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Consult with leading experts

Rely on the Hammill Institute on Disabilitites' journals for top-notch advice; new techniques, ideas, and approaches; and the latest research findings in the areas of special education, communication disorders, rehabilitation, counseling, and disability policy. The ISI Journal Citation Index consistently ranks the Hammill Institute's publications among the top journals in their respective categories in the Social Science Index.

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You can be confident of the quality and accuracy of each article—from research reports to the suggestions for implementing day-to-day curricula. For each journal, a board of leading authorities reviews articles to ensure the content meets the highest standards.

Gain a professional edge

Subsribe to one or more of the Hammill Institute's 18 journals and you will get information essential to your growth as a professional. What could be more important to your carrer? For a fraction of the amount you would spend for a course or workshop, you ca ear ARCA-approveed CEUs with each issue of Rehabilitation Counseling Bulletin.

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You may request a free sample issue of any of our journals before you order.

 


 

Assessment for Effective Intervention (AEI)

Visit the AEI website for more information or to subscribe.

Published: 4 times/year
ISSN: 15345084 (print)
ISSN: 19387458 (electronic)

Description

Assessment for Effective Intervention offers articles that center on practitioner-developed assessment procedures and published tests. In particular, articles

  • describe the relationship between assessment and instruction;
  • discuss innovative assessment strategies;
  • detail diagnostic procedures;
  • describe relationships between existing instruments; and
  • review assessment techniques, strategies, and instrumentation.

Implications for the practitioner are clearly communicated.

AEI also provides book and test reviews.

Aims & Scope

Articles published in AEI are relevant for practicing educational diagnosticians, special educators, psychologists, academic trainers, and others interested in psychoeducational assessment. The primary purpose of the journal is to publish empirically sound manuscripts that have implications for practitioners. Assessment for Effective Intervention is the official journal of the Council for Educational Diagnostic Services, a division of the Council for Exceptional Children.

Behavioral Disorders (BD)

Visit the BD webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 01987429 (print)
ISSN: 21635307 (electronic)


Description

Behavioral Disorders addresses compelling issues related to individuals with behavioral challenges. Regular features include research-based articles that discuss evidence-based practices for use with challenging behaviors.

Aims & Scope

Papers published in Behavioral Disorders are reports of original investigations and theoretical papers that relate to the education of students with emotional and behavioral disorders. Published articles may use within-or between-subject designs. Both quantitative and qualitative studies are considered appropriate, although to date most submissions have been quantitative in nature. Research, program evaluation reports, and position papers should be assessed for their social significance. Socially significant experimental investigations may be basic or applied in nature, although BD has a tradition of publishing applied research, especially studies related to assessment of and intervention with children and youth with emotional and behavioral disorders. Theoretical or translation of research, practice, or policy in the form of a “position” statement will be considered for the Forum section of the journal. In addition, we will accept brief reports of research that will allow new researchers (e.g., junior faculty, graduate students) to submit studies (e.g., pilot studies) that possess particular interest to the field but may lack the methodological rigor (e.g., small sample size) to meet the standard of a regular research article.

Behavioral Disorders is an official journal for the Council for Children with Behavioral Disorders (CCBD).

Beyond Behavior (BB)

Visit the BB webpage for more information or to subscribe.

Published: 3 times/year
ISSN: 10742956 (print)
ISSN: 21635323 (electronic)

Description

Beyond Behavior addresses compelling issues related to individuals with behavioral challenges. Regular features include practitioner-friendly articles that discuss evidence-based practices for use with challenging behaviors.

Aims & Scope

Beyond Behavior is a peer-reviewed scholarly journal designed specifically for practitioners (e.g., teachers, administrators, counselors, paraprofessionals) who work with children and youth with or at risk for emotional and behavioral disorders (EBD). The goals of Beyond Behavior are to publish articles that:

  1. Describe research-informed academic and/or behavioral interventions and/or processes likely to improve meaningful outcomes for children with or at risk for EBD;
  2. Develop the instructional and/or support capacities of professionals who work with children and youth with or at risk for EBD across diverse settings and programs;
  3. Broaden the impact of research on practice in applied settings by making research-informed practice more accessible to diverse practitioner audiences.

Beyond Behavior content highlights field-based practice applications directed toward children and youth with or at risk for EBD. Content also addresses real-world practice issues for professionals who serve this population. Published articles emphasize the “how to” nature of field-based practice. The practice applications and issues are informed by research to the extent practicable. Scholarship, then, helps provide practitioners with a rationale for choosing to use a practice or consider an issue.

Beyond Behavior is an official journal for the Council for Children with Behavioral Disorders (CCBD).

Career Development and Transition for Exceptional Individuals (CDTEI)

Visit the CDTEI webpage for more information or to subscribe.

Published: 3 times/year
ISSN: 21651434 (print)
ISSN: 21651442 (electronic)

Description

Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development of persons with documented disabilities and special needs. Articles cover a broad range of topics focusing on the life roles of individuals as students, workers, consumers, family members, and citizens.

Transition in Practice manuscripts cover topics and issues related to secondary transition professional practice such as (a) research-based programs and interventions; (b) strategies focusing on cultural responsiveness; (c) strategies for reforming transition service delivery, curricula, and professional roles; (d) ways to foster and/or improve the practitioners’ professional development; and (e) information pertaining to state and federal legislation, rules, and regulations with implications for transition practice. The target audience consists of special and general education teachers, related services specialists, administrators, paraprofessionals, community partners, and other practitioners who work with youth with disabilities during the transition years.

