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EXCEPTIONAL CHILDREN

EXCEPTIONAL CHILDREN

EXCEPT CHILDREN
影响因子：4.3
是否综述期刊：否
是否预警：不在预警名单内
是否OA：否
出版国家/地区：
出版社：SAGE
发刊时间：0
发刊频率：
收录数据库：Scopus收录
ISSN：0014-4029
年发文量 20
国人发稿量 0
国人发文占比 0%
自引率 -
平均录取率-
平均审稿周期 -
版面费 US$3500
偏重研究方向 Multiple-
期刊官网
投稿链接

期刊高被引文献

Are Students with Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap between Students with and without Disabilities.
来源期刊：Exceptional ChildrenDOI：10.25384/SAGE.C.4233650.V1
Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918817504
An Investigation of SRSD to Teach Fractions to Students With Disabilities
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918813980
Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918789162
Aptitude-by-Treatment Interactions in Research on Educational Interventions
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918802803
Exploring the Relationship Between Initial Mathematics Skill and a Kindergarten Mathematics Intervention
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918799503
How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918782618
Defining Summer Gain Among Elementary Students With or at Risk for Reading Disabilities
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918819426
Peer Interactions in Preschool Inclusive Classrooms: The Roles of Pragmatic Language and Self-Regulation
来源期刊：Exceptional ChildrenDOI：10.1177/0014402919828364
Effects of Tactile Prompting and Self-Monitoring on Teachers’ Use of Behavior-Specific Praise
来源期刊：Exceptional ChildrenDOI：10.1177/0014402919846500
On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918811924
Special Educators’ Working Conditions in Self-Contained Settings for Students With Emotional or Behavioral Disorders: A Descriptive Analysis
来源期刊：Exceptional ChildrenDOI：10.1177/0014402919868946
Filling an Information Gap in Preschool MTSS and RTI Decision Making
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918812473
Does the Severity of Students’ Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918782628
Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918802801
Skill Moderators of the Effects of a Reading Comprehension Intervention
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918787339
Descriptive Analysis and Meta Analysis of Studies Investigating the Effectiveness of Simultaneous Prompting Procedure
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918795702
Preregistration in Single-Case Design Research
来源期刊：Exceptional ChildrenDOI：10.1177/0014402919868529
IDEA’s Double Bind: A Synthesis of Disproportionality Policy Interpretations
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918818047
Effect of SWPBIS on Disciplinary Exclusions for Students With and Without Disabilities
来源期刊：Exceptional ChildrenDOI：10.1177/0014402919854196
Involvement of Students With Severe Disabilities in Specialized Health Care Procedures
来源期刊：Exceptional ChildrenDOI：10.1177/0014402919865148
Double Jeopardy? Disproportionality in First Juvenile Court Involvement by Disability Status
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918819101
Are Students With Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap Between Students With and Without Disabilities
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918795830
Are U.S. Schools Discriminating When Suspending Students With Disabilities? A Best-Evidence Synthesis
来源期刊：Exceptional ChildrenDOI：10.1177/0014402919868528
Examining the Role of Pre-Instruction Academic Performance Within A Text-based Approach to Improving Student Content Knowledge and Understanding
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918783187
Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis
来源期刊：Exceptional ChildrenDOI：10.1177/0014402919857993
Preview
来源期刊：Exceptional ChildrenDOI：10.1177/0014402919851459
Preview
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918811447
The Relationship Between Study Quality and the Effects of Supplemental Reading Interventions: A Meta-Analysis
来源期刊：Exceptional ChildrenDOI：10.1177/0014402918796164
Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms
来源期刊：Exceptional ChildrenDOI：10.1177/0014402919880156
Preview
来源期刊：Exceptional ChildrenDOI：10.1177/0014402919830597

质量指标占比

研究类文章占比 OA被引用占比 撤稿占比 出版后修正文章占比
90.00%9.09%--

相关指数

影响因子
影响因子
年发文量
自引率
Cite Score

预警情况

查看说明
时间 预警情况
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
*来源：中科院《 国际期刊预警名单》

JCR分区

WOS分区等级：Q1区
版本 按学科 分区
WOS期刊SCI分区
WOS期刊SCI分区
WOS期刊SCI分区是指SCI官方（Web of Science）为每个学科内的期刊按照IF数值排 序，将期刊按照四等分的方法划分的Q1-Q4等级，Q1代表质量最高，即常说的1区期刊。
（2024-2025年最新版）
EDUCATION, SPECIAL
Q1

中科院分区

查看说明
版本 大类学科 小类学科 Top期刊 综述期刊
2025年3月最新升级版
教育学3区
EDUCATION, SPECIAL 特殊教育学
1区
REHABILITATION 康复医学
1区
否
否
2023年12月升级版
教育学3区
EDUCATION, SPECIAL 特殊教育学
1区
REHABILITATION 康复医学
2区
否
否
2022年12月旧的升级版
教育学2区
EDUCATION, SPECIAL 特殊教育学
1区
REHABILITATION 康复医学
1区
否
否