In an effort to provide recognition to scholars in school psychology and disseminate their work to the field, annually the Journal of School Psychology (JSP) Article of the Year is identified. This is based on (a) SSSP members’ and JSP Editorial Board members’ nominations, and (b) rankings offered by a selection committee composed of SSSP members. The award is announced at the SSSP’s Membership Meeting held during the annual convention of the National Association of School Psychologists’ (NASP) annual convention.
Starting in 2019, the author(s) are invited to present the article at the NASP annual convention as part of SSSP and NASP’s Research Series. SSSP will provide to the lead author or designee a $500 cash award and upt to $2000 in travel support to attendance at NASP. NASP provides complimentary registration for up to 2 presenters and one honorarium award of $150. Please note, in order to minimize or avoid overlap of topics across NASP sessions, the NASP Convention Committee reviews and provides final approval of acceptance.
2019 –Pas, E. T., Ryoo, J. H., Musci, R. J., & Bradshaw, C. P. (2019). A state-wide quasi-experimental effectiveness study of the scale-up of school-wide Positive Behavioral Interventions and Supports. Journal of School Psychology, 73, 41-55.
2017 – Sheridan, S. M., Witte, A. L., Holmes, S. R., Coutts, Dent, A. L., Kunz, G. M., & Wu, C. (2017). A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher–parent relationship. Journal of School Psychology, 61, 33-53.
2016 – Berger, R., Benatov, J., Abu-Raiya, H., & Tadmor, C. T. (2016). Reducing prejudice and promoting positive intergroup attitudes among elementary-school children in the context of the Israeli-Palestinian conflict. Journal of School Psychology, 57, 53-72.
2015 – Schindler, H.S., Kholoptseva, J., Oh, S.S., Yoshikawa, H., Duncan, G.J., Magnuson, K.A., & Shonkoff, J.P. (2015). Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta analysis. Journal of School Psychology, 53, 243-263.
2014 -Kilgus, S.P., Methe, S.A., Maggin, D.M. and Tomasula, J.L. (2014). Curriculum-based measurement of oral reading R-CBM: A diagnostic test accuracy meta-analysis of evidence supporting use in universal screening. Journal of School Psychology, 52, 377-405.
2013 -Sheridan, S.M., Ryoo, J.H., Garbacz, S.A., Kunz, G.M., & Chumney, F.L. (2013). The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial. Journal of School Psychology, 51, 717-733
2012 – Levin, J. R., Ferron, J. M., & Kratochwill, T. R. (2012). Nonparametric statistical tests for single-case systematic and randomized ABAB…AB and alternating treatment intervention designs: New developments, new directions.Journal of School Psychology, 50,599-624.
2011 – Domínguez, X., Vitiello, V. E., Fuccillo, J. M., Greenfield, D. B., & Bulotsky-Shearer, R. J. (2011). The role of context in preschool learning: A multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children’s approaches to learning.Journal of School Psychology, 49,175-195.
2010 – Rudasill, K. M., Reio, T. G., Stipanovic, N., & Taylor, J. E. (2010). A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. Journal of School Psychology, 48, 389-412.
2010 – Horner, S. B., Fireman, G. D., & Wang, E. W. (2010). The relation of student behavior, peer status, race, and gender to decisions about school discipline using CHAID decision trees and regression modeling. Journal of School Psychology, 48, 135-161.
2009 – Reddy, L. A., Newman, E., De Thomas, C. A., & Chun, V. (2009). Effectiveness of school-based prevention and intervention programs for children and adolescents with emotional disturbance: A meta-analysis. Journal of School Psychology, 47, 77-99.
2008 – Estell, D. B., Farmer, T. W., Pearl, R., Van Acker, R., & Rodkin, P. C. (2008). Social status and aggressive and disruptive behavior in girls: Individual, group, and classroom influences. Journal of School Psychology, 46, 193-212.
2007 -VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multi-year evaluation of the effects of a Response to Intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45,225-256.
2006 – Gettinger, M., & Stoiber, K. C. (2006). Functional assessment, collaboration, and evidence-based treatment: Analysis of a team approach for addressing challenging behaviors in young children. Journal of School Psychology,44, 231-25
2005 – Dieterich, S. E., Assel, M. A., Swank, P., Smith, K. E. & Landry, S. H. (2005). The impact of early maternal verbal scaffolding and child language abilities on later decoding and reading comprehension skills. Journal of School Psychology, 43, 481-494.
2004 -DuPaul, G. J., Volpe, R. J., Jitendra, A. K., Lutz, G., Lorah, K. S., & Gruber, R. (2004). Elementary school students with AD/HD: Predictors of academic achievement. Journal of School Psychology, 42, 285-301.
2003 – Farmer, T. W., Estell, D. B., Leung, M., Trott, H., Bishop, J., & Cairns, B. D. (2003). Individual characteristics, early adolescent peer affiliations, and school dropout: An examination of aggressive and popular group types. Journal of School Psychology, 41, 3-21.
2002 – Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-
2001 – Welsh, M., Parke, R. D., Widaman, K., & O’Neil, R. (2001). Linkages between children’s social and academic competence: A longitudinal analysis. Journal of School Psychology, 39, 463-482.
2000 – Pigott, R. L., & Cowen, E. L. (2000). Teacher race, child race, racial congruence, and teacher ratings of children’s school adjustment. Journal of School Psychology, 38, 177-196.
1999 – Jimerson, S.R. (1999). On the failure of failure: Examining the association between early grade retention and education and employment outcomes during adolescence. Journal of School Psychology, 37, 243-272.
1998 -Keith, T. Z., Keith, P. B., Quirk, K. J., Sperduto, J., Santillo, S., & Killings, S. (1998). Longitudinal effects of parent involvement on high school grades: Similarities and differences across gender and ethnic groups. Journal of School Psychology, 36, 335-363.
1997 – Jimerson, S., Carlson, E., Rottert, M., Egeland, B., & Sroufe, L.A. (1997). A prospective study of the correlates and consequences of early grade retention. Journal of School Psychology, 35, 3-25.
1995 -McDermott, P.A. (1995). Sex, race, class and other demographics as explanations for children’s ability and achievement: A national appraisal. Journal of School Psychology, 33,75-91.
1994 – Galloway, J., & Sheridan, S.M. (1994). Implementing scientific practices through interventions and consultation. Journal of School Psychology, 32, 385-413.