In Other Sources provides brief summaries of transition-related papers that have been published in other sources.

CDTEI Includes

  • original qualitative research
  • scholarly reviews
  • program descriptions and evaluations

Career Development and Transition for Exceptional Individuals is the official journal of the Division on Career Development and Transition (DCDT) of the Council for Exceptional Children (CEC).

Communication Disorders Quarterly

Visit the CDQ webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 15287401 (print)
ISSN: 15384837 (electronic)

Description

Communication Disorders Quarterly (CDQ) presents cutting-edge information on typical and atypical communication across the continuum from oral language development to literacy. Articles include quantitative and qualitative research reports, a clinical forum that supports theoretical application in clinical and educational settings, short tutorials to acquaint readers with specific topics or clinical procedures, and book and material reviews.

Professionals working in fields related to speech, language, and hearing will find resource material on topics such as

  • preliteracy and literacy development
  • second language learning
  • hearing loss and education of individuals who are deaf/hard-of-hearing
  • assessment and intervention in speech-language pathology
  • phonology and articulation
  • professional standards
  • clinical practice issues

Aims & Scope

Articles for CDQ are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.

Communication Disorders Quarterly (CDQ) is the official journal of the Division for Communicative Disabilities and Deafness (DCDD) of the Council for Exceptional Children (CEC).

Focus on Autism and Other Developmental Disabilities (FOCUS)

Visit the FOCUS webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 10883576 (print)
ISSN: 15384829 (electronic)

Description

In each issue of Focus, you will find practical educational and treatment suggestions for teachers, trainers, and parents of persons with autism or other pervasive developmental disabilities. If you work with persons with autism or other pervasive developmental disorders, you need this journal.

Focus publishes

  • original research reports
  • position papers reflecting diverse philosophical and theoretical positions
  • effective intervention procedures
  • descriptions of successful programs
  • reviews of current books and other publications of interest

Articles cover topics throughout the lifespan in home, school, work, and community settings. Past issues have covered employment of adults with Asperger syndrome, paraprofessionals, and augmentative and alternative communication.

Aims & Scope

Focus on Autism and Other Developmental Disabilities addresses issues concerning individuals with autism and other developmental disabilities and their families. Manuscripts reflect a wide range of disciplines, including education, psychology, psychiatry, medicine, physical therapy, occupational therapy, speech/language pathology, social work, and related areas. The journal's editorial staff seeks manuscripts from diverse philosophical and theoretical positions.

The Division on Autism and Developmental Disabilities (DADD) of the Council for Exceptional Children (CEC) provides Focus as one of its membership benefits.

Intervention in School and Clinic (ISC)

Visit the ISC webpage for more information or to subscribe.

Published: 5 times/year
ISSN: 10534512 (print)
ISSN: 15384810 (electronic)

Description

Intervention equips teachers and clinicians with hands-on tips, techniques, methods, and ideas for improving assessment, instruction, and management for individuals with learning disabilities or behavior disorders. This innovative and readable periodical provides educational information ready for immediate implementation.

Regular features include

  • cover stories on timely, important issues
  • "What Works for Me" — practitioners' suggestions on instructional strategies and management techniques
  • "Technology Trends" — innovations in technology
  • "Policy and Law Briefs" — provides explanations and implications for existing laws and legislation that affect the field of special education; offers updates on new legislation under review
  • "Global Perspectives" focuses on work with students with LD or EBD from an international viewpoint
  • "An Interview With…" — perspectives from educators, students, administrators, or parents

Aims & Scope

Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.

The Council for Learning Disabilities (CLD) provides Intervention as one of its membership benefits. 

Journal of Disability Policy Studies (JDPS)

Visit the JDPS webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 10442073 (print)
ISSN: 15384802 (electronic)

Description

The Journal of Disability Policy Studies helps decipher complex legislation, explain problems and concerns driving current public policy, and unravel the tangled philosophies surrounding controversial ethical issues.

Articles possess interdisciplinary appeal, with implications in fields such as

  • Education
  • Law
  • Sociology
  • Public Health
  • Family Studies
  • Medicine
  • Social Work
  • Public Administration

Aims & Scope

Among the types of manuscripts considered for publication are brief reports of methodological or conceptual contributions, discussions of issues related to disability policy, reviews of policy-related research across disciplines, and policy forum for timely, provocative material not usually found in an academic journal.

Journal of Emotional and Behavioral Disorders (JEBD)

Visit the JEBD webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 10634266 (print)
ISSN: 15384799 (electronic)

Description

The Journal of Emotional and Behavioral Disorders presents quality multidisciplinary research, practice, and commentary related to individuals with emotional and behavioral disabilities. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education.
 
JEBD explores such critical and diverse issues as

  • youth violence
  • functional assessment
  • school-wide discipline
  • mental health services
  • positive behavior supports
  • educational strategies

Get the most comprehensive perspective on the lives of individuals with emotional or behavioral problems by subscribing to JEBD today.

Aims & Scope

The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Manuscript types include original research reports, qualitative and/or quantitative syntheses of published and unpublished research, discussions of issues with application to the field, and descriptions of programs and practices. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.

Journal of Learning Disabilities (JLD)

Visit the JLD webpage for more information or to subscribe.

