| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 852 | 41 | 39 | 7 |
The aim of the journal is to expand the discussion of research in Mathematics education, Developmental psychology, Test validity, Curriculum-based measurement and Clinical psychology. The featured Mathematics education research zeroes in on concepts in Special education but also tackles themes under Evaluation methods. Assessment for Effective Intervention addresses concerns in Developmental psychology which are intertwined with other disciplines, such as Intervention (counseling) and Intelligence quotient.
Assessment for Effective Intervention facilitates discussions on Intervention (counseling) that incorporate concepts from other fields like Psychological intervention and Applied psychology. The presented studies in Reliability (statistics) fall within the purview of Test validity but it also intertwines with topics in Screening test. The presentations focused mostly on Curriculum-based measurement in an attempt to further explore topics in Curriculum.
It focuses on Reading (process) but the discussions also offer insight into other areas such as Cognitive psychology, Primary education and Fluency. Pedagogy works presented in it have a specific focus on Educational assessment. While Educational assessment is the focus of the journal, it also provided insights into the studies of Academic standards and Accountability.
The journal publications mainly deal with areas of study such as Mathematics education, Curriculum-based measurement, Evaluation methods, Special education and Intervention (counseling). Curriculum, Accountability, Reading (process), Set (psychology) and Learning disability are some topics wherein Mathematics education research discussed in the published articles has an impact. The study of Curriculum-based measurement in the journal publications encompasses disciplines such as Criterion validity, as well as fields such as Test validity, all of which overlap with one another.
Assessment for Effective Intervention is organized to address concerns in the fields of Mathematics education, Reading (process), Applied psychology, Curriculum-based measurement and Achievement test. While it focused on Mathematics education, it was also able to explore topics like Language delay, Diversity (politics), Agreement, Vocabulary and Competence (human resources). Topics in Reading (process) explored in Assessment for Effective Intervention were investigated in conjunction with research in Response to intervention and Student assessment.
In addition to Applied psychology research, it aims to explore topics under Social emotional learning, Direct Behavior Rating, Social skills and German. In the journal, researchers investigate the Curriculum-based measurement study as part of research in the field of Curriculum. Achievement test research presented in it encompasses a variety of subjects, including Screening measures, Predictive validity and Test validity.
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in Assessment for Effective Intervention (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in Assessment for Effective Intervention (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 3.23% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 26.67% were posted by at least one author from the top 10 institutions publishing in the journal. Another 20.00% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 30.00% of all publications and 23.33% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
One of the crucial sections missing in the article is the discussion on possible career paths for those interested in fields discussed in the Assessment for Effective Intervention journal such as Educational Psychology, Intervention Counseling, Test Validity, etc. Providing this information could enhance the depth of the article and the interest of the readers, particularly those considering a career in these areas. For instance, a very relevant and impactful career path closely related to the main themes of this journal is School Psychology. A school psychologist uses the principles of psychology to understand, explain and change children's behavior, thereby enhancing their learning and overall school experience. In this profession, one gets to work closely with children and adolescents in a school setting, helping them overcome personal, social, and academic challenges. It involves conducting psychological and educational assessments, offering counseling services, and developing strategies to deal with different learning and behavioral issues. One can pursue a career as a school psychologist in any state; however, each state has its own set of rules and regulations. Considering the entry requirements, typical responsibilities, salary range, or potential growth can help individuals decide whether it's the right career choice for them. For example, if you are interested in becoming a school psychologist in New York, you can learn more about it from our comprehensive guide. You can follow this how to become a school psychologist in New York link to find everything you need to know. Remember, a career decision should always be well informed and thoroughly researched.
Frank Gresham;Stephen Elliott;Sarah Metallo;Shelby Byrd
(2020)Karrie A. Shogren;Todd D. Little;Elizabeth Grandfield;Sheida Raley
(2020)Charles R. Greenwood;Jay Buzhardt;Dale Walker;Fan Jia
(2020)Melissa A. Collier-Meek;Lisa M. Sanetti;Lindsay Fallon;Sandra Chafouleas
(2020)Dandan Yang;Elham Zargar;Ashley Marie Adams;Stephanie L. Day
(2021)Brian Barger;Emily Graybill;Andrew Roach;Kathleen Lane
(2020)Amanda P. Goodwin;Yaacov Petscher;Jamie Tock;Sara McFadden
(2020)Amanda M. VanDerHeyden;Carmen Broussard;Matthew K. Burns
(2021)Linda A. Reddy;Anh N. Hua;Christopher M. Dudek;Ryan Kettler
(2021)Yaacov Petscher;Steven I. Pfeiffer
(2020)Studying psychology in the USA opens doors to various specialized online degrees and career options that cater to diverse interests. For example, students interested in combining creativity with mental health can explore art therapy programs. These programs blend psychology and the arts to support therapeutic practices in clinical and community settings.
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Additionally, a masters degree in counseling online is ideal for those seeking licensure as professional counselors. This pathway focuses on clinical skills and mental health interventions essential for counseling careers in diverse settings.
Overall, these related degrees provide versatile pathways for psychology graduates to tailor their expertise and meet growing mental health needs nationwide.
