Example of Intervention in School and Clinic format
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Example of Intervention in School and Clinic format Example of Intervention in School and Clinic format Example of Intervention in School and Clinic format Example of Intervention in School and Clinic format Example of Intervention in School and Clinic format Example of Intervention in School and Clinic format Example of Intervention in School and Clinic format
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This content is only for preview purposes. The original open access content can be found here.
open access Open Access

Intervention in School and Clinic — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Education #589 of 1319 down down by 91 ranks
Clinical Psychology #146 of 283 up up by 2 ranks
Developmental and Educational Psychology #199 of 332 up up by 7 ranks
journal-quality-icon Journal quality:
Good
calendar-icon Last 4 years overview: 174 Published Papers | 282 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 22/07/2020
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Related Journals

open access Open Access

SAGE

Quality:  
High
CiteRatio: 3.7
SJR: 0.858
SNIP: 1.482
open access Open Access

SAGE

Quality:  
High
CiteRatio: 2.4
SJR: 0.75
SNIP: 0.941
open access Open Access
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Springer

Quality:  
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CiteRatio: 6.5
SJR: 2.109
SNIP: 2.415
open access Open Access

SAGE

Quality:  
Medium
CiteRatio: 0.5
SJR: 0.127
SNIP: 1.202

Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

0.86

26% from 2018

Impact factor for Intervention in School and Clinic from 2016 - 2019
Year Value
2019 0.86
2018 0.682
2017 0.578
2016 0.468
graph view Graph view
table view Table view

1.6

7% from 2019

CiteRatio for Intervention in School and Clinic from 2016 - 2020
Year Value
2020 1.6
2019 1.5
2018 1.2
2017 1.2
2016 0.8
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 26% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 7% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

0.534

15% from 2019

SJR for Intervention in School and Clinic from 2016 - 2020
Year Value
2020 0.534
2019 0.627
2018 0.267
2017 0.429
2016 0.27
graph view Graph view
table view Table view

0.757

25% from 2019

SNIP for Intervention in School and Clinic from 2016 - 2020
Year Value
2020 0.757
2019 1.004
2018 0.585
2017 0.667
2016 0.524
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has decreased by 15% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has decreased by 25% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Intervention in School and Clinic

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SAGE

Intervention in School and Clinic

Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can ...... Read More

Education

Clinical Psychology

Developmental and Educational Psychology

Social Sciences

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Last updated on
22 Jul 2020
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ISSN
1053-4512
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Impact Factor
Low - 0.478
i
Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
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Bibliography Name
SageV
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Citation Type
Numbered (Superscripted)
25
i
Bibliography Example
Blonder GE, Tinkham M and Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B 1982; 25(7): 4515–4532. URL 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1177/105345129102700107
Classroom Management: Implementing a System for Students with BD.
Leon Reisberg1, Donna Brodigan, Gregory J. Williams1

Abstract:

Classroom management in middle school is a challenge—this article shows you how

Topics:

Classroom management (69%)69% related to the paper
431 Citations
Journal Article DOI: 10.1177/105345128301800301
Peer Relations: Key to Mainstreaming
Cleborne D. Maddux1, Sharon J. Maddux

Abstract:

A frequently-heard observation of teachers involved with mainstreaming goes something like this: \"Yes, Johnny does come to my class for the academics-and he is trying quite hard. In fact, I'm pleased with his work. But I'm concerned. I'm having quite a time getting him to mix with my other students-and they with him!\" Many ... A frequently-heard observation of teachers involved with mainstreaming goes something like this: \"Yes, Johnny does come to my class for the academics-and he is trying quite hard. In fact, I'm pleased with his work. But I'm concerned. I'm having quite a time getting him to mix with my other students-and they with him!\" Many educators have become increasingly convinced of the importance of childrens' peer relationships. Greenwood, Walker, and Hops (1977) have pointed out that social withdrawal in school-age children has been increasingly recognized as a serious behavior disorder. Johnson (1980) reviewed the literature and concluded that peer relationships are important for the cognitive and social development and general socialization of all children and adolescents. This increased awareness of the importance of peer relations was, in part, responsible for the mainstreaming movement in special education. Dunn (1968), in his widely quoted article, asserted that segregating special education students stigmatized them and contributed to feelings of inferiority and problems of acceptance. read more read less