Published: 6 times/year
ISSN: 00222194 (print)
ISSN: 15384780 (electronic)

Description

The Journal of Learning Disabilities is internationally recognized as the oldest and most authoritative journal in the area of learning disabilities. The editorial board reflects the international, multidisciplinary nature of JLD, comprising researchers and practitioners in numerous fields, including education, psychology, neurology, medicine, law, and counseling.

JLD provides

  • special series — in-depth coverage of topics or issues in the field, such as mathematics, science, and the LD field as discursive practice
  • feature articles — extensive literature reviews, theoretical papers, and position papers
  • research articles — reports of qualitative and quantitative empirical research
  • intervention articles — overviews of successful interventions
  • reports — nonempirical discussions of practices or issues in the field
  • Forum articles — general discussions of various key issues in the field

Aims & Scope

A multidisciplinary, international publication, JLD presents work and comments related to learning disabilities. Initial consideration of a manuscript depends upon (a) the relevance and usefulness of the content to the readership; (b) how the manuscript compares to other articles dealing with similar content on pertinent variables (e.g., sample size, research design, review of literature); and (c) clarity of writing style; as well as other guidelines.

Journal of Positive Behavior Interventions (JPBI)

Visit the JPBI webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 10983007 (print)
ISSN: 15384772 (electronic)

Description

The Journal of Positive Behavior Interventions offers sound, research-based principles of positive behavior support for use in school, home, and community settings with people with challenges in behavioral adaptation.

Regular features of JPBI include

  • empirical research — detailed case studies; descriptive, survey, and qualitative research
  • discussion, literature review, and conceptual papers — authoritative considerations of issues that pertain to school, home, and community-based supports
  • programs, practices, and innovations — program descriptions and research-to-practice articles that delineate strategies for implementation
  • Forum — brief articles providing perspectives on controversial issues, responses to published material, and personal experiences
  • book and material reviews

Aims & Scope

The aim of JPBI is to expand the knowledge and practice of effective behavioral support in school, home, and community settings, with a focus on comprehensive outcomes in the lives of children, youth, and adults. Goals are to extend the empirical database; enhance the conceptual framework; and provide a forum for researchers, professionals, families, and policymakers. Articles must be relevant for the development and application of behavioral support. 

The Journal of Positive Behavior Interventions is the official journal of the Association for Positive Behavior Support (APBS).

The Journal of Special Education (JSE)

Visit the JSE webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 00224669 (print)
ISSN: 15384764 (electronic)

Description

Professionals have relied on the Journal of Special Education for timely, sound research in the area of special education. JSE provides research articles and scholarly reviews by expert authors in all subspecialties of special education for individuals with disabilities ranging from mild to severe. JSE’s goal is to add to current scholarship and provide a sense of emerging directions in the field.

JSE publishes

  • reports of empirical research — descriptions of research studies that include students with disabilities or remedial education students, their teachers and other service providers, and/or parents. These studies must have clear, important implications for special education research and practice.
  • scholarly reviews — focused syntheses that integrate extant research bases that are important to the improvement of the practice of special and remedial education

Aims & Scope

A multidisciplinary publication presenting primary research and scholarly reviews related to special education, JSE considers research representing diverse methodologies, including group design, single-subject research, and ethnographic studies. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education. Major criteria for publication are quality of design, implementation, and writing, as well as importance to the field. 

The Journal of Special Education is the official journal of the Division for Research (DR) of the Council for Exceptional Children (CEC).

Learning Disability Quarterly (LDQ)

Visit the LDQ webpage for more information or to subscribe.

Published: Quarterly
ISSN: 07319487 (print)
ISSN:15384764 (electronic)

Description

Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities (LD). The journal seeks to provide articles with the potential to affect and improve educational outcomes, opportunities, and services.. 

LDQ provides

  • Original research with an applied focus on identification, assessment, intervention, or programming that have been applied with populations with LD and that have application in special or general education settings
  • Interpretive reviews of the literature related directly to individuals with LD that are integrative, critical, and systematic
  • Conceptual, policy, or position papers that specify developing conceptual theories or models related to learner, method, programming, or material variables relevant to populations with LD, as well as policy and position papers that delineate major issues or trends in the field
  • Research-based practices in personnel preparation that detail or present investigations of models for preservice and in-service education of professionals and paraprofessionals in the LD field
  • Special series containing manuscripts related to a topic of major interest to the field
  • and (a) critical reviews of child/student, professional, and teacher preparation materials; (b) articles oriented toward the practical needs of the LD practitioner; and (c) information pertaining to state and federal laws, legislation, policies, rules, and regulations, so long as their implications for practice are addressed

Aims & Scope

Articles should offer high-quality research and scholarship concerning children, youth, and adults with learning disabilities, especially material that may help improve educational outcomes, opportunities, and services. The main emphasis of a submitted manuscript should be on learning disabilities rather than on topics or studies that incidentally include participants with LD or only indirectly relate to the field of learning disabilities. Manuscripts that address populations “at risk” for LD or identified as having other related conditions will be considered when a clear statement of pertinence to LD is included.

Learning Disability Quarterly is the official journal of the Council for Learning Disabilities (CLD). 

Assessment for Effective Intervention (AEI)

Remedial and Special Education (RASE)

Visit the RASE webpage for more information or to subscribe.

Published: 6 times/year
ISSN: 07419325 (print)
ISSN: 15384756 (electronic)

Description

Remedial and Special Education offers quality interdisciplinary scholarship that bridges the gap between theory and practice involving the education of individuals for whom typical instruction is not effective. The emphasis is on articles that have compelling implications for the practice of remedial and special education.

