Example of Journal of Emotional and Behavioral Disorders format
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Example of Journal of Emotional and Behavioral Disorders format Example of Journal of Emotional and Behavioral Disorders format Example of Journal of Emotional and Behavioral Disorders format Example of Journal of Emotional and Behavioral Disorders format Example of Journal of Emotional and Behavioral Disorders format Example of Journal of Emotional and Behavioral Disorders format Example of Journal of Emotional and Behavioral Disorders format
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Example of Journal of Emotional and Behavioral Disorders format Example of Journal of Emotional and Behavioral Disorders format Example of Journal of Emotional and Behavioral Disorders format Example of Journal of Emotional and Behavioral Disorders format Example of Journal of Emotional and Behavioral Disorders format Example of Journal of Emotional and Behavioral Disorders format Example of Journal of Emotional and Behavioral Disorders format
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open access Open Access ISSN: 10634266

Journal of Emotional and Behavioral Disorders — Template for authors

Publisher: SAGE
Categories Rank Trend in last 3 yrs
Education #166 of 1319 down down by 81 ranks
Developmental and Educational Psychology #83 of 332 down down by 21 ranks
Clinical Psychology #71 of 283 down down by 15 ranks
Psychiatry and Mental Health #171 of 502 down down by 30 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 83 Published Papers | 311 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 04/06/2020
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Journal Performance & Insights

  • Impact Factor
  • CiteRatio
  • SJR
  • SNIP

Impact factor 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.

1.976

11% from 2018

Impact factor for Journal of Emotional and Behavioral Disorders from 2016 - 2019
Year Value
2019 1.976
2018 1.775
2017 1.2
2016 2.0
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 11% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

CiteRatio is a measure of average citations received per peer-reviewed paper published in the journal.

3.7

19% from 2019

CiteRatio for Journal of Emotional and Behavioral Disorders from 2016 - 2020
Year Value
2020 3.7
2019 3.1
2018 3.1
2017 3.8
2016 4.1
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 19% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR) measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

0.858

8% from 2019

SJR for Journal of Emotional and Behavioral Disorders from 2016 - 2020
Year Value
2020 0.858
2019 0.929
2018 0.676
2017 0.755
2016 1.215
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has decreased by 8% in last years.
  • This journal’s SJR is in the top 10 percentile category.

Source Normalized Impact per Paper (SNIP) measures actual citations received relative to citations expected for the journal's category.

1.482

32% from 2019

SNIP for Journal of Emotional and Behavioral Disorders from 2016 - 2020
Year Value
2020 1.482
2019 1.125
2018 0.952
2017 1.08
2016 1.658
graph view Graph view
table view Table view

insights Insights

  • SNIP of this journal has increased by 32% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

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Journal of Emotional and Behavioral Disorders

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SAGE

Journal of Emotional and Behavioral Disorders

The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental h...... Read More

Education

Clinical Psychology

Developmental and Educational Psychology

Psychiatry and Mental health

Social Sciences

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Last updated on
04 Jun 2020
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ISSN
1063-4266
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Impact Factor
Medium - 0.759
i
Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
SageV
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Citation Type
Numbered (Superscripted)
25
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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: 10.1177/106342669600400401
Integrated Approaches to Preventing Antisocial Behavior Patterns among School-Age Children and Youth.

Abstract:

This article provides a reconceptualization of the role of schools in preventing antisocial behavior problems among children and youth. The U.S. Public Health Service's conceptual model of prevention, involving primary, secondary, and tertiary prevention approaches, is used as an organizing framework to illustrate how schools... This article provides a reconceptualization of the role of schools in preventing antisocial behavior problems among children and youth. The U.S. Public Health Service's conceptual model of prevention, involving primary, secondary, and tertiary prevention approaches, is used as an organizing framework to illustrate how schools can deliver interventions more effectively and improve outcomes. Traditional school approaches to coping with students who are at risk and antisocial are reviewed, and the following major topics are addressed: (a) A case is made that schools can play a central, coordinating role in collaboration with families and social service agencies in addressing the challenging problems presented by antisocial students; (b) a generic intervention approach is suggested that involves reducing risk factors for antisocial behavior and enhancing protective factors; (c) a three-level approach to organizing specific interventions for achieving prevention goals and outcomes is described; and (d) recomme... read more read less

Topics:

Positive behavior support (59%)59% related to the paper
770 Citations
Journal Article DOI: 10.1177/106342660000800301
Antisocial behavior, academic failure, and school climate: A critical review.
Alan McEvoy1, Robert Welker1

Abstract:

Researchers have demonstrated a strong correlation between antisocial behavior and academic failure among students.Yet current educational programs designed to modify one or both of these patterns of conduct tend to be limited in at least two fundamental ways. First, they tend to treat conditions associated with academic achi... Researchers have demonstrated a strong correlation between antisocial behavior and academic failure among students.Yet current educational programs designed to modify one or both of these patterns of conduct tend to be limited in at least two fundamental ways. First, they tend to treat conditions associated with academic achievement as separate from those associated with violent or other antisocial behavior. Second, they often focus narrowly on modifying selected cognitions or personality characteristics of the individual (e.g., changing attitudes and beliefs).Yet both antisocial behavior and academic failure are context specific; each occurs within a climate in which conditions can be identified that reasonably predict problematic behavior and can be modified to reduce such behavior.The success of prevention and intervention programs, therefore, hinges on their ability to identify and modify climates in which academic failure and antisocial behavior emerge. In this article we examine the role of school c... read more read less

