Journal of Educational and Psychological Consultation Impact Factor & Information

Publisher: Taylor & Francis (Routledge)

Journal description

This journal serves as a forum for improving the scientific understanding of consultation and the efficacy of consultation to individuals and organizations. Previously, personnel in the wide, interdisciplinary audience reading this journal functioned in parallel rather than interactive ways and were usually unaware of what the other fields were doing to address the same objectives. Providing an outlet for sharing the knowledge and expertise of those working on similar problems, this unique interdisciplinary journal publishes articles that describe formal research, evaluate practices, review relevant literature, discuss salient issues, and carefully document the transition of theory into practice.

Current impact factor: 0.58

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2009 Impact Factor 0.773

Additional details

5-year impact 0.51
Cited half-life 9.40
Immediacy index 1.33
Eigenfactor 0.00
Article influence 0.14
Website Journal of Educational and Psychological Consultation website
Other titles Journal of educational and psychological consultation (Online), Journal of educational and psychological consultation
ISSN 1047-4412
OCLC 45254801
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification

Publications in this journal

  • Journal of Educational and Psychological Consultation 08/2015; DOI:10.1080/10474412.2015.1039124

  • Journal of Educational and Psychological Consultation 08/2015; DOI:10.1080/10474412.2015.1042976

  • Journal of Educational and Psychological Consultation 08/2015; DOI:10.1080/10474412.2015.1042975

  • Journal of Educational and Psychological Consultation 08/2015; DOI:10.1080/10474412.2015.1039125
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    ABSTRACT: Since its inception, large-scale school reform has been an integral part of the U.S. educational system. Although school reform is commonplace, educators continue to grapple with how to bring about effective systems-level change. School-based consultants (e.g., school psychologists) are in an ideal position to help facilitate the implementation and evaluation of systems-level reform to ensure substantive change (see Illback, 2014). However, there is a paucity of research on how school psychologists can serve as systems-level consultants to actualize reform. Therefore, the purpose of this double issue is to identify high-quality research that demonstrates the implementation of school-based, systems-level reform in which school psychologists were instrumental in working with other professionals. The articles represent a wide range of school reforms that are occurring across diverse school contexts and collectively address implications for future research, training, and practice.
    Journal of Educational and Psychological Consultation 04/2015; 25(2-3). DOI:10.1080/10474412.2015.1016227
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    ABSTRACT: A tiered response model for social-emotional learning (SEL) is needed to address the significant mental health needs of young people in this country. In collaboration with other school mental health professionals, school psychologists have a unique expertise that situates them to be systems change agents in this work. This article describes a pilot project that focused on augmenting existing SEL services with SEL assessment within a tiered system of support in one elementary school. Using a consultation-based model grounded in principles of empowerment evaluation, an interdisciplinary school team used SEL data collected during one school year to inform the delivery of SEL interventions and supports. Data from SEL, academic, and behavioral assessments were examined retrospectively to illustrate the potential value of integrating assessments and interventions across domains. The discussion offers implications for ongoing efforts to develop and implement tiered response models through interdisciplinary collaboration among school mental health professionals.
    Journal of Educational and Psychological Consultation 04/2015; 25(2-3). DOI:10.1080/10474412.2014.929954
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    ABSTRACT: This article reviews Check-In, Check-Out (CICO; Hawken & Horner, 200319. Hawken, L., & Horner, R. (2003). Evaluation of targeted intervention within a schoolwide system of behavior support. Journal of Behavioral Education, 12, 225–240.View all references) as an intervention within a multitiered system of support. Although literature has emerged demonstrating successful intervention outcomes for a wide range of students (e.g., Campbell & Anderson, 201110. Campbell, A., & Anderson, C. M. (2011). Check-In/Check-Out: A systematic evaluation and component analysis. Journal of Applied Behavior Analysis, 4, 315–326.View all references; Hawken & Horner, 200319. Hawken, L., & Horner, R. (2003). Evaluation of targeted intervention within a schoolwide system of behavior support. Journal of Behavioral Education, 12, 225–240.View all references), insufficient attention has focused on the administrative and organizational systems needed for high-fidelity, sustained adoption of these practices to maximize student outcomes. We address this need by demonstrating how to explicitly and systematically embed CICO into the multitiered system of supports by reviewing data, systems, and practices needed to sustain high-quality Tier 2 interventions such as CICO. One school district's systems implementation data and student outcome data are shared highlighting lessons learned during training, initial implementation, and follow-up related to CICO systems in schools. The article emphasizes the roles of school psychologists as well as the importance of collaboration with other educators in CICO implementation.
    Journal of Educational and Psychological Consultation 04/2015; 25(2-3). DOI:10.1080/10474412.2014.929953
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    ABSTRACT: Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework. The roles of school psychologists and school-based administrators are presented in relation to the implementation of MTSS practices within an implementation science model. The training and expertise of each discipline are highlighted related to respective aspects of implementation drivers (i.e., competency, organization, leadership). Functions of principals and school psychologists during team-based, problem-solving MTSS practices are described based on a problem-solving framework consistent with school-based consultation. Future directions for graduate training of school psychologists and principals and directions for consultation research are provided.
    Journal of Educational and Psychological Consultation 04/2015; 25(2-3). DOI:10.1080/10474412.2014.929960
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    ABSTRACT: In this article we illustrate the roles of school psychologists, administrators, social workers, teachers, and parents in school reform by describing the adoption, initial implementation, and formative evaluation of an evidence-based social and emotional learning (SEL) program within several rural Midwestern school districts in a geographically large county. As part of a countywide initiative aimed at improving children's mental health services, an interdisciplinary team collaborated to select and implement a universal school-based curriculum addressing SEL objectives. Professionals in the county's special education cooperative lead the reform effort, general education teachers deliver the curriculum, and school psychologists and school social workers have served as trainers and consultants to educators and building administrators. An ecological model of organizational consultation informs these efforts. We illustrate this model by describing its application to the collaborative school-based initiative addressing SEL objectives. We also discuss implications for future consultation research, training, and practice.
    Journal of Educational and Psychological Consultation 04/2015; 25(2-3). DOI:10.1080/10474412.2014.929956
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    ABSTRACT: School psychology has recently reconceptualized its service provision model to include multitiered systems of academic and psychosocial promotion, prevention, and intervention. The availability of evidence-based programs and advances in school consultation theory accompany the paradigm shift of the field. Despite these advances, implementing multitiered systems of support into school settings is teeming with challenges and often results in program abandonment. One often cited reason for such failures is the inattention to local priorities and culture. This article discusses the use of the participatory culture-specific intervention model (Nastasi, Moore, & Varjas, 200416. Nastasi, B. K., Moore, R. B., & Varjas, K. M. (2004). School-based mental health services: Creating comprehensive and culturally specific programs. Washington, DC: American Psychological Association.View all references) to build comprehensive systems of support in an elementary school in New Orleans. Co-authored by both researcher-consultants and school administrators, the article highlights the research, consultation, intervention, and collaborative decision-making activities over a 4-year period in a continuing university–school partnership. The discussion focuses on the process, challenges, and successes in consulting to build multitiered systems of support.
    Journal of Educational and Psychological Consultation 04/2015; 25(2-3). DOI:10.1080/10474412.2014.929955
  • Article: A Thank You