Topics include

  • definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults
  • related services
  • family involvement
  • service delivery systems
  • legislation and litigation
  • professional standards and training

Aims & Scope

Remedial and Special Education is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Types of manuscripts considered for publication are

  • original research studies — experimental (group and single-subject methodologies), quasi-experimental, descriptive (e.g., observational studies, surveys), correlational, and qualitative designs
  • literature reviews — meta-analyses, best-evidence syntheses, and other systematic reviews of the literature
  • family involvement
  • conceptual, policy, and position papers

Rehabilitation Counseling Bulletin (RCB)

Visit the RCB webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 00343552 (print)
ISSN: 15384853 (electronic)

Description

Rehabilitation Counseling Bulletin, an international journal, publishes articles on rehabilitation counseling that contribute to the professional knowledge base for rehabilitation counseling practitioners in counseling, education, or research settings.

RCB publishes the following types of manuscripts:

  • reports of original empirical research, both quantitative and qualitative
  • essays of a theoretical nature
  • methodological treatises
  • comprehensive literature reviews
  • intensive case studies
  • research critiques
  • brief reports of research projects or program innovations

Earn CEUs

For a fraction of what you would spend for a course or workshop, you can earn ARCA-approved CEUs with each issue of RCB. Complete the quiz in each journal and return your answers to the indicated person, along with your registration fee, and receive 2 CEUs per article.

Aims & Scope

In addition to its emphasis on data-based research reports related to rehabilitation counseling, RCB publishes other types of contributions to the professional knowledge, such as articles that explain an innovative technique or application, point/counterpoint debates on a current controversy challenging the profession, and insightful essays on an important issue. 

Rehabilitation Counseling Bulletin is the official journal of the American Rehabilitation Counseling Association (ARCA).

Rural Special Education Quarterly (RSEQ)

Visit the RSEQ webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 87568705 (print)
ISSN: 21688605 (electronic)

Description

Rural Special Education Quarterly is the only national scholarly publication devoted to topics and issues concerning service delivery or personnel preparation in rural special education and disability services. The purpose of RSEQ is to provide a forum for presentation of new research findings; description of innovative program models or current best practices; analysis of local, state, and national policies; and discussion of issues and trends for special education and related services personnel working in rural areas.

Types of Manuscripts

  • Research reports: empirical or applied research that uses appropriate methods, reports significant findings, and offers implications for policy, practice, or research;
  • Program descriptions: innovations in service delivery or personnel preparation, with detailed descriptions of procedures and objective evaluation of outcomes;
  • Position papers: discussions of current issues and trends, with literature review and recommendations for policy, practice or research;
  • Promising practices: helpful ideas and examples for direct implementation by practitioners, with sufficient detail for immediate application; and
  • Viewpoints: opinions supported by a clear rationale and convincing evidence about hot topics or controversial issues to share perspectives and stimulate discussion.

Aims & Scope

Published quarterly since 1981, RSEQ is the only national scholarly publication focused entirely on

  • presentation of experimental or applied research that examines variables affecting rural programs or personnel;
  • analysis of policy developments at the state and federal levels that have important implications for rural areas;
  • description of program models or promising practices appropriate for rural schools or community agencies serving individuals with special needs; and
  • thought-provoking discussion of regional or national issues and trends in rural service delivery or personnel preparation. 

RSEQ is the official journal of the American Council on Rural Special Education (ACRES).

Topics in Early Childhood Special Education (TECSE)

Visit the TECSE webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 02711214 (print)
ISSN: 15384845 (electronic)

Description

Topics in Early Childhood Special Education provides the most current, relevant research on all aspects of early childhood education for children with special needs, including the families of such youngsters. TECSE focuses on information that will improve the lives of young children and their families. The practical nature of this journal helps professionals improve service delivery systems for preschool children with special needs.

Types of Manuscripts

  • reports of original research— includes experimental studies using group or single-subject designs, descriptive studies using observational or survey methodologies, case studies, and qualitative investigations
  • literature reviews
  • conceptual statements — presentations of particular issues, topics, or practices in EI that are one of three types: (1) clear articulation of particular problems in the field; (2) presentation of new conceptual foundations for approaching, analyzing, and potentially solving defined problems; or (3) descriptions of innovations for practice
  • position papers — descriptions of selected issues for which the existing literature is insufficient to make definitive conclusions
  • program descriptions — discussions of specific, well-developed programs of service or training that are innovative; involve a unique arrangement of existing resources to provide early intervention services or training in early intervention; or solve particularly recalcitrant problems

Aims & Scope

Topics in Early Childhood Special Education communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome.

Word of Mouth (WoM)

Visit the WOM webpage for more information or to subscribe.

Published: 5 times/year
ISSN: 10483950 (print)
ISSN: 21543941 (electronic)

Description

Your job serving increasing numbers of children with language disabilities is demanding. How can you find time to keep up with so many journals and books and still meet the language needs of the youngsters on your caseload? Let us do the work for you. Word of Mouth (WoM) addresses your needs as a frontline clinician interested in keeping up with the latest trends in working with school-age children. It's 16 pages of bare-bones, practical information.
 
