| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 702 | 20 | 23 | 10 |
The concepts of Developmental psychology, Pedagogy, Special education, Mathematics education and Intervention (counseling) are tackled in The Journal of The Association for Persons With Severe Handicaps. The journal addresses concerns in Developmental psychology which are intertwined with other disciplines, such as Clinical psychology and Behavior change. The work tackled in the journal goes beyond the discipline of Pedagogy as it also encompasses Qualitative research.
The Journal of The Association for Persons With Severe Handicaps emphasizes research on Mathematics education, which includes concerns such as Teaching method. It explores issues in Intervention (counseling) which can be linked to other research areas like Psychological intervention and Psychotherapist. The Journal of The Association for Persons With Severe Handicaps features Inclusion (education) research that overlaps with concepts in General education.
The most cited publications focus largely on the fields of Developmental psychology, Pedagogy, Inclusion (education), Mathematics education and Special education. The published articles address concerns in Developmental psychology which are intertwined with other disciplines, such as Intervention (counseling), Social psychology and Clinical psychology. While the primary focus in the journal papers is Pedagogy, they also dissect topics surrounding Qualitative research and Participant observation as a whole.
The journal mainly tackles studies in Psychological intervention, Intervention (counseling), Literacy, Engineering ethics and Mathematics education. The studies on Psychological intervention discussed can also contribute to research in the domains of Quality (business), Cognition, Clinical psychology, Behavior change and Variety (cybernetics). The journal explores topics in Intervention (counseling) which can be helpful for research in disciplines like Cooperative planning, Inclusion (education), General education and Rural area.
The featured Literacy research is covered under the field of Pedagogy. Mathematical problem solving, Mathematics instruction and Word problem solving research are fields of study within Mathematics education but they also intertwine with concepts in Identification (information). The overlapping concepts between Teaching method and Test (assessment) are the key highlights of Mathematical problem solving study.
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 The Journal of The Association for Persons With Severe Handicaps (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 The Journal of The Association for Persons With Severe Handicaps (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, 5.56% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 47.06% were posted by at least one author from the top 10 institutions publishing in the journal. Another 0.00% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 17.65% of all publications and 35.29% 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.
A crucial aspect this article lacks is the potential application of these research topics within the sphere of school psychology, prominently in Massachusetts, where the regulations and requirements may differ from other states. This proposed section would discuss how the key issues highlighted in the journal contribute to the understanding, approach, and delivery of school psychology services in Massachusetts, equipping researchers, educators, and practitioners to effectively cater to the needs of students with severe disabilities. Our analysis of the Journal of The Association for Persons With Severe Handicaps reveals an emphasis on Developmental psychology, Pedagogy, and Special education. These fields have profound contributions to the role of a school psychologist, particularly in addressing the challenges faced by students with severe handicaps. For instance, integral knowledge of Developmental psychology is crucial in psychologists understanding a child's cognitive, emotional, and social development. This forms the foundation for diagnosing disabilities or behavioral anomalies and facilitating optimal learning experiences for the students. Similarly, exploring Pedagogy and Special education equips school psychologists with strategies to enhance the learning environment and design personalized education programs. It's important to note that the practical application of these research areas is influenced by the specific requirements and regulations within different states. As an example, becoming a school psychologist in Massachusetts entails a complex processes encompassing stringent educational, certification, and practice requirements. You can get a comprehensive overview of the school psychologist requirements in Massachusetts, detailing the prerequisite coursework in developmental psychology, education, and special education. In conclusion, the research topics explored in the Journal of The Association for Persons With Severe Handicaps yield valuable insights for professionals in school psychology. Especially in Massachusetts, where the research findings can be implemented in accordance with state-specific requirements, further enhancing the quality of educational psychology services for students with severe handicaps.
Martin Agran;Lewis Jackson;Jennifer A. Kurth;Diane Ryndak
(2020)Ilene S. Schwartz;Elizabeth M. Kelly
(2021)James M. Kauffman;Jason C. Travers;Jeanmarie Badar
(2020)Xueqin Qian;David R. Johnson;Yi Chen Wu;John LaVelle
(2020)Samuel L. Odom;Samuel L. Odom
(2021)Emily M. Kuntz;Erik W. Carter
(2021)Matthew J. O’Brien;Kelly M. Schieltz;Wendy K. Berg;Jennifer J. McComas
(2021)For those studying psychology in the USA, exploring related online degrees can open diverse career pathways. Earning an art therapy certification offers a creative approach to mental health, combining psychological theory with artistic expression to support clients’ emotional well-being.
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Each pathway offers unique benefits and aligns with different professional goals within the broader field of psychology and mental health services.