    Journal of Educational and Psychological Consultation 01/2015; 25(1). DOI:10.1080/10474412.2014.994636
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    ABSTRACT: The Journal of Educational and Psychological Consultation (JEPC) is beginning its second quarter century of publication. Given the challenges education faced in 1990, when the journal began publishing, and the evolving challenges of 2015, it became important to answer two questions: (1) Has JEPC successfully contributed to the facilitation of service delivery leading to improved outcomes? (2) What major challenges should JEPC consider—in an era of diminishing school budgets, professional autonomy, and social safety nets—to ensure that it can help to meet the needs of struggling learners, their fellow students, and the people and organizations who work on their behalf? To help answer these questions, this article discusses JEPC's contributions to consultation, current and future challenges, and possible directions for meeting the current and future needs of struggling learners, their peers, and all other stakeholders to which JEPC has dedicated itself.
    Journal of Educational and Psychological Consultation 01/2015; 25(1). DOI:10.1080/10474412.2014.994635
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    ABSTRACT: The process of implementation has been of increasing interest to researchers and practitioners who want to bring research-based programs and practices to organizational settings such as schools. This commentary article addresses the factors critical to implementation of multitiered systems of supports (MTSS). Practice issues of importance to implementation of MTSS include: recognition of the complexity of the implementation process, use of data-based intervention and implementation decision making, the importance of interdisciplinary cooperation and leadership, and provision of ongoing technical assistance. The need for better specification of implementation strategies and identification of core implementation components are suggested as essential to advancing research-based knowledge in this area.
    Journal of Educational and Psychological Consultation 01/2015; 25(2-3):1-10. DOI:10.1080/10474412.2014.963226
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    ABSTRACT: The authors in this special issue on systems-level consultation provide an excellent range of models for how school psychologists can work as system-level consultants within the various communities they serve. This article (a) provides commentary on the four articles in this special issue focused on systems-level consultation to serve diverse populations in schools, (b) outlines 10 competencies for systems consultants in diverse schools, and (c) suggests directions for future research, theory, and practice in this area. By intersecting the 2010 National Association of School Psychologists (NASP) Practice Model, Blueprint III, and the illustrations in these four articles, 10 competencies for systems-level consultants are articulated. These involve collaborative, recursive, interpersonal processes whereby the systems-level consultant facilitates communication and understanding across different stakeholders, assisting in the joint gathering and interpretation of data. In systems-level consultation, the system is the client and consultants work to build capacity within the system and its stakeholders to address problems and needs.
    Journal of Educational and Psychological Consultation 01/2015; 25(2-3):1-12. DOI:10.1080/10474412.2014.963227
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    ABSTRACT: Many students who have sustained concussions return to school requiring academic adjustments while their brains heal. However, school personnel often are not trained to accommodate these students. This exploratory project examined the usefulness of school-based training paired with ongoing consultation and continued dissemination of information to improve both concussion recognition and response among school personnel. A case study design was employed in which a school district received training that was followed by ongoing consultation and continued dissemination of concussion resources. This study highlights the importance of involving school psychologists in concussion management programs.
    Journal of Educational and Psychological Consultation 01/2015; DOI:10.1080/10474412.2014.963225