Topics:

Peer review (61%)61% related to the paper, Mainstreaming (52%)52% related to the paper
404 Citations
Journal Article DOI: 10.1177/10534512060410040401
Improving Self-Efficacy and Motivation: What to Do, What to Say
Howard Margolis1, Patrick P. McCabe2

Abstract:

It is not surprising that many struggling learners have low self-efficacy for academics. They believe that they lack the ability to succeed. Consequently, they tend to avoid academics and give up quickly when difficulties arise. This article suggests practical solutions based on self-efficacy theory to improve the motivation ... It is not surprising that many struggling learners have low self-efficacy for academics. They believe that they lack the ability to succeed. Consequently, they tend to avoid academics and give up quickly when difficulties arise. This article suggests practical solutions based on self-efficacy theory to improve the motivation of struggling learners. Specifically, the authors present three sources of self-efficacy—enactive mastery, vicarious experiences, and verbal persuasion—as ways for teachers to figure out what to do and what to say to strengthen struggling learners' beliefs in their academic abilities and increase their willingness to engage in academic tasks. read more read less

Topics:

Experiential learning (59%)59% related to the paper, Mastery learning (57%)57% related to the paper, Learning theory (56%)56% related to the paper
386 Citations
Journal Article DOI: 10.1177/10534512050400050201
Case Studies in Co-Teaching in the Content Areas: Successes, Failures, and Challenges

Abstract:

This article presents recent findings from several long-term qualitative investigations of co-teaching in science and social studies content-area classes, in which collaborating teachers and students with and without disabilities were observed and interviewed regarding effective practices and challenges associated with inclus... This article presents recent findings from several long-term qualitative investigations of co-teaching in science and social studies content-area classes, in which collaborating teachers and students with and without disabilities were observed and interviewed regarding effective practices and challenges associated with inclusion. In some sites, collaborating teachers were provided with research-based effective strategies and materials for including students with disabilities in specific activities. Results were equivocal in that in some cases, collaboration was extremely effective and conducive for promoting success for students with disabilities in inclusive classes. In others, challenges remained that presented barriers for successful collaboration and inclusion for students with disabilities. Important mediating variables were identified as academic content knowledge, high-stakes testing, and co-teacher compatibility. Findings are discussed with respect to both successes and remaining challenges. read more read less

Topics:

Academic achievement (51%)51% related to the paper, Social studies (50%)50% related to the paper
332 Citations
Journal Article DOI: 10.1177/10534512070420050201
Evaluating the College Transition Needs of Individuals with High-Functioning Autism Spectrum Disorders.
Diane Adreon1, Jennifer Stella Durocher1

Abstract:

Increased attention has been given recently to the needs of students with learning and developmental disabilities who are transitioning from high school to college. This is especially important for students with high-functioning autism spectrum disorders (ASD), who are likely to experience significant and unique challenges in... Increased attention has been given recently to the needs of students with learning and developmental disabilities who are transitioning from high school to college. This is especially important for students with high-functioning autism spectrum disorders (ASD), who are likely to experience significant and unique challenges in adjusting to postsecondary educational settings. After an overview of diagnostic criteria, symptom presentation, and treatment approaches for high-functioning students with ASD, this article discusses the type of difficulties students may encounter across various domains, including socialization, communication, independent daily living skills, academic functioning, and self-advocacy. The article concludes with recommendations for areas to be evaluated and addressed when determining the supports students with high-functioning ASD need to succeed in meeting the organizational, academic, and social demands of college life. read more read less

Topics:

High-functioning autism (57%)57% related to the paper, Autism (55%)55% related to the paper, Self-advocacy (53%)53% related to the paper
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278 Citations
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3. Can I cite my article in multiple styles in Intervention in School and Clinic?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Intervention in School and Clinic citation style.

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Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Intervention in School and Clinic.

5. Can I use a manuscript in Intervention in School and Clinic that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Intervention in School and Clinic that you can download at the end.

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7. Where can I find the template for the Intervention in School and Clinic?

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12. Is Intervention in School and Clinic's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Intervention in School and Clinic?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Intervention in School and Clinic. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Intervention in School and Clinic?

The 5 most common citation types in order of usage for Intervention in School and Clinic are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

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Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Intervention in School and Clinic Endnote style according to Elsevier guidelines.

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