Topics In Early Childhood Special Education is an academic journal dedicated to the field of early childhood special education, dedicated to providing support and resources for children and their families with special needs. This magazine provides professionals with the latest research findings and practical strategies to improve the service system for preschool children with special needs by publishing high-quality original research reports, literature reviews, concept statements, position papers, and project descriptions.The magazine's articles cover various aspects of early childhood special education, such as autism, learning disabilities, physical disabilities, etc. These articles not only provide a deep understanding of these special needs, but also explore how to provide effective education and intervention measures for these children. In addition, the magazine also focuses on the roles and needs of families, providing advice and resources on how to support family members. The practicality of this magazine makes it an important tool for professionals in the field of special education, helping them improve their service system and enhance the quality of education provided for young children with special needs.
幼儿特殊教育专题(Topics In Early Childhood Special Education)是一本由SAGE出版的一本EDUCATION, SPECIAL学术刊物,主要报道EDUCATION, SPECIAL相关领域研究成果与实践。本刊已入选、社会科学引文索引(SCIE)来源期刊,该刊创刊于1981年,出版周期4 issues/year。2021-2022年最新版WOS分区等级:Q1,2023年发布的影响因子为2,CiteScore指数4.6,SJR指数0.923。本刊非开放获取期刊。 《幼儿特殊教育专题》是一本专注于幼儿特殊教育领域的学术期刊,致力于为有特殊需求的幼儿及其家庭提供支持和资源。该杂志通过发表高质量的原创研究报告、文献综述、概念陈述、立场文件和项目描述等文章,为专业人士提供了最新的研究成果和实践策略,以改善为有特殊需求的学龄前儿童提供的服务体系。杂志的文章内容涵盖了幼儿特殊教育的多个方面,如自闭症、学习障碍、身体障碍等。这些文章不仅提供了对这些特殊需求的深入理解,还探讨了如何为这些儿童提供有效的教育和干预措施。此外,杂志还关注家庭的角色和需求,提供了有关如何支持家庭成员的建议和资源。该杂志的实用性使其成为特殊教育领域专业人士的重要工具,帮助他们改进服务体系,提高为有特殊需求的幼儿提供的教育质量。
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