Journal of Psychoeducational Assessment
JPA's topics include "best practices" in assessment, cross-cultural assessment, differential diagnoses, and validity studies of major and new measures of relevance to psychoeducational assessment. All areas of psychological and educational assessment are addressed that focus on key individual differences factors including intelligence, personality, and conation. Also of particular interest are papers that address innovative assessment strategies, relationships among existing instruments, diagnostic procedures, and relationship between assessment and instruction, including the assessment of learning environments. Issues related to the assessment of the following constructs and skills are routinely addressed: achievement, adaptive behavior, classroom behaviors, creativity, intelligence, language, learning environments, memory, neuropsychological functioning, personality and temperament, social skills, and vocational abilities.
This journal is a member of the Committee on Publication Ethics (COPE).
The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and empirically-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators. Although the major content of JPA is directed at the assessment of children and youth, relevant papers on adult assessment may be considered for publication. The range of topics covered by JPA include multimethod assessment practices, process and outcome assessment, differential diagnosis, individual and group assessment, cross-cultural assessment, and validity studies of new and often used tests and assessment instruments. Of particular interest are papers that examine innovative assessment methods and models, relationships among existing instruments, diagnostic procedures, and the role and relevance of assessment in psychology and education. However, papers reporting only limited psychometric or local results for lesser known, translated, or adapted tests will not be considered for review unless submitted as brief articles and justifying a contribution to the research or practice literature. Papers employing varying research methodologies (e.g., quantitative, qualitative, mixed-methods) that demonstrate both the strengths and limitations of assessment methods and instruments are welcome. Frequently appearing articles address the assessment of behavior, creativity, intelligence and cognitive abilities, language skills, learning disabilities, learning environments, motor skills, memory, motivation and other conative factors, neurological functioning, personality and affective factors, social skills, and vocational abilities. We also invite proposals for ‘special issues’ that fit with the aims and scope of JPA.
| Donald H. Saklofske | University of Western Ontario, Canada |
| Kristina C. Breaux | Pearson Clinical Assessment |
| Bridget V. Dever | Lehigh University, USA |
| Stefan C. Dombrowski | Rider University, USA |
| Daniel B. Hajovsky | Texas A&M University-College Station, USA |
| Jihyun Lee | University of New South Wales, Australia |
| Patricia A. Lowe | University of Kansas, Lawrence, USA |
| Tyler L. Renshaw | Utah State University, USA |
| Lawrence G. Weiss | Research and Measurement Consultant, USA |
| Sara E. Witmer | Michigan State University, USA |
| Bruce A. Bracken | College of William & Mary, USA |
| R. Steve McCallum | University of Tennessee, Knoxville, USA |
| Vincent C. Alfonso | Montclair State University, USA |
| Justin P. Allen | Sam Houston State University, USA |
| Rebecca P. Ang | Nanyang Technological University, Singapore |
| A. Lynne Beal | Private Practice, Canada |
| Nicholas F. Benson | Baylor University, USA |
| Giray Berberoglu | Baskent University, Turkey |
| Jacqueline M. Caemmerer | University of Connecticut, USA |
| Jonathan M. Campbell | University of Kentucky, USA |
| Gary L. Canivez | Eastern Illinois University, USA |
| Felicia Castro-Villarreal | The University of Texas at San Antonio, USA |
| Hsinyi Chen | National Taiwan Normal University, Taiwan |
| Steven R. Chesnut | University of Missouri - Kansas City, USA |
| Kimberly F. Colvin | University at Albany, SUNY, USA |
| Jerome D'Agostino | The Ohio State University, USA |
| Annamaria Di Fabio | University of Florence, Italy |
| Erin Dowdy | University of California, Santa Barbara, USA |
| Oliver W. Edwards | University of Central Florida, USA |
| Joseph R. Engler | Gonzaga University, USA |
| Dawn P. Flanagan | St. John’s University, USA |
| Randy G. Floyd | The University of Memphis, USA |
| Brian French | Washington State University, USA |
| Chad M. Gotch | Washington State University, USA |
| Jacques Grégoire | Catholic University of Louvain, Belgium |
| Meara Habashi | The University of Iowa, USA |
| David M. Hansen | The University of Kansas, USA |
| Leigh M. Harrell-Williams | University of Memphis, USA |
| Allyson G. Harrison | Queen's University, Canada |
| James A. Holdnack | University of Delaware, USA |
| Stephen Houghton | The University of Western Australia, Australia |
| Thomas J. Huberty | Indiana University, USA |
