victimization and aca demic achievement in Chinese children. School Psychology Quarterly, 29, 89-98. http://dx.doi .org/10.1037/spq0000044 Low, S., & Van Ryzin, M. (2014). The moderating effects of school climate on bullying prevention efforts. School Psychology Quarterly, 29, 306319. http://dx.doi.org/10.1037/spq0000073 Lyons, M. D., Otis, K. L., Huebner, E. S., & Hills, K. J. (2014). Life satisfaction and maladaptive behaviors in early adolescents. School Psychology
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Quarterly, 29, 553-566. http://dx.doi.org/10.1037/ spq0000061 Martin, A. J. (2014). The role of ADHD in academic adversity: Disentangling ADHD effects from other personal and contextual factors. School Psychol ogy Quarterly, 29, 395-408. http://dx.doi.org/ 10.1037/spq0000069 Mercer, S. H., McIntosh, K., Strickland-Cohen, M. K., & Homer, R. H. (2014). Measurement invariance of an instrument assessing sustainabil ity of school-based universal behavior practices. School Psychology Quarterly, 29, 125-137. http:// dx.doi.org/10.1037/spq0000054 Miciak, J., Fletcher, J. M., Stuebing, K. K., Vaughn, S., & Tolar, T. D. (2014). Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification. School Psychology Quarterly, 29, 21-37. http://dx.doi.org/10.1037/spq0000037 Nelson, P. M., Demers, J. A., & Christ, T. J. (2014). The Responsive Environmental Assessment for Classroom Teaching (REACT): The dimensional ity of student perceptions of the instructional en vironment. School Psychology Quarterly, 29, 182197. http://dx.doi.org/10.1037/spq0000049 Nese, R. N. T., Homer, R. H., Dickey, C. R., Stiller, B., & Tomlanovich, A. (2014). Decreasing bully ing behaviors in middle school: Expect respect. School Psychology Quarterly, 29, 272-286. http:// dx.doi.org/10.1037/spq0000070 Nickerson, A. B., & Mele-Taylor, D. (2014). Empathetic responsiveness, group norms, and prosocial affiliations in bullying roles. School Psychology Quarterly, 29, 99-109. http://dx.doi.org/10.1037/ spq0000052 Putwain, D., & Remedios, R. (2014). The scare tac tic: Do fear appeals predict motivation and exam scores? School Psychology Quarterly, 29, 503516. http://dx.doi.org/10.1037/spq0000048 Reddy, L. A., Fabiano, G. A., & Jimerson, S. R. (2013). Assessment of general education teachers’ tier 1 classroom practices: Contemporary science, practice, and policy. School Psychology Quarterly, 28, 273276. http://dx.doi.org/10.1037/spq0000047 Rowe, E. W., Dandridge, J., Pawlush, A., Thompson, D. F., & Ferrier, D. E. (2014). Exploratory and confirmatory factor analyses of the WISC-IV with gifted students. School Psychology Quarterly, 29, 536-552. http://dx.doi.org/10.1037/spq0000009
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Rueger, S. Y., & Jenkins, L. N. (2014). Effects of peer victimization on psychological and academic adjustment in early adolescence. School Psychol ogy Quarterly, 29, 7 7 -8 8 . http://dx.doi.org/ 10.1037/spq0000036 Sibley, M. H., Altszuler, A. R., Morrow, A. S., & Merrill, B. M. (2014). Mapping the academic problem behaviors of adolescents with ADHD. School Psychology Quarterly, 29, 422-437. http:// dx.doi.org/10.1037/spq0000071 Smithyman, T. F., Fireman, G. D., & Asher, Y. (2014). Long-term psychosocial consequences of peer victimization: From elementary to high school. School Psychology Quarterly, 29, 64-76. http://dx.doi.org/10.1037/spq0000053 Spiel, C. F., Evans, S. W., & Langberg, J. M. (2014). Evaluating the content of individualized education programs and 504 plans of young adolescents with attention deficit/hyperactivity disorder. School Psychology Quarterly, 29, 452-468. http://dx.doi .org/10.1037/spq0000101 Turner, I., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2014). Well-being, school climate, and the social identity process: A latent growth model study of bullying perpetration and peer vic timization. School Psychology Quarterly, 29, 320335. http://dx.doi.org/10.1037/spq0000074 Wang, W., Vaillancourt, T., Brittain, H. L., McDougall, P., Krygsman, A., Smith, D., . . . Hymel, S. (2014). School climate, peer victimization, and academic achievement: Results from a multi informant study. School Psychology Quarterly, 29, 360-377. http://dx.doi.org/10.1037/spq0000084 Wang, Z., Bergin, C., & Bergin, D. A. (2014). Mea suring engagement in fourth to twelfth grade class rooms: The Classroom Engagement Inventory. School Psychology Quarterly, 29, 517-535. http:// dx .doi.org/10.1037/spq0000050 Watkins, M. W., & Beaujean, A. A. (2014). Bifactor structure of the Wechsler Preschool and Primary Scale of Intelligence—Fourth edition. School Psy chology Quarterly, 29, 52-63. http://dx.doi.org/ 10.1037/spq0000038 White, N. L. A., Salle, T., Ashby, J. S., & Meyers, J. (2014). A brief measure of adolescent perceptions of school climate. School Psychology Quarterly, 29, 349 -359. http://dx.d0i.0rg/i 0.1037/spq0000075
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