| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 700 | 22 | 23 | 10 |
Developmental psychology, Intervention (counseling), Early childhood education, Early childhood and Special education are the subjects of interest in the journal. While Developmental psychology is the focus of it, it also provided insights into the studies of Teaching method and Language acquisition. Topics in Early Childhood Special Education facilitates discussions on Intervention (counseling) that incorporate concepts from other fields like Psychological intervention, Interpersonal communication, Clinical psychology and Family medicine.
Topics in Early childhood education were tackled in line with various other fields like Inclusion (education) and Medical education. The majority of Medical education studies in the journal are focused on the subject of Professional development. The majority of Special education studies presented zero in on Mainstreaming.
Autism research is the primary subject tackled in the journal with a focus on Autism spectrum disorder.
The journal articles tackle a plethora of topics, such as Developmental psychology, Intervention (counseling), Early childhood education, Early childhood and Preschool education. The featured Developmental psychology studies in the journal articles mainly concentrate on Teaching method but also cover areas of interest in Language acquisition. The study of Intervention (counseling) in the published articles encompasses disciplines such as Clinical psychology, as well as fields such as Test validity, all of which overlap with one another.
Topics in Early Childhood Special Education mostly deals with topics like Developmental psychology, Early childhood, Intervention (counseling), Inclusion (education) and Evidence-based practice. Issues in Developmental psychology were discussed, taking into consideration concepts from other disciplines like Psychological intervention, Language acquisition and Neuroscience of multilingualism. Early childhood research presented in the journal encompasses a variety of subjects, including Pedagogy, Racism, Justice (ethics), Criminology and Ableism.
The journal explores topics in Intervention (counseling) which can be helpful for research in disciplines like Special education, Autism, Clinical psychology and Medical education. The journal explores issues in Inclusion (education) which can be linked to other research areas like Mathematics education, Curriculum framework, Curriculum and State (polity). It explores research in Honor and overlapping concepts in Early childhood education to expand the discourse in Dual language.
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 Topics in Early Childhood Special Education (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 Topics in Early Childhood Special Education (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, 8.11% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 55.88% were posted by at least one author from the top 10 institutions publishing in the journal. Another 5.88% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 14.71% of all publications and 23.53% 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.
If you're interested in exploring a career in developmental psychology, becoming a school psychologist could be an excellent choice. Like the highly-cited authors throughout this journal, you could significantly contribute to our understanding of childhood development and education. But you might be wondering "how long does it take to become a school psychologist in Mississippi?"
The journey to becoming a school psychologist begins with obtaining a bachelor's degree, usually in psychology, education, or a related field. Following that, you will need to earn a graduate degree, specifically, a specialist-level degree in school psychology (EdS). This typically lasts for three years, including one year of a full-time internship.
Moreover, to practice in Mississippi, you need to apply for certification through the Mississippi Department of Education, requiring passing grades on the Praxis School Psychologists test and the National Certified School Psychologist (NCSP) exam. The entire process, from the beginning of undergraduate study to finishing the required exams and certification, generally takes about ten years.
As a school psychologist, your role may often intersect with topics explored in this journal, such as early childhood education, intervention, and developmental psychology. Keep in mind that active engagement in research and staying updated with recent studies is a significant part of this profession - closely following journals like Topics in Early Childhood Special Education helps you remain at the forefront of the educational psychology field.
Li Luo;Brian Reichow;Patricia Snyder;Jennifer Harrington
(2020)Darbianne K. Shannon;Patricia A. Snyder;Mary Louise Hemmeter;Mary McLean
(2021)Jin Hee Hur;Patricia Snyder;Brian Reichow
(2020)Jose R. Martinez;Chelsea L. Waters;Maureen A. Conroy;Brian Reichow
(2021)Sarah L. Curtiss;Brent A. McBride;Kelly Uchima;Dan J. Laxman
(2021)Brook E. Sawyer;Ann O’Connell;Nivedita Bhaktha;Laura M. Justice
(2020)Christina Kasprzak;Kathleen Hebbeler;Donna Spiker;Katy McCullough
(2020)Anne L. Larson;Zhe Gigi An;Carla Wood;Yuuko Uchikoshi
(2020)Melody Kung;Kelsey Stolz;Joyce Lin;Matthew E. Foster
(2021)Tatiana Nogueira Peredo;Kelsey Maria Dillehay;Ann P. Kaiser
(2020)For students interested in expanding their expertise beyond a general psychology degree, exploring related online programs can open doors to diverse career pathways. Many accredited institutions offer specialized degrees that cater to specific interests within the mental health field.
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