Regular features include

  • reviews—summaries of journal articles, books, and related resources in a format that is easy to read and ready to apply
  • resources—up-to-date reviews of new materials
  • idea swap—readers present ideas and materials they have used successfully
  • short bits—brief clips of research findings, networking opportunities, updates of legislation, and similar material. 

This publication is one of the most useful documents that I have ever received. Thank you for your timely attention to the issues public school speech pathologists face today.
—SLP, Pontiac, IL

My highest praise for your excellent publication. I like your good commonsense comments after articles. This is the only publication I read from cover to cover.
—SLP, San Diego, CA

Assessment for Effective Intervention (AEI)

Visit the AEI website for more information or to subscribe.

Published: 4 times/year
ISSN: 15345084 (print)
ISSN: 19387458 (electronic)

Description

Assessment for Effective Intervention offers articles that center on practitioner-developed assessment procedures and published tests. In particular, articles

  • describe the relationship between assessment and instruction;
  • discuss innovative assessment strategies;
  • detail diagnostic procedures;
  • describe relationships between existing instruments; and
  • review assessment techniques, strategies, and instrumentation.

Implications for the practitioner are clearly communicated.

AEI also provides book and test reviews.

Aims & Scope

Articles published in AEI are relevant for practicing educational diagnosticians, special educators, psychologists, academic trainers, and others interested in psychoeducational assessment. The primary purpose of the journal is to publish empirically sound manuscripts that have implications for practitioners. Assessment for Effective Intervention is the official journal of the Council for Educational Diagnostic Services, a division of the Council for Exceptional Children.

Behavioral Disorders

Visit the BD webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 01987429 (print)
ISSN: 21635307 (electronic)


Description

Behavioral Disorders addresses compelling issues related to individuals with behavioral challenges. Regular features include research-based articles that discuss evidence-based practices for use with challenging behaviors.

Aims & Scope

Papers published in Behavioral Disorders are reports of original investigations and theoretical papers that relate to the education of students with emotional and behavioral disorders. Published articles may use within-or between-subject designs. Both quantitative and qualitative studies are considered appropriate, although to date most submissions have been quantitative in nature. Research, program evaluation reports, and position papers should be assessed for their social significance. Socially significant experimental investigations may be basic or applied in nature, although BD has a tradition of publishing applied research, especially studies related to assessment of and intervention with children and youth with emotional and behavioral disorders. Theoretical or translation of research, practice, or policy in the form of a “position” statement will be considered for the Forum section of the journal. In addition, we will accept brief reports of research that will allow new researchers (e.g., junior faculty, graduate students) to submit studies (e.g., pilot studies) that possess particular interest to the field but may lack the methodological rigor (e.g., small sample size) to meet the standard of a regular research article.

Behavioral Disorders is an official journal for the Council for Children with Behavioral Disorders (CCBD).

 

Beyond Behavior

Visit the BB webpage for more information or to subscribe.

Published: 3 times/year
ISSN: 10742956 (print)
ISSN: 21635323 (electronic)

Description

Beyond Behavior addresses compelling issues related to individuals with behavioral challenges. Regular features include practitioner-friendly articles that discuss evidence-based practices for use with challenging behaviors.

Aims & Scope

Beyond Behavior is a peer-reviewed scholarly journal designed specifically for practitioners (e.g., teachers, administrators, counselors, paraprofessionals) who work with children and youth with or at risk for emotional and behavioral disorders (EBD). The goals of Beyond Behavior are to publish articles that:

  1. Describe research-informed academic and/or behavioral interventions and/or processes likely to improve meaningful outcomes for children with or at risk for EBD;
  2. Develop the instructional and/or support capacities of professionals who work with children and youth with or at risk for EBD across diverse settings and programs;
  3. Broaden the impact of research on practice in applied settings by making research-informed practice more accessible to diverse practitioner audiences.

Beyond Behavior content highlights field-based practice applications directed toward children and youth with or at risk for EBD. Content also addresses real-world practice issues for professionals who serve this population. Published articles emphasize the “how to” nature of field-based practice. The practice applications and issues are informed by research to the extent practicable. Scholarship, then, helps provide practitioners with a rationale for choosing to use a practice or consider an issue.

Beyond Behavior is an official journal for the Council for Children with Behavioral Disorders (CCBD).

Career Development and Transition for Exceptional Individuals (CDTEI) 

Visit the CDTEI webpage for more information or to subscribe.

Published: 3 times/year
ISSN: 21651434 (print)
ISSN: 21651442 (electronic)

Description

Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development of persons with documented disabilities and special needs. Articles cover a broad range of topics focusing on the life roles of individuals as students, workers, consumers, family members, and citizens.

Transition in Practice manuscripts cover topics and issues related to secondary transition professional practice such as (a) research-based programs and interventions; (b) strategies focusing on cultural responsiveness; (c) strategies for reforming transition service delivery, curricula, and professional roles; (d) ways to foster and/or improve the practitioners’ professional development; and (e) information pertaining to state and federal legislation, rules, and regulations with implications for transition practice. The target audience consists of special and general education teachers, related services specialists, administrators, paraprofessionals, community partners, and other practitioners who work with youth with disabilities during the transition years.

In Other Sources provides brief summaries of transition-related papers that have been published in other sources.

CDTEI Includes

  • original qualitative research
  • scholarly reviews
  • program descriptions and evaluations

Career Development and Transition for Exceptional Individuals is the official journal of the Division on Career Development and Transition (DCDT) of the Council for Exceptional Children (CEC).

