ISSN: 0279-6015

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School Psychology Review Q1 Unclaimed

Taylor and Francis Ltd. United States

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School Psychology Review is a journal indexed in SJR in Education and Developmental and Educational Psychology with an H index of 103. It has an SJR impact factor of 1,18 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 1,18.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Developmental and Educational Psychology (Q1) Developmental and Educational Psychology (Q1) Education (Q1)

Price

- €

Inmediate OA

NPD

Embargoed OA

- €

Non OA

Metrics

1,18

SJR Impact factor

103

H Index

17

Total Docs (Last Year)

191

Total Docs (3 years)

1111

Total Refs

699

Total Cites (3 years)

181

Citable Docs (3 years)

4.09

Cites/Doc (2 years)

65.35

Ref/Doc

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Educational Psychologist Q1
Educational Psychology Review Q1
Journal of the American Academy of Child and Adolescent Psychiatry Q1
The Lancet Child and Adolescent Health Q1

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Aims and Scope

Best articles by citations

The Role of Policy in Promoting Efficient and Quality Discipline Reform

The Effect of Weighted Vests and Stability Balls With and Without Psychostimulant Medication on Classroom Outcomes for Children With ADHD

Training School Psychologists to Identify Specific Learning Disabilities: A Content Analysis of Syllabi

Peer-Based Interventions for Children and Youth With Autism Spectrum Disorder: History and Effects

The Therapeutic Mechanisms of Check, Connect, and Expect

Racial/Ethnic Parity in Disciplinary Consequences Using Student Threat Assessment

From a Culture of Bullying to a Climate of Support: The Evolution of Bullying Prevention and Research

Training Teachers to Facilitate Early Identification of Mental and Behavioral Health Risks

The Role of Scheduling in Observing Teacher-Child Interactions

An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes

Effect of Physical Activity on Academic Engagement and Executive Functioning in Children With ASD

Closing the Racial Discipline Gap in Classrooms by Changing Teacher Practice

SHOW MORE ARTICLES

The Predictive Validity of a Computer-Adaptive Assessment of Kindergarten and First-Grade Reading Skills

Early Intervention for Young Children With Attention Deficit Hyperactivity Disorder: Prediction of Academic and Behavioral Outcomes

Advancing Bullying Research From a Social-Ecological Lens: An Introduction to the Special Issue

Examining the Stability, Accuracy, and Predictive Validity of Behavioral-Emotional Screening Scores Across Time to Inform Repeated Screening Procedures

Internalizing Problems of Youth Involved in Bullying via Different Participant Role Combinations and Gender

Posttest Probabilities: An Empirical Demonstration of Their Use in Evaluating the Performance of Universal Screening Measures Across Settings

Relative Value of Common Screening Measures in Mathematics

Feasible Coaching Supports to Promote Teachers' Classroom Management in High-Need Settings: An Experimental Single Case Design Study

Effect of Tools for Getting Along on Student Risk for Emotional and Behavioral Problems in Upper Elementary Classrooms: A Replication Study

Differentiating Social Maladjustment From Emotional Disturbance: An Analysis of Case Law

Educating Students About Autism Spectrum Disorder Using the Kit for Kids Curriculum: Effects on Knowledge and Attitudes

Enhancing Mathematics Fluency: Comparing the Spacing of Practice Sessions With the Number of Opportunities to Respond