TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION

TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION

TOP EARLY CHILD SPEC
影响因子:1.4
JCR分区:Q2
新锐分区:教育学3区
是否综述期刊:N/A
是否预警:不在预警名单内
是否OA:
出版国家/地区:-
出版社:SAGE
发刊时间:0
收录数据库:SCIE/SSCI/Scopus收录
ISSN:0271-1214

期刊介绍

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。
年发文量 30
国人发稿量 0.9
国人发文占比 0.03%
自引率 14.3%
平均录取率-
平均审稿周期 -
版面费 -
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%7.14%--

相关指数

影响因子
影响因子
年发文量
自引率

预警情况

查看说明
时间 预警情况
2026年03月发布的新锐学术版不在预警名单中
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:2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
2026年3月发布
(新锐分区)
教育学3区
EDUCATION, SPECIAL 特殊教育学
2区
N/A
2025年3月升级版
教育学3区
EDUCATION, SPECIAL 特殊教育学
3区
2023年12月旧的升级版
教育学4区
EDUCATION, SPECIAL 特殊教育学
3区

CiteScore

查看说明
CiteScore SJR SNIP 学科 分区 排名
6.20
1.212
2.442
大类:Social Sciences 小类:Education
大类:Social Sciences 小类:Public Health, Environmental and Occupational Health
Q1
Q1
199 / 1620
118 / 687

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