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School Psychology (Washington, D.C.)|March 6, 2023
Item response theory analysis of self-reported social-emotional learning competencies in an Australian population cohort aged 11 yearsEmma J Carpendale, Melissa J Green, Kate E Williams, et al.School Psychology (Washington, D.C.)|February 12, 2026
Understanding secondary traumatic stress and its impact on teacher retentionMary Snellings Inabnett, Anna C J LongSchool Psychology (Washington, D.C.)|February 20, 2025
Randomization in single-case design experiments: Addressing threats to internal validityThomas R Kratochwill, Joel R LevinSchool Psychology (Washington, D.C.)|October 17, 2024
A scoping review of universal school-based resilience programs for adolescentsClément Métais, Lea Waters, Charles Martin-Krumm, et al.School Psychology (Washington, D.C.)|October 10, 2024
The common element of test taking: Reading and responding to questionsScott P Ardoin, Katherine S Binder, Christina Novelli, et al.School Psychology (Washington, D.C.)|July 18, 2024
The effect of the level of data presentation on visual analysts' decisionsKeith C Radley, Evan H DartSchool Psychology (Washington, D.C.)|May 23, 2024
Single-case design effect-size distributions: Association with procedural parametersJennifer R Ledford, Paige B Eyler, Sienna A Windsor, et al.School Psychology (Washington, D.C.)|May 23, 2024
Meta-analysis of single-case design research: Application of multilevel modelingMikyung Shin, Stephanie L Hart, Michelle SimmonsSchool Psychology (Washington, D.C.)|April 11, 2024
Assessing teachers' intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessmentLisa M H Sanetti, Nedim Yel, Anna C J Long, et al.School Psychology (Washington, D.C.)|February 2, 2026
A single-course intervention promotes stress-is-enhancing mindset: A practice in the Chinese classroomXiaoyu Wang, Ziqi Fu, Liang ZhangPageof 45