The American Psychological Association and the National Association of School Psychologists agree in parallel calls for school psychologists to develop pediatric-related competencies. To achieve these competencies, trainers and practitioners require a suitably supportive literature. Ideally, this literature would link pediatric knowledge to school-based practice and address evidence-based assessment and intervention. The present article updates prior research (Wodrich & Schmitt, 2003) on this topic by addressing the rate at which pediatric-related topics were published between 2002 and 2019 in five key journals: Journal of School Psychology, Psychology in the Schools, School Psychology International, School Psychology Review, and School Psychology Quarterly. To establish publication trends across time and to extend the earlier research, articles were first coded as either empirical or nonempirical, then coded further according to content (i.e., attention-deficit/hyperactivity disorder [ADHD], a pediatric condition [other than ADHD], professional role issue). The empirical subset of articles was additionally coded according to assessment, intervention, or general knowledge foci. The category comprising the greatest number of articles was pediatric condition (n = 121), followed by ADHD (n = 108) and professional role issue (n = 18). The most specific, commonly appearing pediatric topic was ADHD, as was true when the 2003 article was published, with a surge in empirical ADHD articles noted. The least common topic was pediatric professional role issues. Current trends highlight a need for future empirical articles related to assessment and, particularly, school-based intervention for non-ADHD pediatric health conditions. Limitations of the present research are also discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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五种学校心理学期刊中的儿科主题的现状：2002年至2019年之间的出版趋势。

美国心理学会和美国学校心理学家协会同时同意，要求学校心理学家发展与儿科相关的能力。为了实现这些能力，培训人员和从业人员需要适当的支持文献。理想情况下，这些文献应将儿科知识与基于学校的实践联系起来，并针对基于证据的评估和干预。本文通过探讨2002年至2019年之间在五种主要期刊上发表的与儿科相关的主题的比率来更新有关该主题的先前研究（Wodrich＆Schmitt，2003）：学校心理学杂志，学校心理学，国际学校心理学，《学校心理学评论》和《学校心理学季刊》。为了确定跨时期的出版趋势并扩展早期的研究，文章首先按经验或非经验编码，然后根据内容（即注意力不足/多动障碍[ADHD]，儿童疾病[ADHD除外]，专业角色问题）进行进一步编码。根据评估，干预或一般知识重点对文章的经验子集进行了附加编码。包含最多文章的类别是儿科疾病（n = 121），其次是ADHD（n = 108）和专业角色发行（n = 18）。最具体，最常见的儿科话题是ADHD，正如2003年发表该文章时所说的那样，经验性ADHD文章激增。最不常见的话题是儿科专业角色问题。当前的趋势凸显了对与评估有关的未来经验性文章的需求，尤其是 非多动症儿童健康状况的学校干预。还讨论了本研究的局限性。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。