About this journal
Aims and scope
Aims and Scope. The Journal of Applied School Psychology, as the Official Journal of the American Board of School Psychology, is interested in published scholarly material that contributes to the development and maintenance of school psychology practice at its highest level. Consequently, each submission should rest on solid theoretical or empirical support and convey information of use in applied school settings, related-educational systems, or community locations where school psychologists might work. Thus, manuscripts appropriate for publication in the journal reflect psychological applications concerning individual students, groups of students, teachers, parents, or administrators with relevance to practicing school psychologists. Practice implications should be stated explicitly within each manuscript. The journal also seeks, over time, novel and creative ways to disseminate information about sound and empirically-supported school psychology practice. Consequently, readers are encouraged to follow developments in submission guidelines for future manuscript submission options. At present, three alternatives for traditional manuscript submissions (i.e., Case Studies, Service Delivery, and Science to Practice) are available. For details about these three options, interested parties are referred to "Announcement from the incoming editor-in-chief: Addressing school psychology's need for rigorous scholarship with applied value" (Volume 25, Issue 1, pp. 1-4). Furthermore, authors intending to submit an alternative manuscript are encouraged to contact the editor to discuss feasibilty of publication before initiating submission.
Peer Review Policy: All papers published in this journal have undergone editorial screening and double-anonymized review.
Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106 .
Journal metrics
Usage
- 58K annual downloads/views
Citation metrics
- 1.1 (2023) Impact Factor
- 1.2 (2023) 5 year IF
- 2.4 (2023) CiteScore (Scopus)
- Q2 CiteScore Best Quartile
- 0.524 (2023) SNIP
- 0.321 (2023) SJR
Speed/acceptance
- 31 days avg. from submission to first decision
- 181 days avg. from submission to first post-review decision
- 19% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors who are deciding where to submit their next manuscript for publication. However, any one metric only tells a part of the story of a journal’s quality and impact. Each metric has its limitations which means that it should never be considered in isolation, and metrics should be used to support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside other qualitative factors such as a journal’s aims & scope, its readership, and a review of past content published in the journal. In addition, a single article should always be assessed on its own merits and never based on the metrics of the journal it was published in.
For more details, please read the Author Services guide to understanding journal metrics.
Journal metrics in brief
Usage and acceptance rate data above are for the last full calendar year and are updated annually in February. Speed data is updated every six months, based on the prior six months. Citation metrics are updated annually mid-year. Please note that some journals do not display all of the following metrics (find out why).
- Usage: the total number of times articles in the journal were viewed by users of Taylor & Francis Online in the previous calendar year, rounded to the nearest thousand.
Citation Metrics
- Impact Factor*: the average number of citations received by articles published in the journal within a two-year window. Only journals in the Clarivate Science Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI), Arts and Humanities Citation Index (AHCI) and the Emerging Sources Citation Index (ESCI) have an Impact Factor.
- Impact Factor Best Quartile*: the journal’s highest subject category ranking in the Journal Citation Reports. Q1 = 25% of journals with the highest Impact Factors.
- 5 Year Impact Factor*: the average number of citations received by articles in the journal within a five-year window.
- CiteScore (Scopus)†: the average number of citations received by articles in the journal over a four-year period.
- CiteScore Best Quartile†: the journal’s highest CiteScore ranking in a Scopus subject category. Q1 = 25% of journals with the highest CiteScores.
- SNIP (Source Normalized Impact per Paper): the number of citations per paper in the journal, divided by citation potential in the field.
- SJR (Scimago Journal Rank): Average number of (weighted) citations in one year, divided by the number of articles published in the journal in the previous three years.
Speed/acceptance
- From submission to first decision: the average (median) number of days for a manuscript submitted to the journal to receive a first decision. Based on manuscripts receiving a first decision in the last six months.
- From submission to first post-review decision: the average (median) number of days for a manuscript submitted to the journal to receive a first decision if it is sent out for peer review. Based on manuscripts receiving a post-review first decision in the last six months.
- From acceptance to online publication: the average (median) number of days from acceptance of a manuscript to online publication of the Version of Record. Based on articles published in the last six months.
- Acceptance rate: articles accepted for publication by the journal in the previous calendar year as percentage of all papers receiving a final decision.
For more details on the data above, please read the Author Services guide to understanding journal metrics.