Communication Disorders Quarterly

Visit the CDQ webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 15287401 (print)
ISSN: 15384837 (electronic)

Description

Communication Disorders Quarterly (CDQ) presents cutting-edge information on typical and atypical communication across the continuum from oral language development to literacy. Articles include quantitative and qualitative research reports, a clinical forum that supports theoretical application in clinical and educational settings, short tutorials to acquaint readers with specific topics or clinical procedures, and book and material reviews.

Professionals working in fields related to speech, language, and hearing will find resource material on topics such as

  • preliteracy and literacy development
  • second language learning
  • hearing loss and education of individuals who are deaf/hard-of-hearing
  • assessment and intervention in speech-language pathology
  • phonology and articulation
  • professional standards
  • clinical practice issues

Aims & Scope

Articles for CDQ are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.

Communication Disorders Quarterly (CDQ) is the official journal of the Division for Communicative Disabilities and Deafness (DCDD) of the Council for Exceptional Children (CEC).

Focus on Autism and Other Developmental Disabilities (FOCUS) 

Visit the FOCUS webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 10883576 (print)
ISSN: 15384829 (electronic)

Description

In each issue of Focus, you will find practical educational and treatment suggestions for teachers, trainers, and parents of persons with autism or other pervasive developmental disabilities. If you work with persons with autism or other pervasive developmental disorders, you need this journal.

Focus publishes

  • original research reports
  • position papers reflecting diverse philosophical and theoretical positions
  • effective intervention procedures
  • descriptions of successful programs
  • reviews of current books and other publications of interest

Articles cover topics throughout the lifespan in home, school, work, and community settings. Past issues have covered employment of adults with Asperger syndrome, paraprofessionals, and augmentative and alternative communication.

Aims & Scope

Focus on Autism and Other Developmental Disabilities addresses issues concerning individuals with autism and other developmental disabilities and their families. Manuscripts reflect a wide range of disciplines, including education, psychology, psychiatry, medicine, physical therapy, occupational therapy, speech/language pathology, social work, and related areas. The journal's editorial staff seeks manuscripts from diverse philosophical and theoretical positions.

The Division on Autism and Developmental Disabilities (DADD) of the Council for Exceptional Children (CEC) provides Focus as one of its membership benefits.

Intervention in School and Clinic (ISC) 

Visit the ISC webpage for more information or to subscribe.

Published: 5 times/year
ISSN: 10534512 (print)
ISSN: 15384810 (electronic)

Description

Intervention equips teachers and clinicians with hands-on tips, techniques, methods, and ideas for improving assessment, instruction, and management for individuals with learning disabilities or behavior disorders. This innovative and readable periodical provides educational information ready for immediate implementation.

Regular features include

  • cover stories on timely, important issues
  • "What Works for Me" — practitioners' suggestions on instructional strategies and management techniques
  • "Technology Trends" — innovations in technology
  • "Policy and Law Briefs" — provides explanations and implications for existing laws and legislation that affect the field of special education; offers updates on new legislation under review
  • "Global Perspectives" focuses on work with students with LD or EBD from an international viewpoint
  • "An Interview With…" — perspectives from educators, students, administrators, or parents

Aims & Scope

Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.

The Council for Learning Disabilities (CLD) provides Intervention as one of its membership benefits. 

Journal of Disability Policy Studies (JDPS) 

Visit the JDPS webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 10442073 (print)
ISSN: 15384802 (electronic)

Description

The Journal of Disability Policy Studies helps decipher complex legislation, explain problems and concerns driving current public policy, and unravel the tangled philosophies surrounding controversial ethical issues.

Articles possess interdisciplinary appeal, with implications in fields such as

  • Education
  • Law
  • Sociology
  • Public Health
  • Family Studies
  • Medicine
  • Social Work
  • Public Administration

Aims & Scope

Among the types of manuscripts considered for publication are brief reports of methodological or conceptual contributions, discussions of issues related to disability policy, reviews of policy-related research across disciplines, and policy forum for timely, provocative material not usually found in an academic journal.

Journal of Emotional and Behavioral Disorders (JEBD) 

Visit the JEBD webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 10634266 (print)
ISSN: 15384799 (electronic)

Description

The Journal of Emotional and Behavioral Disorders presents quality multidisciplinary research, practice, and commentary related to individuals with emotional and behavioral disabilities. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education.
 
JEBD explores such critical and diverse issues as

  • youth violence
  • functional assessment
  • school-wide discipline
  • mental health services
  • positive behavior supports
  • educational strategies

Get the most comprehensive perspective on the lives of individuals with emotional or behavioral problems by subscribing to JEBD today.

Aims & Scope

The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Manuscript types include original research reports, qualitative and/or quantitative syntheses of published and unpublished research, discussions of issues with application to the field, and descriptions of programs and practices. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.

Journal of Learning Disabilities (JLD) 

Visit the JLD webpage for more information or to subscribe.

Published: 6 times/year
ISSN: 00222194 (print)
ISSN: 15384780 (electronic)

Description

The Journal of Learning Disabilities is internationally recognized as the oldest and most authoritative journal in the area of learning disabilities. The editorial board reflects the international, multidisciplinary nature of JLD, comprising researchers and practitioners in numerous fields, including education, psychology, neurology, medicine, law, and counseling.

