Incoming (2013) Editorial Board

(handling all new submissions in 2012)

Incoming (2013) Editor

Shane R. Jimerson
University of California, Santa Barbara

Incoming (2013) Senior Associate Editor of International Research

Thomas D. Oakland
University of Florida

Incoming (2013) Associate Editors

Scott Ardoin
University of Georgia

Wendy Reinke
University of Missouri

T. Chris Riley-Tillman
University of Missouri

Incoming (2013) Editorial Board

Craig A. Albers
University of Wisconsin–Madison

Seth Aldrich
Homer Central School District, New York

Mohammad Adnan Alghorani
United Arab Emirates University, United Arab Emirates

Jean Annan
Massey University, New Zealand

George Bear
University of Delaware

Jamilia Blake
Texas A&M University

Catherine P. Bradshaw
Johns Hopkins University

Elise Cappella
New York University

Theodore J. Christ
University of Minnesota

Robin Codding
University of Massachusetts Boston

Scott Decker
University of South Carolina

Bridget Dever
Georgia State University

Christine DiStefano
University of South Carolina

Erin Dowdy
University of California, Santa Barbara

Tanya Eckert
Syracuse University

Oliver W. Edwards
University of Central Florida

Gregory A. Fabiano
University at Buffalo, The State University of New York

Hank Fien
University of Oregon

Kevin Filter
Minnesota State University, Mankato

Jennifer L. Frank
Pennsylvania State University

Erica Frydenberg
The University of Melbourne, Australia

Patricia Graczyk
University of Illinois at Chicago

Scott L. Graves Jr.
Duquesne University

Chryse Hatzichristou
University of Athens, Greece

Keith Herman
University of Missouri

Jessica Hoffman
Northeastern University

Robin L Hojnoski
Lehigh University

Judith Kaufman
Fairleigh Dickinson University

Christopher A. Kearney
University of Nevada Las Vegas

Eve Kikas
University of Tartu, Estonia

Stephen P. Kilgus
East Carolina University

Shui Fong Lam
The University of Hong Kong

Nancy Leech
University of Colorado Denver

Erica Lembke
University of Missouri

Chilina León de Viloria
Andres Bello Catholic University, Venezuela

Amanda M. Marcotte
University of Massachusetts–Amherst

Matthew J. Mayer
Rutgers University

Kent McIntosh
The University of British Columbia, Canada

Magen Mhaka-Mutepfa
University of Zimbabwe, Zimbabwe

Beth Meisinger
University of Memphis

Sterett H. Mercer
The University of British Columbia, Canada

Scott Methe
East Carolina University

Bonnie Nastasi
Tulane University

Markeda Newell
University of Wisconsin–Milwaukee

Amanda Nickerson
University at Buffalo, The State University of New York

Gilbert R. Parra
University of Memphis

Eric E. Pierson
Ball State University

Matthew Quirk
University of California, Santa Barbara

Andrew (Andy) T. Roach
Arizona State University

Philip Rodkin
University of Illinois at Urbana–Champaign

Donald H. Saklofske
University of Calgary, Canada

Frank Sansosti
Kent State University

Paul Schutz
University of Texas at San Antonio

Sally E. Shaywitz
Yale University

Karen C. Stoiber
University of Wisconsin–Milwaukee

Melissa Stormont
University of Missouri

Eva Tideman
Lund University, Sweden

Amanda M. VanDerHeyden
Education Research and Consulting, Inc.

