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Assessment for Effective Intervention is a peer-reviewed journal published by SAGE, covering Reading and Literacy Development, Behavioral and Psychological Studies, Cognitive and developmental aspects of mathematical skills.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Assessment for Effective Intervention, 12(3), pp. 45–58.
Formats any DOI in Assessment for Effective Intervention style. No sign-up. |
| Publishes research in | Reading and Literacy Development Behavioral and Psychological Studies Cognitive and developmental aspects of mathematical skills Child and Adolescent Psychosocial and Emotional Development Early Childhood Education and Development |
| ISSN | 1534-5084 |
| Citation impact (2-yr) | 0.65 |
| h-index | 45 |
| i10-index | 294 |
| Total citations | 11,069 |
| Top institutions publishing here | University of Minnesota |
| Journal website | www.sagepub.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
A growing consensus of the most promi-nent research in learning disabilities for the past 30 years points toward deficits in the phonological processes as the cause of reading disability. At the center of this research is the current knowledge that children’s difficulties in learning to read are most frequently con-tributed to weaknesses in the ability…
As recent research efforts have focused on preventing reading difficulties and enhancing the effectiveness of special education services for students with reading problems, similar efforts in mathematics have not been realized. This article describes the development and preliminary field testing of a set of measures designed to screen students in kindergarten and first grade to…
Direct Behavior Rating (DBR) is a method of social—emotional and behavior assessment that combines the immediacy of systematic direct observation and the efficiency of behavior rating scales. The purpose of this article is to discuss the defensibility and usability of DBR. This article provides a brief summary of (a) the past, present, and future directions…
This article examines factors associated with the substantial underidentification, referral and service of the student population having emotional-behavioral adjustment problems in school. The identification of students as emotionally or behaviorally disturbed over the past decade is analyzed in terms of their absolute number and distribution across age-grade levels. These results are contrasted with those for…