Topics:

Academic achievement (55%)55% related to the paper
521 Citations
Journal Article DOI: 10.1177/106342660000800205
Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions.
George Sugai1, Jeffrey R. Sprague1, Robert H. Horner1, Hill M. Walker1

Abstract:

Confronted by increasing incidents of violent behavior in schools, educators are being asked to make schools safer. Schools, however, receive little guidance or assistance in their attempts to establish and sustain proactive discipline systems. One area of need lies in directions for use of existing discipline information to ... Confronted by increasing incidents of violent behavior in schools, educators are being asked to make schools safer. Schools, however, receive little guidance or assistance in their attempts to establish and sustain proactive discipline systems. One area of need lies in directions for use of existing discipline information to improve school-wide behavior support. In this article, we describe how office discipline referrals might be used as an information source to provide an indicator of the status of school-wide discipline and to improve the precision with which schools manage, monitor, and modify their universal interventions for all students and their targeted interventions for students who exhibit the most severe problem behaviors. read more read less

Topics:

Primary education (53%)53% related to the paper
443 Citations
Journal Article DOI: 10.1177/10634266050130020201
The Children and Youth We Serve A National Picture of the Characteristics of Students With Emotional Disturbances Receiving Special Education
Mary Wagner1, Krista Kutash, Albert J. Duchnowski2, Michael H. Epstein3, W. Carl Sumi1

Abstract:

This article provides a national perspective of children and youth with emotional disturbances (ED) served in special education using data from the Special Education Elementary Longitudinal Study and the National LongitudinalTransition Study—2. Data sources comprise teachers,school records, the students, and their parents. Re... This article provides a national perspective of children and youth with emotional disturbances (ED) served in special education using data from the Special Education Elementary Longitudinal Study and the National LongitudinalTransition Study—2. Data sources comprise teachers,school records, the students, and their parents. Results indicate that children and youth with ED live in households in which multiple risk factors exist for poor life outcomes. As a group, these children and youth have serious and multiple impairments that include an array of emotional disabilities, poor communication skills, and low academic achievement. There is a considerable gap between initial identification of problems and the onset of service delivery, a high rate of suspension and expulsion, and an unstable school environment. Parents of children and youth with ED work harder to secure services for their children and are less satisfied with services than parents of children in other disability groups. Implications of the find... read more read less

Topics:

Special education (58%)58% related to the paper, Academic achievement (52%)52% related to the paper, Disadvantaged (51%)51% related to the paper
442 Citations
Journal Article DOI: 10.1177/106342660000800101
Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD:
Kevin S. Sutherland1, Joseph H. Wehby2, Susan R. Copeland2

Abstract:

The purposes of this study were to examine (a) the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disor... The purposes of this study were to examine (a) the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disor... read more read less

Topics:

Praise (66%)66% related to the paper, Task (project management) (53%)53% related to the paper, Behavior change (53%)53% related to the paper, Reinforcement (51%)51% related to the paper
395 Citations
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Journal of Emotional and Behavioral Disorders format uses SageV citation style.

Automatically format and order your citations and bibliography in a click.

SciSpace allows imports from all reference managers like Mendeley, Zotero, Endnote, Google Scholar etc.

Frequently asked questions

Absolutely not! With our tool, you can freely write without having to focus on LaTeX. You can write your entire paper as per the Journal of Emotional and Behavioral Disorders guidelines and autoformat it.

Yes. The template is fully compliant as per the guidelines of this journal. Our experts at SciSpace ensure that. Also, if there's any update in the journal format guidelines, we take care of it and include that in our algorithm.

Sure. We support all the top citation styles like APA style, MLA style, Vancouver style, Harvard style, Chicago style, etc. For example, in case of this journal, when you write your paper and hit autoformat, it will automatically update your article as per the Journal of Emotional and Behavioral Disorders citation style.

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A matter of seconds. Besides that, our intuitive editor saves a load of your time in writing and formating your manuscript.

One little Google search can get you the Word template for any journal. However, why do you need a Word template when you can write your entire manuscript on SciSpace, autoformat it as per Journal of Emotional and Behavioral Disorders's guidelines and download the same in Word, PDF and LaTeX formats? Try us out!.

Absolutely! You can do it using our intuitive editor. It's very easy. If you need help, you can always contact our support team.

SciSpace is an online tool for now. We'll soon release a desktop version. You can also request (or upvote) any feature that you think might be helpful for you and the research community in the feature request section once you sign-up with us.

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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 those factors the review board, rejection rates, frequency of inclusion in indexes, Eigenfactor, etc. You must assess all the factors and then take the final call.

SHERPA/RoMEO Database

We have extracted this data from Sherpa Romeo to help our researchers understand the access level of this journal. The following table indicates the level of access a journal has as per Sherpa Romeo 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.

The 5 most common citation types in order of usage 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.

SciSpace would allow download of your references in Journal of Emotional and Behavioral Disorders Endnote style, according to sage guidelines.

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