Michael Vanderwood
University of California Riverside

Yayoi Watanabe
Hosei University, Japan

Solange Wechsler
Catholic University of Campinas, Brazil

Frank C. Worrell
University of California Berkeley

Georgette Yetter
Oklahoma State University

Jamie Zibulsky
Fairleigh Dickinson University

Outgoing Editorial Board

(handling invited revisions only in 2012)

Outgoing Editor

Randy W. Kamphaus
Georgia State University

Outgoing Action Editors

Jonathan M. Campbell
University of Georgia

A. Michele Lease
University of Georgia

Amy L. Reschly
University of Georgia

Lea A. Theodore
The College of William and Mary

Outgoing Editorial Board

Deborah L. Bandalos
University of Georgia

Joseph E. Betts
Psychometrics & Assessments Division, Renaissance Learning

Jamilia J. Blake
Texas A & M University

Ronald T. Brown
Temple University

Catherine P. Bradshaw
Johns Hopkins University

Jaquelyn A. Buckley
Johns Hopkins University

Gary L. Canivez
Eastern Illinois University

Sandra M. Chafouleas
University of Connecticut

Robin S. Codding
University of Massachusetts, Boston

Heather A. Davis
North Carolina State University

Scott L. Decker
University of South Carolina

Bridget V. Dever
Georgia State University

Christine A. DiStefano
University of South Carolina

Erin T. Dowdy
University of California, Santa Barbara

Oliver W. Edwards
University of Central Florida

Gregory A. Fabiano
University at Buffalo, SUNY

Thomas W. Farmer
Pennsylvania State University

Mauricio A. Garcia-Barrera
University of Victoria

Patricia A. Graczyk
Universityof Illinois at Chicago

Rebecca L. Gullan
The Children's Hospital of Philadelphia

Keith C. Herman
Univeristy of Missouri-Columbia

Robin L. Hojnoski
Lehigh University

John L. Hosp
University of Iowa

William R. Jenson
University of Utah

Judith Kaufman
Fairleigh Dickinson University

Christopher A. Kearney
University of Nevada, Las Vegas

Sangwon Kim
Ewha Womans University, Seoul, South Korea

Seock-Ho Kim
The University of Georgia

Nancy L. Leech
University of Colorado, Denver

Merilee McCurdy
University of Nebraska-Lincoln

Christine McWayne
Tufts University

Elizabeth B. Meisinger
University of Memphis

Amanda B. Nickerson
University at Buffalo

Thomas D. Oakland
University of Florida

Gilbert R. Parra
University of Memphis

Elise T. Pas
Johns Hopkins University - Bloomberg School of Public Health

Michelle M. Perfect
University of Arizona

Nancy E. Perry
University of British Columbia, Vancouver, BC, Canada

Wendy M. Reinke
University of Missouri

Maria Adelaida Restrepo
Arizona State University

Cecil R. Reynolds
Texas A & M University

Cynthia A. Riccio
Texas A & M University

T. Chris Riley-Tillman
East Carolina University

Andrew T. Roach
Georgia State University

Philip C. Rodkin
University of Illinois at Urbana-Champaign

Don Saklofske
University of Western Ontario, London, Ontario, Canada

Janay B. Sander
The University of Texas at Austin

Frank J. Sansosti
Kent State University

Paul A. Schutz
University of Texas at San Antonio

Paula J. Schwanenflugel
University of Georgia

Sally E. Shaywitz
Yale University School of Medicine

Deborah L. Speece
University of Maryland

Hedwig Teglasi
University of Maryland at College Park

Jonathan L. Templin
University of Georgia

Amanda M. VanDerHeyden
Education Research and Consulting, Inc.

Mike L. Vanderwood
University of California-Riverside

Kimberly J. Vannest
Texas A & M University

Frank C. Worrell
University of California, Berkeley

Hongling Xie
Temple University

Zheng Zhou
St. John's University

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Please consult APA's Instructions for All Authors for information regarding

• Manuscript Preparation
• Abstract and Keywords
• References
• Figures
• Permissions
• Publication Policies
• Ethical Principles

A Guide for New Authors describing specific publication procedures for journals of the American Psychological Association is also available.

Submission

Prior to submission, please review the submission guidelines detailed below.

Starting on January 1, 2012, the completion of the Author Manuscript and Cover Letter Checklist (PDF, 42KB) signifying that authors have read this material and agree to adhere to the guidelines is required. The checklist should follow the cover letter as part of the submission.

