School Psychology Training and Pedagogy

Official journal of the Trainers of School Psychologists

About the Journal

SPTP, formerly known as the Trainers' Forum, is a double-masked, peer-reviewed, and indexed journal featuring original articles relevant to the preparation of school psychologists. The journal is designed for a readership of trainers who shape the field of school psychology, including graduate instructors, field supervisors, teaching assistants, and scholars.

Message from the Editors

The School Psychology Training and Pedagogy (SPTP) editorial team is excited to share their goals for the journal’s direction: (1) Advance pedagogy and training through reflection and practice; (2) Encompass the varied levels, settings, and topics represented in school psychology graduate training; and (3) Examine and respond to the sociocultural context in which training occurs. The team invites SPTP readers to join in pursuit of these goals. 


SPTP_Special Issue_Tech.pdf

New Special Issue Alert 

SPTP  is excited to announce a call for abstracts for a forthcoming special issue of School Psychology Training and Pedagogy (SPTP) titled, "Integrating Technology into the Education and Training of School Psychologists." This special issue will be guest edited by Drs. S. Kathleen Krach, Rob Dixon, and Shengtian Wu.

Please find a description of the call here. Abstracts should be emailed to the three Guest Editors, S. Kathleen Krach (, Rob Dixon (, and Shengtian Wu (, by April 1, 2024.

Invitations for full-length manuscripts will be sent out by May 15, 2024. All inquiries should be directed to the Guest Editors.

Call for Papers | General Articles

SPTP is seeking articles or special issue themes that address teaching strategies and programming with an emphasis on lessons DEIJA pedagogy,  online and tech-focused approaches, and other pedagogical topics. More information can be found under Aims and Scope.

2022-2023 | Award Winners

Reviewer of the Year

Adam Lockwood, PhD., Kent State University

SPTP recognizes the value of our Editorial Board to the stated mission of our journal and the advancement of the field. This award is given to an Editorial Board member who we believe has contributed to the growth and forward momentum of the journal through the quality, timeliness, and quantity of their reviews.


Article Previews


TSP President's Message

TSP@50: Practice What You Teach

Daniel Newman

School Psychology Training and Pedagogy, 40(2), vi-viii


Towards an Inclusive Research Laboratory Climate in School Psychology Graduate Programs  

Lauren E. Martone, Hunter C. King, Aaron J. Fischer, &  Pamela A. Cornejo 

School Psychology Training and Pedagogy, 40(2), 1-21

Although in Volume 39, Issue 3, 4, the Co-Editors-in-Chief listed Martone and colleagues’ article, “Towards an Inclusive Research Laboratory Climate in School Psychology Graduate Programs,” in their Letter from the Editors, the article did not appear in the issue. We offer our sincere apologies to Lauren Martone, Hunter King, Aaron Fischer, and Pamela Cornejo. The article is included in the current issue with our gratitude for the writers’ continued support of the journal. 


Administration and Scoring Errors Made by Graduate Students on the DAS-II 

Erika Oak,  Kathleen Viezel,  Ron Dumont, & John O. Willis 

School Psychology Training and Pedagogy, 40(2), 22-43


School-Based Consultation Training During the COVID-19 Pandemic 

Lauren T. Kaiser, Julia N. Villarreal, Courtenay A. Barrett, Daniel S. Newman, Hannah McIntire, & Mary K. Gerrard 

School Psychology Training and Pedagogy, 40(2), 44-54


Suicide & Crisis-Related Coursework: Potential Training Gaps in School Psychology Graduate Programs  

Jacqueline R. Anderson, Ashley M. Coburn, Breanna L. King, Kelly C. Stone , Elizabeth R. Kaiser, Zayne D. Hoyland, Jessica N. Peña, Nancy J. Potter, Sarah M. Pryor, & Erik J. Reinbergs 

School Psychology Training and Pedagogy, 40(2), 54-62


School Psychology Program Characteristics, Student Race, and Gender 

Breanna L. King, Lisa R. Mickelsonn, David M. Hulac, Kathleen B. Aspiranti, Shane C. Odiorne, & Amber Boetel 

School Psychology Training and Pedagogy, 40(2), 63-80

Past Author Spotlight Videos

SPTP SJ special_Castro et al 2021a.mp4

Castro-Villarreal, F., Sullivan, J. & Villarreal, V. (2021). Social justice training in school psychology through a university-school service learning partnership. School Psychology Training and Pedagogy, 38 (1), 11-23 

Parker et al._Video.mp4

Parker, J. S., Castillo, J. M., Gills, P. & Troutman, A. (2022). School psychologists’ perspectives and experiences regarding learning to be culturally responsive. School Psychology Training and Pedagogy, 38 (4), 14-31.

 Visit the Trainers of School Psychology for full access to current and past issues.