| Anita M. Hubley | University of British Columbia, Canada |
| Scott Huebner | University of South Carolina, Columbia, USA |
| Darrell M. Hull | University of North Texas, USA |
| Jason C. Immekus | University of Louisville, USA |
| Kelly P. Jarratt | University of Arkansas Medical Sciences, USA |
| Paul C. Jones | Temple University, USA |
| Sean Joo | University of Kansas, USA |
| Randy Kamphaus | University of Oregon, USA |
| Alan S. Kaufman | Yale University School of Medicine, USA |
| James Kaufman | University of Connecticut, USA |
| Eun Sook Kim | University of South Florida, USA |
| Colin B. King | University of Western Ontario, Canada |
| Don Klinger | University of Waikato, New Zealand |
| Alan D. Leschied | University of Western Ontario, Canada |
| Larry J. Lewandowski | Syracuse University, USA |
| Hongli Li | Georgia State University, USA |
| Xinya Liang | University of Arkansas, USA |
| Jin Liu | University of South Carolina, USA |
| Jin Liu | |
| Antolin M. Llorente | Pennsylvania State University, USA |
| Adam Lockwood | Kent State University, USA |
| Haiying Long | University of Kansas, USA |
| Francesca A. Lopez | University of Arizona, USA |
| Benjamin J. Lovett | Columbia University, USA |
| Anita S. McCormick | Texas A&M University, USA |
| Ryan J. McGill | The College of William and Mary, USA |
| Kevin S. McGrew | Institute for Applied Psychometrics |
| Brian C. McKevitt | University of Nebraska at Omaha, USA |
| Grant B. Morgan | Baylor University, USA |
| Jack Naglieri | University of Virginia, USA |
| Jason Nelson | University of Georgia, USA |
| Christopher R. Niileksela | University of Kansas, USA |
| James D. A. Parker | Trent University, Canada |
| Jason R. Parkin | Seattle University, USA |
| Gretchen Gimpel Peacock | Utah State University, USA |
| Steven Pfeiffer | Florida State University, USA |
| Aurelio Prifitera | Assessment Consultant, USA |
| Pamela Qualter | University of Central Lancashire, UK |
| Amy Reschly | University of Georgia, USA |
| Cecil R. Reynolds | Texas A & M University |
| Matthew r. Reynolds | University of Kansas, USA |
| Alysia D. Roehrig | Florida State University, USA |
| Lia Sandilos | Lehigh University, USA |
| Daniel A. Sass | University of Texas at San Antonio, USA |
| Barbara Schaefer | Pennsylvania State University, USA |
| Ara J. Schmitt | Duquesne University, USA |
| W. Joel Schneider | Illinois State University, USA |
| Vicki L. Schwean | University of Western Ontario, Canada |
| Sally Shaywitz | Yale University School of Medicine, USA |
| William P. Skorupski | University of Kansas, USA |
| Con Stough | Swinburne University, Australia |
| Kara M. Styck | The University of Texas at San Antonio, USA |
| Shannon M. Suldo | University of South Florida, USA |
| Jeremy R. Sullivan | University of Texas at San Antonio, USA |
| Mark E. Swerdlik | Illinois State University, USA |
| Renée M. Tobin | Temple University, USA |
| Jeannine E. Turner | Florida State University, USA |
| Amery D. Wu | University of British Columbia, Canada |
| Gonggu Yan | Beijing Normal University, China |
| Yanyun Yang | Florida State University, USA |
| Myeongsun Yoon | Texas A & M University, USA |
| Moshe Zeidner | University of Haifa, Israel |
| Corinne Zimmerman | Illinois State University, USA |
| Bruno Zumbo | University of British Columbia, Canada |
The Journal of Psychoeducational Assessment (JPA) publishes both regular and brief articles, as well as test and book reviews, on topics relevant to psychological and educational assessment. The editors and editorial board of JPA will review high quality manuscripts that would be of interest to research and practicing psychologists, educational diagnosticians, special educators, university trainers, and others interested in psychoeducational assessment. Although expository and review papers will be considered, the primary purpose of the journal is to present methodologically sound, empirical studies that offer evidence-based implications and applications for psychoeducational measurement and assessment practices. Manuscripts that describe new and innovative assessment strategies, validity-reliability studies, relationships between different assessment methods, diagnostic procedures, links between assessment and important educational and psychological criteria, and critical analyses of assessment techniques, strategies, and instrumentation are particularly welcome. However, articles that only present psychometric data from the adaptation or translation of lesser known/used measures, and are further limited to specific groups, must justify the contribution to the research and practice literature. Such papers should include additional validity evidence and are most often submitted as brief articles. We also invite proposals for ‘special issues’ that fit with the aims and scope of JPA. However, papers only reporting limited or local results for translated or adapted tests will not be considered for review or publication. Correspondence regarding JPA may be directed to the editor, Dr. Donald H. Saklofske at dsaklofs@uwo.ca.
