ARTICLES PUBLISHED IN SIX SCHOOL PSYCHOLOGY JOURNALS FROM 2005–2009: WHERE'S THE INTERVENTION RESEARCH?. Issue 5 (18th March 2013)

• Record Type: Journal Article
• Authors: Villarreal, Victor; Gonzalez, Jorge E.; McCormick, Anita S.; Simek, Amber; Yoon, Hyunhee
• Is Part Of: Psychology in the schools. Volume 50:Issue 5(2013)
• Page Start: 500
• Page End: 519
• Publication Date: 2013-03-18
• Subjects: Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.21687
• Languages: English
• ISSNs: 0033-3085

Abstract

<abstract abstract-type="main"> <title> <x xml:space="preserve">Abstract</x> </title> <p>This article reports on a content analysis of six school psychology journals spanning the years 2005–2009, with a particular focus on published intervention research. The analysis showed that (a) research articles were the most frequently published, with the largest category being descriptive research; (b) the percentage of intervention studies was higher (9.3%) than previously reported but lower than reported in special education journals (15.9%); (c) of the published interventions, the most frequent design was quasi‐experimental, followed by single‐subject research; (d) most intervention studies were conducted in school settings utilizing children in kindergarten through Grade 5, followed as a distant second by middle school settings; (e) the preponderance of intervention studies were academic or social/behavioral, with emotional interventions being the least represented; and (f) of the academic interventions, the most widely studied dimension was reading, followed as a distant second by math. The findings are discussed in terms of their relevance for addressing the research‐to‐practice gap as well as their implications for school psychology research and practice.</p> </abstract>