| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 1121 | 14 | 22 | 4 |
The journal facilitates discussions on Autism, Developmental psychology, Treatment review, Intervention (counseling) and Clinical psychology. It explores issues in Autism which can be linked to other research areas like Psychological intervention, Cognitive psychology and Social skills. The studies tackled, which mainly focus on Psychological intervention, apply to Meta-analysis as well.
Picture exchange communication system is a major topic of Developmental psychology research presented in Evidence-based Communication Assessment and Intervention. It aims to bridge the gap between the study of Treatment review and disciplines such as Alternative medicine, Applied behavior analysis, Declaration, Applied psychology and Social psychology. While the primary focus in it is Alternative medicine, it also dissects topics surrounding Medical education and Pedagogy as a whole.
The study on Social psychology presented in it intersects with the topics under Facilitated communication. In Evidence-based Communication Assessment and Intervention, Psychotherapist, Randomized controlled trial and Evidence-based practice are investigated in conjunction with one another to address concerns in Intervention (counseling) research. Clinical psychology and Aphasia are closely related fields of research discussed in it.
The most cited papers primarily tackle Autism, Systematic review, Design of experiments, Management science and Intervention (counseling). The works on Autism tackled in the published papers bring together disciplines like Psychological intervention and Clinical psychology. The Systematic review research presented in the journal publications focuses mostly on Evidence-based practice and, on occasion, topics in Family medicine and Reading (process).
The journal is mainly concerned with subjects like Autism, Medical education, Training (civil), Autism spectrum disorder and Design of experiments. The study of Autism, which falls within the realm of Developmental psychology, was the main focus of the presentations. While work presented in the journal provided substantial information on Medical education, it also covered topics in Literacy skill, Reading (process) and Dialogic.
In addition to Training (civil) research, it aims to explore topics under Empirical evidence, Functional Communication and Evidence-based practice. Autism spectrum disorder research presented in the journal encompasses a variety of subjects, including Tact, Audiology and Sensation. Topics in Design of experiments were tackled in line with various other fields like Meta-analysis and Alternative treatment.
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 Evidence-based Communication Assessment and 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 Evidence-based Communication Assessment and 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, 6.67% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 21.43% were posted by at least one author from the top 10 institutions publishing in the journal. Another 7.14% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 14.29% of all publications and 57.14% 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.
In the context of early identification and intervention in mental health issues and learning disabilities, like autism, the role of a school psychologist holds significant prominence. These professionals, equipped with knowledge in developmental and clinical psychology, play a significant part in identifying, diagnosing, and intervening in children's and adolescents' educational and mental health challenges.
School psychologists work extensively with teachers, parents, and other educational personnel to provide supportive learning environments. By offering counseling and intervention strategies, they foster positive mental health, academic progress, and social development among students.
To become a school psychologist, an individual must meet certain educational prerequisites. Different states can have varying requirements that prospective school psychologists must fulfill. For instance, if you are looking to pursue a career in this field in New Mexico, you might want to explore the specific school psychologist education requirements in New Mexico.
Moreover, they need to gain practical experience, usually through supervised internships or professional experiences in schools. Given the critical role they play in shaping the young minds, acquiring the necessary skills and education is fundamental for those aspiring to build a career in this field.
John Ferron;Howard Goldstein;Arnold Olszewski;Lodi Rohrer
(2020)Kimberly J. Vannest;Mary Rose Sallese
(2021)Mariola Moeyaert;Diana Akhmedjanova;John Ferron;S. Natasha Beretvas
(2020)Laura L. Murray
(2020)Qi Wei;Wendy Machalicek
(2021)Reem Muharib;Russell Lang
(2020)Pursuing a degree in psychology opens doors to diverse career paths, each requiring specialized knowledge and skills. For those interested in the legal system, high paying jobs in forensic psychology offer promising opportunities combining psychology with criminal justice.
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