“…Periodic journal content analyses serve to illustrate trends and the development of the field, as these analyses provide insight into the types of research questions, design, methodology, and topics receiving the most attention at various time points. In school psychology, researchers have conducted content analyses to examine (a) the types of articles published in school psychology journals (e.g., Bliss, Skinner, Hautau, & Carroll, ; Villarreal, Gonzalez, McCormick, Simek, & Yoon, ), (b) methods and methodological rigor of intervention research (Burns, Klingbeil, Ysseldyke, & Petersen‐Brown, ; Powell, Mihalas, Onwuegbuzie, Suldo, & Daley, ), (c) the most cited articles in the school psychology literature (Price, Floyd, Fagan, & Smithson, ), (d) the theoretical base of school psychology intervention research (Mercer, Idler, & Bartfai, ), (e) the representation of culturally and linguistically diverse students in school psychology intervention research (Villarreal, ), and (f) research productivity and scholarly impact of school psychology faculty and training programs (e.g., Carper & Williams, ; Carroll, Skinner, McCleary, von Mizener, & Bliss, ; Kranzler, Grapin, & Daley, ; Laurent & Runia, ).…”