Manuscripts that do not conform to the author guidelines may be returned without review.

Book or test reviews are not accepted for review or publication in School Psychology Quarterly.

Special issues will be considered for publication under unusual circumstances, where each manuscript proposed will be submitted to the peer review process. Inquiries regarding special issues or special topic sections should be sent directly to the Incoming Editor, Dr. Shane R. Jimerson.

Please submit manuscripts electronically, either using Microsoft Word (.doc) or Rich Text Format (.rtf) via the Manuscript Submission Portal.

If you encounter difficulties with submission, please email Julia Jenvey, SPQ's Manuscript Coordinator.

General correspondence may be directed to the Editorial Office via email.

Masked Review

This journal uses a masked reviewing system for all submissions. The first page of the manuscript should omit the authors' names and affiliations but should include the title of the manuscript and the date it is submitted.

Footnotes containing information pertaining to the authors' identities or affiliations should not be included in the manuscript but may be provided after a manuscript is accepted.

Make every effort to see that the manuscript itself contains no clues to the authors' identities.

Keep a copy of the manuscript to guard against loss.

Revisions of manuscripts submitted prior to January 1, 2012 can be directed to the Outgoing Editor:

Randy W. Kamphaus, PhD
Dean, College of Education
Distinguished Research Professor
30 Pryor Street
Georgia State University
Atlanta, GA 30303-3083
Email

Length and Style of Manuscripts

Full-length manuscripts should not exceed 6,000 words total (including cover page, abstract, text, references, tables, and figures), with margins of at least 1 inch on all sides and a standard font (e.g., Times New Roman) of 12 points (no smaller). The References section should immediately follow a page break. The entire paper (text, references, tables, etc.) must be double spaced.

For manuscripts that exceed 6,000 words, authors must justify the extended length in their cover letter (e.g., reporting of multiple studies), and in no case should the paper exceed 9,000 words total.

For longer works, supplementary materials may by posted online and linked to the published article in the PsycARTICLES^® database.

Examples of supplementary materials that may be posted online include

• audio or video clips
• oversized tables
• lengthy appendixes
• detailed intervention protocols
• supplementary data sets

See Supplementing Your Article With Online Material for further information.

Notification of intent to use the supplementary materials option, and identification of supplemental material, should be identified in the author cover letter accompanying the submission.

Instructions on preparing the manuscript (including, tables, figures, references, metrics, and abstracts) appear in the Publication Manual of the American Psychological Association (6th edition).

Manuscripts are to comply with the APA Journal Article Reporting Standards (PDF, 98KB) (JARS; see American Psychologist, 2008, 63, 839–851 or Appendix in the APA Publication Manual).

Papers that do not conform to these guidelines and those that are not appropriate for publication in SPQ may be returned without full review.

Title of Manuscript

The title of a manuscript should be accurate, fully explanatory, and preferably no longer than 12 words. The title should reflect the content and population studied (e.g., "treatment of generalized anxiety disorders in adults"). See Publication Manual of the American Psychological Association (6th edition) for further details in creating an optimal title.

If the paper reports a randomized clinical trial (RCT), this should be indicated in the title. Note that JARS criteria must be used for reporting purposes.

Abstract and Keywords

Starting on January 1, 2012, all manuscripts published in the School Psychology Quarterly will include a structured abstract of up to 250 words.

For studies that report randomized clinical trials or meta-analyses, the abstract also must be consistent with the guidelines set forth by JARS or MARS (Meta-Analysis Reporting Standards) guidelines (PDF, 750KB), respectively.

Thus, in preparing a manuscript, please ensure that it is consistent with the guidelines stated below.

Please include an Abstract of up to 250 words, presented in paragraph form. The Abstract should be typed on a separate page (page 2 of the manuscript), and must include each of the following sections:

• Objective: A brief statement of the purpose of the study
• Method: A detailed summary of the participants (N, age, gender, ethnicity) as well as descriptions of the study design, measures (including names of measures), and procedures
• Results: A detailed summary of the primary findings that clearly articulate comparison groups (if relevant), and that indicate significance or confidence intervals for the main findings
• Conclusions: A description of the research and clinical implications of the findings

After the abstract, please supply up to five keywords.

