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Articles published in four school psychology journals from 2000 to 2005: An analysis of experimental/intervention research
Author(s) -
Bliss Stacy L.,
Skinner Christopher H.,
Hautau Briana,
Carroll Erin E.
Publication year - 2008
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20318
Subject(s) - psychology , psychological intervention , school psychology , publishing , meta analysis , educational psychology , intervention (counseling) , descriptive statistics , subject (documents) , educational research , applied psychology , causal model , mathematics education , library science , medicine , statistics , mathematics , psychiatry , political science , computer science , law , pathology
Abstract Using an experimenter‐developed system, articles from four school psychology journals for the years 2000–2005 ( n = 929) were classified. Results showed that 40% of the articles were narrative, 29% correlational, 16% descriptive, 8% causal‐experimental, 4% causal‐comparative, and 2% were meta‐analytic. Further analysis of the causal‐experimental studies suggested that both single‐subject and group designs were used to evaluate the effects of interventions delivered in schools (setting data) that improved students' (participant data) academic and/or social behaviors (target behavior data). Although results show that these journals are publishing few experimental studies, the experiments that are published appear to be derived from field‐based research evaluating interventions that readers may find useful for remedying problems in school settings. Discussion focuses on factors that may limit experimental studies and recent trends in education and school psychology. © 2008 Wiley Periodicals, Inc.