*Copyright: Journal Citation Reports®, Clarivate Analytics
†Copyright: CiteScore™, Scopus
Editorial board
EDITOR
EDITORIAL BOARD
CRAIG ALBERS - University of Wisconsin-Madison
VIRGINIA BERNINGER - University of Washington
KATHY L. BRADLEY-KLUG - University of South Florida
JOHN CARLSON - Michigan State University
TIFFANY CHENNEVILLE - University of South Florida
SYLVIA COHEN - Scottsdale, Arizona
TONY CRESPI- University of Hartford
LAURA CROTHERS - Duquesne University
SCOTT DECKER - Georgia State University
JOHN DESROCHERS - Southport, Connecticut
STEVEN N. ELLIOT - Vanderbilt University
WILLIAM ERCHUL - North Carolina State University
ELAINE FLETCHER-JANZEN - Cleveland, Ohio
MEGAN FOLEY NICPON - University of Iowa
MICHAEL FURLONG - University of California-Santa Barbara
JEFFREY W. GILGER - University of California, Merced
JOANNA S. GORIN - Arizona State University
SALLY HOOVER - Sewickley, Pennsylvania
THOMAS J. HUBERTY - Indiana University
JOSEPH C. KUSH - Duquesne University
STEVEN LANDAU - Illinois State University
JEFF LAURENT - Western Illinois University
ROY LEVY - Arizona State University
STEVEN LITTLE - Massey University
KARA E. MCGOEY - Duquesne University
JEFF MILLER - Duquesne University
SHITALA MISHRA - University of Arizona
SAMUEL ORTIZ - St. John’s University
SHELLY PELLETIER - Old Saybrook, Connecticut
STEVEN I. PFEIFFER - Florida State University
SHAWN POWELL - Casper College
LINDA REDDY - Rutgers University
WENDY M. REINKE - University of Missouri
T. CHRIS RILEY-TILLMAN - East Carolina University
ARA J. SCHMITT - Duquesne University
AMY SCOTT - University of the Pacific
STEVEN R. SHAW - McGill University
FINBARR SLOANE - University of Colorado at Boulder
CHRISTOPHER H. SKINNER - University of Tennesee-Knoxville
SAM SONG - Seattle University
HEATHER E. STERLING-TURNER - University of Southern Mississippi
AMANDA L. SULLIVAN - University of Minnesota
MELISSA STORMONT - University of Missouri
MARK SWERDLIK- Illinois State University
MARK TERJESEN - St. John's University
SASHANK VARMA - University of Minnesota
DAVID WACKER - University of Iowa
CHRISTY WALCOTT - East Carolina University
FRANK C. WORRELL - University of California-Berkeley
Editor
David L. Wodrich
College of Education
The University of Arizona, Tucson, AZ
David L. Wodrich, PhD, ABPP, is the Mary Emily Warner Associate Professor of Psychology in Education at ArizonaStateUniversity. He has practiced as a school psychologist in Arizona and Illinois, and as Director of Psychology at Phoenix Children’s Hospital. In this latter setting, he routinely evaluated and helped devise educational plans for students with an array of acute and chronic health conditions, a current research interest of his. He has also published on psychoeducational assessment and interventions for students with learning problems and ADHD. Dr. Wodrich is a former president of the Arizona Psychological Association and the American Board of School Psychology. He is a fellow of the AmericanAcademy of School Psychology and the American Psychological Association (Division 16).
Editor Emeritus
Charles A. Maher, PsyD
Professor of Psychology, Graduate School of Applied & Professional Psychology
Rutgers University, Piscataway, New Jersey
Charles A. Maher, PsyD, is Professor of Psychology at the Graduate School of Applied and Professional Psychology at Rutgers University, where he served eight years as Chairperson of the Department of Applied Psychology. He is actively involved, both nationally and internationally, as a consultant to schools, private corporations, government agencies, and professional sports organizations. His consultation programs and services encompass a broad area, including educational planning, program evaluation, professional self-management, enhancement of the psychoeducational performance of individuals and groups, and sport psychology.
A licensed practicing psychologist with expertise in school psychology, sport psychology, and organizational psychology, Dr. Maher's wide range of professional experiences spans twenty-five years and includes positions as school psychologist, director of special services, administrator of a residential facility for conduct disordered adolescents, assistant superintendent of schools, and university professor and administrator. He is a recipient of the 1991 Capital Award of the National Leadership Council for principled leadership, business professionalism, and success achievement. He is a Fellow of the American Psychological Association, the American Psychological Society, and the American Association of Applied and Preventive Psychology, and Diplomate of the American Board of Administrative Psychology and of the American Board of Sport Psychology. Dr. Maher is also listed in the 2000 Outstanding Scholars of the 21st Century. He is also the author of many books, including the acclaimed Planning & Evaluating Special Education Services and The Baseball Player's Guide to Mental Skills and Personal Development (forthcoming).
Abstracting and indexing
Abstracted/indexed in:
- CSA
- Applied Social Sciences Index & Abstracts (ASSIA)
- Environmental Sciences and Pollution Management
- PsycINFO
- Risk Abstracts (Online) - De Gruyter Saur
- Dietrich's Index Philosophicus
- IBZ - Internationale Bibliographie der Geistes - und Sozialwissenschaftlichen Zeitschriftenliteratur - Elsevier
- Scopus - Education Resources Information Center (ERIC)
- Exceptional Child Education Resources (Online)
- PsycFIRST
- ProQuest
- VINITI RAN
- Referativnyi Zhurnal
Open access
Journal of Applied School Psychology is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
- Increase the discoverability and readership of your article
- Make an impact and reach new readers, not just those with easy access to a research library
- Freely share your work with anyone, anywhere
- Comply with funding mandates and meet the requirements of your institution, employer or funder
- Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Use our APC finder to calculate your article publishing charge
Society information
Members of the American Board of School Psychology (ABSP) can receive an individual print and online subscription to Journal of Applied School Psychology at a special society member rate of US$25. Contact for US: 1(800) 354-1420 or 1(215) 625-8900 (option 4 for both); for UK: 011 44 20 8052 0501 or email [email protected] to subscribe.
4 issues per year
Currently known as:
- Journal of Applied School Psychology (2002 - current)
Formerly known as
- Special Services in the Schools (1984 - 2002)
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