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ARTICLES PUBLISHED IN SIX SCHOOL PSYCHOLOGY JOURNALS FROM 2005–2009: WHERE'S THE INTERVENTION RESEARCH?
Author(s) -
Villarreal Victor,
Gonzalez Jorge E.,
McCormick Anita S.,
Simek Amber,
Yoon Hyunhee
Publication year - 2013
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.21687
Subject(s) - psychological intervention , psychology , school psychology , intervention (counseling) , reading (process) , relevance (law) , subject (documents) , psychological research , educational research , content analysis , educational psychology , medical education , descriptive statistics , clinical psychology , applied psychology , pedagogy , mathematics education , social psychology , social science , library science , medicine , psychiatry , sociology , statistics , mathematics , political science , computer science , law
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.