Participants: Description and Informed Consent

The Method section of each empirical report must contain a detailed description of the study participants, including (but not limited to) the following: age, gender, ethnicity, SES, clinical diagnoses and comorbidities (as appropriate), and any other relevant demographics.

In the Discussion section of the manuscript, authors should discuss the diversity of their study samples and the generalizability of their findings.

The Method section also must include a statement describing how informed consent was obtained from the participants (or their parents/guardians) and indicate that the study was conducted in compliance with an appropriate Internal Review Board.

Measures

The Method section of empirical reports must contain a sufficiently detailed description of the measures used so that the reader understands the item content, scoring procedures, and total scores or subscales. Evidence of reliability and validity with similar populations should be provided.

Statistical Reporting of Clinical Significance

SPQ requires the statistical reporting of measures that convey clinical significance. Authors should report means and standard deviations for all continuous study variables and the effect sizes for the primary study findings. (If effect sizes are not available for a particular test, authors should convey this in their cover letter at the time of submission.)

SPQ also requires authors to report confidence intervals for any effect sizes involving principal outcomes.

In addition, when reporting the results of interventions, authors should include indicators of clinically significant change. Authors may use one of several approaches that have been recommended for capturing clinical significance, including (but not limited to) the reliable change index (i.e., whether the amount of change displayed by an individual is large enough to be meaningful); the extent to which dysfunctional individuals show movement into the functional distribution, or other normative comparisons.

Discussion of Implications for Practice

Manuscripts must include a discussion of the implications for practice of the study findings or analytic review. The Discussion section should contain a clear statement of the extent of practical application in the school context of the current assessment, prevention, or treatment methods.

The extent of application to practice may range from suggestions that the data are too preliminary to support widespread dissemination to descriptions of existing manuals available from the authors or archived materials that would allow full implementation at present.

Randomized Clinical Trials: Use of JARS Guidelines

SPQ requires the use of JARS guidelines for randomized clinical trials, consistent with the recommendations and policies established by APA's Publications and Communications Board. JARS offers a standard way to improve the quality of such reports, and to ensure that readers have the information necessary to evaluate the quality of a clinical trial.

Manuscripts that report randomized clinical trials are required to include a flow diagram of the progress through the phases of the trial. When a study is not fully consistent with JARS guidelines, the limitations should be acknowledged and discussed in the text of the manuscript.

For follow-up studies of previously published clinical trials, authors should submit a flow diagram of the progress through the phases of the trial and follow-up. The above checklist information should be completed to the extent possible, especially for the Results and Discussion sections of the manuscript.

Authors of RCTs should also describe procedures to assess for treatment fidelity (also known as treatment integrity), including both therapist adherence and competence. Where possible, results should be reported regarding the relationship between fidelity and outcome found in the investigation.

• View the JARS guidelines (PDF, 98KB)

Meta-Analyses of Randomized Clinical Trials: Use of MARS Guidelines

SPQ requires the use of the APA MARS guidelines for meta-analyses of randomized clinical trials. MARS offers a standard way to improve the quality of such reports and to ensure that readers have the information necessary to evaluate the quality of a meta-analysis.

Manuscripts that report meta-analyses of randomized clinical trials are required to include a flow diagram of the progress through the stages of the meta-analysis. When a study is not fully consistent with MARS, the limitations should be acknowledged and discussed in the text of the manuscript.

MARS guidelines are included in the JARS guidelines (PDF, 98KB)

Nonrandomized Trials
For nonrandomized designs that often are used in public health and mental-health interventions, SPQ requires compliance with JARS.

• View the JARS guidelines (PDF, 98KB)

Failure to comply with JARS or MARS can result in the return of manuscripts without review.