JLD provides

  • special series — in-depth coverage of topics or issues in the field, such as mathematics, science, and the LD field as discursive practice
  • feature articles — extensive literature reviews, theoretical papers, and position papers
  • research articles — reports of qualitative and quantitative empirical research
  • intervention articles — overviews of successful interventions
  • reports — nonempirical discussions of practices or issues in the field
  • Forum articles — general discussions of various key issues in the field

Aims & Scope

A multidisciplinary, international publication, JLD presents work and comments related to learning disabilities. Initial consideration of a manuscript depends upon (a) the relevance and usefulness of the content to the readership; (b) how the manuscript compares to other articles dealing with similar content on pertinent variables (e.g., sample size, research design, review of literature); and (c) clarity of writing style; as well as other guidelines.

Journal of Positive Behavior Interventions (JPBI)

Visit the JPBI webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 10983007 (print)
ISSN: 15384772 (electronic)

Description

The Journal of Positive Behavior Interventions offers sound, research-based principles of positive behavior support for use in school, home, and community settings with people with challenges in behavioral adaptation.

Regular features of JPBI include

  • empirical research — detailed case studies; descriptive, survey, and qualitative research
  • discussion, literature review, and conceptual papers — authoritative considerations of issues that pertain to school, home, and community-based supports
  • programs, practices, and innovations — program descriptions and research-to-practice articles that delineate strategies for implementation
  • Forum — brief articles providing perspectives on controversial issues, responses to published material, and personal experiences
  • book and material reviews

Aims & Scope

The aim of JPBI is to expand the knowledge and practice of effective behavioral support in school, home, and community settings, with a focus on comprehensive outcomes in the lives of children, youth, and adults. Goals are to extend the empirical database; enhance the conceptual framework; and provide a forum for researchers, professionals, families, and policymakers. Articles must be relevant for the development and application of behavioral support. 

The Journal of Positive Behavior Interventions is the official journal of the Association for Positive Behavior Support (APBS).

The Journal of Special Education (JSE)

Visit the JSE webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 00224669 (print)
ISSN: 15384764 (electronic)

Description

Professionals have relied on the Journal of Special Education for timely, sound research in the area of special education. JSE provides research articles and scholarly reviews by expert authors in all subspecialties of special education for individuals with disabilities ranging from mild to severe. JSE’s goal is to add to current scholarship and provide a sense of emerging directions in the field.

JSE publishes

  • reports of empirical research — descriptions of research studies that include students with disabilities or remedial education students, their teachers and other service providers, and/or parents. These studies must have clear, important implications for special education research and practice.
  • scholarly reviews — focused syntheses that integrate extant research bases that are important to the improvement of the practice of special and remedial education

Aims & Scope

A multidisciplinary publication presenting primary research and scholarly reviews related to special education, JSE considers research representing diverse methodologies, including group design, single-subject research, and ethnographic studies. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education. Major criteria for publication are quality of design, implementation, and writing, as well as importance to the field. 

The Journal of Special Education is the official journal of the Division for Research (DR) of the Council for Exceptional Children (CEC).

Learning Disability Quarterly (LDQ)

Visit the LDQ webpage for more information or to subscribe.

Published: Quarterly
ISSN: 07319487 (print)
ISSN:15384764 (electronic)

Description

Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities (LD). The journal seeks to provide articles with the potential to affect and improve educational outcomes, opportunities, and services.. 

LDQ provides

  • Original research with an applied focus on identification, assessment, intervention, or programming that have been applied with populations with LD and that have application in special or general education settings
  • Interpretive reviews of the literature related directly to individuals with LD that are integrative, critical, and systematic
  • Conceptual, policy, or position papers that specify developing conceptual theories or models related to learner, method, programming, or material variables relevant to populations with LD, as well as policy and position papers that delineate major issues or trends in the field
  • Research-based practices in personnel preparation that detail or present investigations of models for preservice and in-service education of professionals and paraprofessionals in the LD field
  • Special series containing manuscripts related to a topic of major interest to the field
  • and (a) critical reviews of child/student, professional, and teacher preparation materials; (b) articles oriented toward the practical needs of the LD practitioner; and (c) information pertaining to state and federal laws, legislation, policies, rules, and regulations, so long as their implications for practice are addressed

Aims & Scope

Articles should offer high-quality research and scholarship concerning children, youth, and adults with learning disabilities, especially material that may help improve educational outcomes, opportunities, and services. The main emphasis of a submitted manuscript should be on learning disabilities rather than on topics or studies that incidentally include participants with LD or only indirectly relate to the field of learning disabilities. Manuscripts that address populations “at risk” for LD or identified as having other related conditions will be considered when a clear statement of pertinence to LD is included.

Learning Disability Quarterly is the official journal of the Council for Learning Disabilities (CLD). 

Remedial and Special Education (RASE)

Visit the RASE webpage for more information or to subscribe.

Published: 6 times/year
ISSN: 07419325 (print)
ISSN: 15384756 (electronic)

Description

Remedial and Special Education offers quality interdisciplinary scholarship that bridges the gap between theory and practice involving the education of individuals for whom typical instruction is not effective. The emphasis is on articles that have compelling implications for the practice of remedial and special education.