Manuscripts published in JPA fall into 3 categories: Regular articles, Brief articles, and Test/Book Reviews. Preparation of manuscripts should follow the most recent edition of the Publication Manual of the American Psychological Association. Manuscripts that do not comply with these guidelines will be returned to the author for editing prior to beginning the review process. Because all manuscripts are reviewed anonymously, please do not include any identifying information in the paper, including headers and footers. A covering letter should include a statement that the article, review, or information contained in the submission has not been published elsewhere and is not currently being considered for publication. Please also include a statement that all ethical guidelines were followed as required for conducting human research. Authors may wish to provide the names and email addresses of potential reviewers for their paper.
Manuscripts must be submitted electronically at http://mc.manuscriptcentral.com/jopa where authors will be required to set up an online account in the SageTRACK system powered by ScholarOne.
Regular manuscripts should be limited to 6000 words including text, references, tables, and figures. An abstract of 100-150 words and 4 to 5 keywords must also be provided. Under some circumstances, expository papers including comprehensive critical reviews and meta-analyses may be allowed up to 9,000 words in total.
Brief articles should not exceed 2,500 words in total and include an abstract of 100-125 words and 4 or 5 keywords. The number of tables, figures, and references should be limited and the text should combine headings such as ‘Results and Discussion,’ where appropriate. This section is for papers that have a more narrow or limited focus or where preliminary results from larger or in-progress studies would be of interest to readers and fit well with the aims and scope of JPA. Carefully conducted test adaptations and analyses of 'major' scales that report additional validity evidence and tests that inform assessment practices across countries and provide important construct and cross-cultural validation data would be appropriate for this format.
Book and Test reviews should be limited to 2,500 words in total. Reviews should contain identifying information about the test or book, including author(s), title, and publisher, and discuss issues of particular relevance to practitioners. Contributors of test reviews should be familiar with and address the test construction guidelines described in The Standards for Educational and Psychological Tests (AERA, APA, NCME, 2014). In order to permit publication of timely information, the test or book under review should have been published within the past two years. For more specific guidelines and inquiries on test/book reviews, please contact Dr. Jeremy Sullivan at jeremy.sullivan@utsa.edu.
Supplementary Materials
Sage is able to host approved supplementary materials online, alongside the full-text of articles. Supplementary materials are generally related to a specific article although there may be instances, such as certain podcasts and vodcasts, where they are not directly attributable to a specific piece of research. They should generally be files that were used to create the research (such as datasets) or be additional pieces to the article that could not be included in the print version (such as audio/ video material that is impossible to produce in print form).
Supplementary files will be uploaded as supplied. They will not be checked for accuracy, copyedited, typeset or proofread. The responsibility for scientific accuracy and file functionality remains with the authors. A disclaimer will be displayed to this effect with any supplementary material published.
Sage will only publish supplementary material subject to full copyright clearance. This means that if the content of the file is not original to the author, then the author will be responsible for clearing all permissions prior to publication. The author will be required to provide copies of permissions and details of the correct copyright acknowledgement.
Please refer to the Journal Author Gateway for more information on Supplementary Materials.
ORCID
As part of our commitment to ensuring an ethical, transparent and fair peer review process Sage is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.
The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.
If you do not already have an ORCID iD please follow this link to create one or visit our ORCID homepage to learn more.
English Language Services
Authors who want to refine the use of English in their manuscripts might consider utilizing the services of Sage Language Services, which provides editing services to authors. Sage Language Services specializes in editing and correcting English-Language manuscripts written by authors with a primary language other than English. For more information, please visit http://languageservices.sagepub.com/en/.
After review by the editor, associate editor, and editorial review board consultants or invited reviewers, the corresponding author for the manuscript will be advised of the decision whereby papers are assigned to one of three categories: (a) accept, (b) revise and resubmit, or (c) reject. Revised papers should be resubmitted within 30 days of first notification.
Authors who submit a manuscript or review do so on the understanding that if it is accepted for publication in JPA, copyright of the article, including the right to reproduce the article in all forms and media, shall be assigned exclusively to the publisher. The publisher will not refuse any reasonable request by the author for permission to reproduce any of his or her contributions to the journal.
Sage Choice
If you or your funder wishes your article to be freely available online to nonsubscribers immediately upon publication (gold open access), you can opt for it to be included in Sage Choice, subject to the payment of a publication fee. The manuscript submission and peer review procedure is unchanged. On acceptance of your article, you will be asked to let Sage know directly if you are choosing Sage Choice. To check journal eligibility and the publication fee, please visit Sage Choice. For more information on open access options and compliance at Sage, including self/author archiving deposits (green open access) visit Sage Publishing Policies on our Journal Author Gateway.