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Journal of Psychoeducational Assessment

Journal of Psychoeducational Assessment


eISSN: 15575144 | ISSN: 07342829 | Current volume: 42 | Current issue: 4 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 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.

Editor
Donald H. Saklofske University of Western Ontario, Canada
Associate Editors
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
Founding and Consulting Editors
Bruce A. Bracken College of William & Mary, USA
R. Steve McCallum University of Tennessee, Knoxville, USA
Editorial Board Members
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
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