Topics include

  • definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults
  • related services
  • family involvement
  • service delivery systems
  • legislation and litigation
  • professional standards and training

Aims & Scope

Remedial and Special Education is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Types of manuscripts considered for publication are

  • original research studies — experimental (group and single-subject methodologies), quasi-experimental, descriptive (e.g., observational studies, surveys), correlational, and qualitative designs
  • literature reviews — meta-analyses, best-evidence syntheses, and other systematic reviews of the literature
  • family involvement
  • conceptual, policy, and position papers

Rehabilitation Counseling Bulletin (RCB)

Visit the RCB webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 00343552 (print)
ISSN: 15384853 (electronic)

Description

Rehabilitation Counseling Bulletin, an international journal, publishes articles on rehabilitation counseling that contribute to the professional knowledge base for rehabilitation counseling practitioners in counseling, education, or research settings.

RCB publishes the following types of manuscripts:

  • reports of original empirical research, both quantitative and qualitative
  • essays of a theoretical nature
  • methodological treatises
  • comprehensive literature reviews
  • intensive case studies
  • research critiques
  • brief reports of research projects or program innovations

Earn CEUs

For a fraction of what you would spend for a course or workshop, you can earn ARCA-approved CEUs with each issue of RCB. Complete the quiz in each journal and return your answers to the indicated person, along with your registration fee, and receive 2 CEUs per article.

Aims & Scope

In addition to its emphasis on data-based research reports related to rehabilitation counseling, RCB publishes other types of contributions to the professional knowledge, such as articles that explain an innovative technique or application, point/counterpoint debates on a current controversy challenging the profession, and insightful essays on an important issue. 

Rehabilitation Counseling Bulletin is the official journal of the American Rehabilitation Counseling Association (ARCA).

Rural Special Education Quarterly (RSEQ)

Visit the RSEQ webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 87568705 (print)
ISSN: 21688605 (electronic)

Description

Rural Special Education Quarterly is the only national scholarly publication devoted to topics and issues concerning service delivery or personnel preparation in rural special education and disability services. The purpose of RSEQ is to provide a forum for presentation of new research findings; description of innovative program models or current best practices; analysis of local, state, and national policies; and discussion of issues and trends for special education and related services personnel working in rural areas.

Types of Manuscripts

  • Research reports: empirical or applied research that uses appropriate methods, reports significant findings, and offers implications for policy, practice, or research;
  • Program descriptions: innovations in service delivery or personnel preparation, with detailed descriptions of procedures and objective evaluation of outcomes;
  • Position papers: discussions of current issues and trends, with literature review and recommendations for policy, practice or research;
  • Promising practices: helpful ideas and examples for direct implementation by practitioners, with sufficient detail for immediate application; and
  • Viewpoints: opinions supported by a clear rationale and convincing evidence about hot topics or controversial issues to share perspectives and stimulate discussion.

Aims & Scope

Published quarterly since 1981, RSEQ is the only national scholarly publication focused entirely on

  • presentation of experimental or applied research that examines variables affecting rural programs or personnel;
  • analysis of policy developments at the state and federal levels that have important implications for rural areas;
  • description of program models or promising practices appropriate for rural schools or community agencies serving individuals with special needs; and
  • thought-provoking discussion of regional or national issues and trends in rural service delivery or personnel preparation. 

RSEQ is the official journal of the American Council on Rural Special Education (ACRES).

Topics in Early Childhood Special Education (TECSE)

Visit the TECSE webpage for more information or to subscribe.

Published: 4 times/year
ISSN: 02711214 (print)
ISSN: 15384845 (electronic)

Description

Topics in Early Childhood Special Education provides the most current, relevant research on all aspects of early childhood education for children with special needs, including the families of such youngsters. TECSE focuses on information that will improve the lives of young children and their families. The practical nature of this journal helps professionals improve service delivery systems for preschool children with special needs.

Types of Manuscripts

  • reports of original research— includes experimental studies using group or single-subject designs, descriptive studies using observational or survey methodologies, case studies, and qualitative investigations
  • literature reviews
  • conceptual statements — presentations of particular issues, topics, or practices in EI that are one of three types: (1) clear articulation of particular problems in the field; (2) presentation of new conceptual foundations for approaching, analyzing, and potentially solving defined problems; or (3) descriptions of innovations for practice
  • position papers — descriptions of selected issues for which the existing literature is insufficient to make definitive conclusions
  • program descriptions — discussions of specific, well-developed programs of service or training that are innovative; involve a unique arrangement of existing resources to provide early intervention services or training in early intervention; or solve particularly recalcitrant problems

Aims & Scope

Topics in Early Childhood Special Education communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome.

Word of Mouth (WoM)

Visit the WOM webpage for more information or to subscribe.

Published: 5 times/year
ISSN: 10483950 (print)
ISSN: 21543941 (electronic)

Description

Your job serving increasing numbers of children with language disabilities is demanding. How can you find time to keep up with so many journals and books and still meet the language needs of the youngsters on your caseload? Let us do the work for you. Word of Mouth (WoM) addresses your needs as a frontline clinician interested in keeping up with the latest trends in working with school-age children. It's 16 pages of bare-bones, practical information.
 
Regular features include

  • reviews—summaries of journal articles, books, and related resources in a format that is easy to read and ready to apply
  • resources—up-to-date reviews of new materials
  • idea swap—readers present ideas and materials they have used successfully
  • short bits—brief clips of research findings, networking opportunities, updates of legislation, and similar material. 

This publication is one of the most useful documents that I have ever received. Thank you for your timely attention to the issues public school speech pathologists face today.
—SLP, Pontiac, IL

My highest praise for your excellent publication. I like your good commonsense comments after articles. This is the only publication I read from cover to cover.
—SLP, San Diego, CA

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