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TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION

TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION

TOP EARLY CHILD SPEC
影响因子：1.4
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：0271-1214
年发文量 30
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$3250
偏重研究方向 EDUCATION, SPECIAL-
期刊官网
投稿链接

期刊高被引文献

The Effect of Spanish and English Narrative Intervention on the Language Skills of Young Dual Language Learners
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121418779439
Using Text Messaging to Deliver Performance Feedback to Preservice Early Childhood Teachers
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121418800016
Caregiver-Implemented Intervention for Communication and Motor Outcomes for Infants and Toddlers
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121418815250
Definition, Context, Quality: Current Issues in Research Examining High-Quality Inclusive Education
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419846342
The Effects of Coaching With Video and Email Feedback on Preservice Teachers’ Use of Recommended Practices
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121418763531
Efficacy of a Comprehensive Early Childhood Curriculum to Enhance Children’s Success
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419827654
The Relation Between Teacher Vocabulary Use in Play and Child Vocabulary Outcomes
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121418812675
Social Validity Assessment in Behavior Interventions for Young Children: A Systematic Review
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419860195
Peer-Mediated Interventions to Address Social Competence Needs of Young Children With ASD: Systematic Review of Single-Case Research Design Studies
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419839136
The Impact of Real-Time Feedback and Video Analysis on Early Childhood Teachers’ Practice:
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419857142
Systematic Instruction of Early Math Skills for Preschoolers at Risk for Math Delays
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121418792300
Friendships and Social Acceptance of Portuguese Children With Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419864419
Component Analysis of Stay, Play, Talk Interventions With and Without Self-Monitored Group Contingencies and Recorded Reminders
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121418815236
Technology-Enhanced Performance-Based Feedback to Support Teacher Practice and Child Outcomes:
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419838624
Implementing Stay-Play-Talk With Children Who Use AAC
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121418776091
Performance-Based Feedback to Enhance Early Interventionist’s Practice and Caregiver and Child Outcomes
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419831414
Avoiding the Humdrum: Recommendations for Improving How We Conceptualize and Assess Social Validity in ECSE
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419873525
Shared Book Reading to Promote Math Talk in Parent–Child Dyads in Low-Income Families
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419831762
Understanding Provider Attitudes Regarding Father Involvement in Early Intervention
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419844829
Using Masked Raters to Evaluate Social Validity of a Parent-Implemented Communication Intervention
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419865945
Holding the Cards: Empowering Families Through an ASD Family Goal Setting Tool
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121418766240
Practitioner-Implemented Naturalistic Developmental Behavioral Interventions: Systematic Review of Social Validity Practices
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419854803
The effects of an intervention using Low-Tech visual scene displays and aided modeling with young children with complex communication needs
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419844825
Using Masked Raters to Evaluate Social Validity of a Parent-Implemented Communication Intervention
来源期刊：Topics in Early Childhood Special EducationDOI：10.25384/SAGE.C.4610111.V1
Identification and Referral for Early Intervention Services in New Zealand: A Look at Teachers’ Perspectives – Past and Present:
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419881640
Studies in MTSS Problem Solving: Improving Response to a Pre-Kindergarten Supplemental Vocabulary Intervention:
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419843995
Fidelity of a Teacher-Implemented Intervention for Preschoolers With Autism Spectrum Disorder: No, Some, and Unexpected Effects
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419834343
Early Intervention and Family-Centeredness in Spain: Description and Profile of Professional Practices:
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419846332
Primary and Secondary Effects of Prevent-Teach-Reinforce for Young Children:
来源期刊：Topics in Early Childhood Special EducationDOI：10.1177/0271121419844315

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
86.67%5.71%--

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：Q2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
Q2

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
3区
否
否
2023年12月升级版
教育学4区
EDUCATION, SPECIAL 特殊教育学
3区
否
否
2022年12月旧的升级版
教育学4区
EDUCATION, SPECIAL 特殊教育学
3区
否
否