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Autism & Developmental Language Impairments is a peer-reviewed journal published by SAGE, covering Autism Spectrum Disorder Research, Language Development and Disorders, Family and Disability Support Research.
| 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', Autism & Developmental Language Impairments, 12(3), pp. 45–58.
Formats any DOI in Autism & Developmental Language Impairments style. No sign-up. |
| Publishes research in | Autism Spectrum Disorder Research Language Development and Disorders Family and Disability Support Research Behavioral and Psychological Studies Reading and Literacy Development |
| ISSN | 2396-9415 |
| Citation impact (2-yr) | 2.72 |
| h-index | 33 |
| i10-index | 112 |
| Total citations | 4,038 |
| Article processing charge | $800 |
| Open access | Yes |
| Top institutions publishing here | University College London |
| Journal website | us.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.
Background and aims All children have the right to receive an education and to be included in school. Yet young people on the autism spectrum, who are already vulnerable to poor health and social outcomes, are at increased risk of school exclusion. The current study sought to understand the key factors surrounding the school exclusion…
Background and aim More autistic young people are being educated in mainstream schools. While existing research suggests that the outcomes of mainstream inclusion are mixed for autistic young people, few studies have examined their views and experiences directly. This article discusses the educational experiences of 12 autistic young people (aged 11–17 years) from their perspectives…
Background and aims Increasingly, speech language pathologists are engaging in collaborative classroom services with teachers and other educators to support children with developmental language disorder and other communication impairments. Recent systematic reviews have provided a summary of only a small fraction of the available evidence and recommended the use of reason-based practice in the absence…
Background and aims Children diagnosed with an autism spectrum condition are known anecdotally to be especially vulnerable during the transition to secondary school. Yet, very little is known about the child-, school- and system-level factors that can potentially make changing schools particularly difficult for these children. Here, we report on a mixed-method study, which examined…
Background and aims If a child’s behaviour does not conform to school policy or causes harm to either peers or staff, they may be temporarily or permanently excluded from school. Whilst it is unlawful to exclude children due to their needs, school exclusion is common amongst children with special educational needs, including autism. Currently, little…
