Using an experimenter-developed system, articles from four school psychology journals for the years 2000-2005 (n = 929) were classified. Results showed that 40% of the articles were narrative, 29% correlational, 16% descriptive, 8% causal-experimental, 4% causal-comparative, and 2% were meta-analytic. Further analysis of the causal-experimental studies suggested that both singlesubject and group designs were used to evaluate the effects of interventions delivered in schools (setting data) that improved students' (participant data) academic and/or social behaviors (target behavior data). Although results show that these journals are publishing few experimental studies, the experiments that are published appear to be derived from field-based research evaluating interventions that readers may find useful for remedying problems in school settings. Discussion focuses on factors that may limit experimental studies and recent trends in education and school psychology. C 2008 Wiley Periodicals, Inc.

in four major school psychology journals-School Psychology Review, Journal of School Psychology, Psychology in the Schools, and School Psychology Quarterly-were classified based on type (empirical or narrative) and on the primary and secondary authors' affiliations. Results showed that more than 90% of the primary and secondary authors were university affiliated with little difference across article type. Although more than 85% of school psychologists are practitioners, these results suggest that their contributions to these school psychology journals are limited because they account for less than 10% of the authors of articles. Discussion focuses on practitioners' involvement in the research base that is intended to inform their professional behaviors. C 2009 Wiley Periodicals, Inc.A primary role of school psychologists is to collaborate with others to identify, prevent, and remedy student problems via the application of scientifically supported theories, strategies, and procedures (Fagan & Wise, 2000;Merrell, Ervin, & Gimpel, 2006;Shapiro, 2004). The scientific support for school psychologists' professional behaviors comes from multiple fields, including special education, general education, behavior analysis, and applied and experimental psychology (Davis, Zanger, Gerrard-Morris, Roberts, & Robinson, 2005;Hughes, 2000). Also, several school psychology organizations support the dissemination of school psychology research with professional journals, including the American Psychological Association (APA), which publishes School Psychology Quarterly (SPQ); the National Association of School Psychologists (NASP), which publishes School Psychology Review (SPR); and the Society for the Study of School Psychology, which publishes Journal of School Psychology (JSP). Another major outlet for school psychology research is Psychology in the Schools (PITS), published by Wiley (Bliss, Skinner, Hautau, & Carroll, 2008;Curtis, Grier, & Hunley, 2004;Davis et al., 2005;Hagin, 1993;Roberts, Gerrard-Morris, Zanger, Davis, & Robinson, 2006;Robinson, Skinner, & Brown, 1998;Skinner, Robinson, Brown, & Cates, 1999).Although one function of school psychology research is to inform practice, educators and researchers have discussed a gap between research and practice that may reduce the influence researchers have on practitioners' ability to (a) link assessment to intervention; (b) change their professional roles; and (c) develop, implement, and evaluate prevention and remediation strategies

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