Journal of Psychoeducational Assessment

Journal of Psychoeducational Assessment

2015 Impact Factor: 1.000
2015 Ranking: 36/57 in Psychology, Educational
2016 Release of Journal Citation Reports, Source: 2015 Web of Science Data

Donald H. Saklofske University of Western Ontario, Canada

eISSN: 15575144 | ISSN: 07342829 | Current volume: 35 | Current issue: 1-2 Frequency: 8 Times/Year
Journal of Psychoeducational Assessment provides psychologists current information regarding psychological and educational assessment practices and instrumentation. JPA is known internationally for the quality of its assessment-related research, theory and position papers, practice applications, and book and test reviews. The journal emphasizes methodologically sound, empirically based studies, and publishes articles of interest to all assessment specialists, including school and clinical psychologists, educational diagnosticians, special educators, university instructors, and allied professionals. 

JPA's topics include "best practices" in assessment, cross-cultural assessment, differential diagnoses, and psychometric properties of instruments.  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).

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 includes multimethod assessment practices, process and outcome assessment, differential diagnosis, individual and group assessment, cross-cultural assessment, and psychometric properties 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. 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.

Donald H. Saklofske University of Western Ontario, Canada
Associate Editors
Nicholas Benson Baylor University
Bridget V. Dever Lehigh University, USA
Patricia A. Lowe University of Kansas, Lawrence, USA
Jeremy R. Sullivan University of Texas at San Antonio
Renée M. Tobin Illinois State University, USA
Yanyun Yang Florida State University
Founding and Consulting Editors
Bruce A. Bracken College of William & Mary, USA
R. Steve McCallum University of Tennessee, Knoxville, USA
Editorial Board Members
Rebecca P. Ang Nanyang Technological University, Singapore
A. Lynne Beal Private Practice, Canada
Giray Berberoglu Middle East Technical University, Turkey
Virginia W. Berninger University of Washington
Stephen C. Bowden University of Melbourne, Australia
Jon M. Campbell University of Georgia College of Social Work
Gary L. Canivez Eastern Illinois University
Christine L. Castillo University of Texas Southwestern Medical Center
Felicia Castro-Villarreal The University of Texas at San Antonio
Nathan H. Clemens The University of Texas
Jerome D'Agostino The Ohio State University, USA
Annemie Desoete Ghent University, Belgium
Annamaria Di Fabio University of Florence, Italy
Stefan C. Dombrowski Rider University, USA
Erin Dowdy University of California, Santa Barbara
Oliver W. Edwards University of Central Florida
Dawn P. Flanagan St. John’s University
Randy G. Floyd The University of Memphis
Brian French Washington State University, USA
Chad M. Gotch Washington State University
Jacques Grégoire Catholic University of Louvain, Belgium
Meara Habashi The University of Iowa
James B. Hale Nanyang Technological University, Singapore
David M. Hansen The University of Kansas
Leigh M. Harrell-Williams University of Memphis
Allyson G. Harrison Queen's University, Canada
Robin K. Henson University of North Texas, Denton
James A. Holdnack University of Delaware
Stephen Houghton The University of Western Australia,Australia
Thomas J. Huberty Indiana University
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
Ian Isemonger Kumamoto University, Japan
Kelly P. Jarratt University of Arkansas Medical Sciences, USA
Randy Kamphaus Georgia State University
Alan S. Kaufman Yale University School of Medicine
James Kaufman University of Connecticut, USA
Kateryna V. Keefer University of Western Ontario
Thomas J. Kehle University of Connecticut, USA
Milena Keller-Margulis University of Houston
Eun Sook Kim University of South Florida
Don Klinger Queen’s University at Kingston, Canada
Joni M. Lakin Auburn University
Jihyun Lee University of New South Wales, Australia
Alan D. Leschied University of Western Ontario, Canada
Larry J. Lewandowski Syracuse University
Hongli Li Georgia State University
Xinya Liang University of Arkansas, USA
Anastasiya A. Lipnevich Queens College, City University of New York
Antolin M. Llorente Pennsylvania State University
Emilia C. Lopez Queens College, City University of New York
Francesca Lopez University of Arizona
Benjamin J. Lovett Elmira College
Carolyn MacCann The University of Sydney, Australia
Anita S. McCormick Texas A&M University
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
Daryl Mellard University of Kansas
Grant B. Morgan Baylor University, USA
Jack Naglieri University of Virginia, USA
Jason Nelson University of Georgia
David W. Nordstokke University of Calgary, Canada
James D.A. Parker Trent University, Canada
Gretchen Gimpel Peacock Utah State University
K V. Petrides University College London, UK
Vicki D. Peyton University of Kansas
Steven Pfeiffer Florida State University
Pamela Qualter University of Central Lancashire, UK
Tyler L. Renshaw Louisiana State University, USA
Amy Reschly University of Georgia, USA
Cecil R. Reynolds Texas A & M University, USA
Matthew r. Reynolds University of Kansas
Cynthia A. Riccio Texas A & M University, USA
Alysia D. Roehrig Florida State University
Ellen W. Rowe George Mason University
Daniel A. Sass University of Texas at San Antonio
Barbara Schaefer Pennsylvania State University
Ara J. Schmitt Duquesne University
W. Joel Schneider Illinois State University
Vicki L. Schwean University of Western Ontario, Canada
Edward S. Shapiro Lehigh University
Sally Shaywitz Yale University School of Medicine
William P. Skorupski University of Kansas
Con Stough Swinburne University, Australia
Kara M. Styck The University of Texas at San Antonio
Shannon M. Suldo University of South Florida
Mark E. Swerdlik Illinois State University
Jeannine E. Turner Florida State University
Russell T. Warne Utah Valley University
Lawrence G. Weiss Pearson Education
Sara E. Witmer Michigan State University
Amery D. Wu University of British Columbia
Gonggu Yan Beijing Normal University, China
Myeongsun Yoon Texas A&M University
Moshe Zeidner University of Haifa, Israel
Corinne Zimmerman Illinois State University
Bruno Zumbo University of British Columbia, Canada
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  • 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. 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

    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 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 2,200 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 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

    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

    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.

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