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Assessment for Effective Intervention
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Assessment for Effective Intervention

and SAGE in association with the Council for Educational Diagnostic Services

Editor
Tyler L. Renshaw Utah State University, USA


eISSN: 19387458 | ISSN: 15345084 | Current volume: 43 | Current issue: 3 Frequency: Quarterly
Assessment for Effective Interventions provides critical analysis of practitioner-developed assessment procedures, as well as papers that focus on published tests. The journal features articles that describe the relationship between assessment and instruction, introduce innovative assessment strategies, outline diagnostic procedures, analyze relationships between existing instruments, and review assessment techniques, strategies, and instrumentation.

Articles published in Assessment for Effective Intervention are relevant for practicing educational diagnosticians, special educators, psychologists, academic trainers, and others interested in psychoeducational assessment. The primary purpose of the journal is to publish empirically sound manuscripts that have implications for practitioners.

Articles
published in Assessment for Effective
Intervention
(AEI) are relevant for practicing educational diagnosticians,
special educators, psychologists, academic trainers, and others interested in
psychoeducational assessment. The primary purpose of the journal is to publish
empirically sound manuscripts that have implications for practitioners.

Associate Editors
Amy Barth Buena Vista University
Melissa A. Collier-Meek University of Massachusetts, Boston, USA
Elizabeth Hughes Pennsylvania State University, USA
David Klingbeil University of Wisconsin - Milwaukee, USA
Jessica R. Toste University of Texas, Austin, USA
Consultant Editors
Abigail Allen Clemson University, USA
Rachelle Bruno Northern Kentucky University, USA
Mack Burke Texas A&M University, USA
Heather Campbell St. Olaf College, USA
Kelly M. Carrero Texas A&M University, Commerce, USA
Jason C. Chow Virginia Commonwealth University, USA
Theodore J. Christ University of Minnesota USA
Nathan H. Clemens University of Texas, Austin, USA
David Coker University of Delaware, USA
Tai Collins University of Cincinnati, USA
Sarah Conoyer Beyers Southern Illinois University, Edwardsville, USA
Franci Crepeau-Hobson University of Colorado Denver, USA
Amy Crosson Pennsylvania State University, USA
Kelli D. Cummings University of Maryland, USA
Brian Daniels University of Massachusettes, Boston
Evan Dart University of Southern Mississippi, USA
Rebecca Davis Eastern New Mexico University, USA
Bridget V. Dever Lehigh University, USA
Chris Doabler The University of Texas at Austin, USA
Nick Elksnin Learning & Evaluation Resources
Chris Espin Leiden University, Netherlands
Lindsay Fallon University of Massachusetts Boston, USA
Aaron Fischer University of Utah, USA
Jeremy Ford Boise State University, USA
Lynn Fuchs Vanderbilt University, USA
Michael Furlong University of California, Santa Barbara, USA
Todd A. Glover Rutgers University, USA
Colby Hall The University of Texas at Austin, USA
Bridget Hier University of Buffalo, SUNY
Robin Hojnoski Lehigh University, USA
Stacy-Ann January University of South Carolina, USA
Austin H. Johnson University of California, Riverside, USA
Amanda M. Kern University of Nebraska, Omaha, USA
Ryan J. Kettler Rutgers University, USA
Stephen P. Kilgus University of Missouri, USA
Eui Kyung Kim North Carolina State University, USA
Kathleen King Emporia State University, USA
Erika Lembke University of Missouri, USA
Jessica Logan The Ohio State University, USA
Anna Long Louisiana State University, USA
Kathrin E. Maki Ball State University, USA
Amanda Marcotte University of Massachusetts Amherst, USA
Ashley Mayworm Loyola University Chicago, USA
Kent McIntosh University of Oregon, USA
Kristen McMaster University of Minnesota, USA
Faith Miller University of Minnesota-Twin Cities, USA
Stephanie Morano University of Virginia, USA
Peter Nelson ServeMinnesota, USA
Eric Oslund Middle Tennessee State University, USA
Shayne Piasta Ohio State University, USA
Sarah Powell University of Texas, Austin, USA
Jamie Quinn The Meadows Center for Preventing Educational Risk, USA
Matthew P. Quirk University of California - Santa Barbara, USA
Keith Radley The University of Southern Mississippi, USA
Tara Raines University of Denver, USA
Katherine Rhodes The Ohio State University, USA
Kristen D. Ritchey University of Delaware, USA
Jay W. Rojewski University of Georgia, USA
Natalie Romer University of South Florida
Karen Rooney Educational Enterprises, Inc.
Lisa M. Sanetti University of Connecticut, USA
Wesley Sims Wichita State University, Wichita, KS
Benjamin Solomon University of Albany, SUNY, USA
Nathan A. Stevenson Kent State University, USA
Gerald G. Strait University of Houston, Clear Lake, USA
Elizabeth Tighe Georgia State University, USA
Tammy Tolar University of Houston, USA
Ethan Van Norman Georgia State University, USA
Amanda VenDerHeyden Education Research and Consulting, Inc., USA
Maryellen McClaire Verdoes Utah State University, USA
Jeanne Wanzek Vanderbilt University, USA
Megan Welsh University of California Davis, USA
Sara A. Whitcomb University of Massachusetts - Amherst
Sara E. Witmer Michigan State University, USA
Suzanne Woods-Groves The University of Iowa, USA
Rebecca Zumeta American Institutes for Research, USA
Student Editorial Board
Abdullah Abdulmohsen Alwahbi University of Iowa, USA
Danielle Becker University of Minnesota-Twin Cities, USA
Sara W. Bosik University of Colorado, Denver, USA
Gunnar Bruns University of Wuppertal, Germany
Daniel Clark University of Connecticut, USA
Amanda Clifford University of Otago, New Zealand
Christin Coppicus University of Cologne, Germany
Lauren Cozad The Pennsylvania State University, USA
Lisa Didion University of Texas at Austin, USA
Aria Fiat University of Minnesota, USA
Katie Flatley Lehigh University, USA
Cody Gion University of Oregon, USA
Emily Gregori Purdue University, USA
Michelle Hinzman The University of Iowa, USA
Austin Jennings University of Delaware, USA
Kayla Kilpatrick University of Missouri, USA
Allyson Kiss University of Minnesota-Twin Cities, USA
Sarah Krowka Vanderbilt University, USA
Lauren Meyer University of Arizona, USA
Kristen Newell University of Minnesota, USA
Michael Paal University of Seigen, Germany
Sam Patton Vanderbilt University, USA
June Preast University of Missouri, USA
Alex Smith University of Missouri - Columbia, USA
Crystal Taylor University of Missouri, USA
Roxette van den Bosch Leiden University, Netherlands
Kyle Wagner University of Minnesota, USA
Matthew Zajic University of California, Davis, USA
Editorial Assistant
Anthony Roberson Louisiana State University, USA
  • Clarivate Analytics: Emerging Sources Citation Index (ESCI)
  • Contents Pages in Education (T&F)
  • Educational Research Abstracts Online (T&F)
  • NISC
  • ProQuest: Linguistics and Language Behavior Abstracts (LLBA)
  • PsycINFO
  • SafetyLit
  • Scopus
  • Before submitting your manuscript, please read and adhere to the author submission guidelines. To submit an article to the journal, please click here: http://mc.manuscriptcentral.com/aei.

     

    Any questions should be directed to the editorial office:
    Tyler Renshaw, PhD
    Utah State University
    College of Education and Human Services
    Department of Psychology
    EDUC 480
    Logan, UT 84322-2810
    email: tyler.renshaw@usu.edu

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