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Preventing School Failure Alternative Education for Children and Youth is a peer-reviewed journal published by Taylor & Francis, covering Behavioral and Psychological Studies, Family and Disability Support Research, Disability Education and Employment.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Preventing School Failure Alternative Education for Children and Youth 12 (3): 45–58.
Formats any DOI in Preventing School Failure Alternative Education for Children and Youth style. No sign-up. |
| Publishes research in | Behavioral and Psychological Studies Family and Disability Support Research Disability Education and Employment Autism Spectrum Disorder Research Education Discipline and Inequality |
| ISSN | 1045-988X |
| Citation impact (2-yr) | 0.79 |
| h-index | 70 |
| i10-index | 594 |
| Total citations | 24,479 |
| Top institutions publishing here | University of Kansas |
| Journal website | www.tandfonline.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.
ABSTRACT Evidence-based practices (EBPs) are the basis on which teachers and other service providers are required to design educational programs for learners with autism spectrum disorders (ASD). As part of their work with the National Professional Development Center (NPDC) on ASD, researchers developed a process for reviewing the research literature and established criteria for identifying…
The value of parental participation is widely accepted, but participation is difficult to promote and maintain. Schools are becoming more diverse, and a great challenge facing educators is meeting the needs of all students. Closing the achievement gap and increasing student learning requires the collaboration of various interested groups, most notably parents. Families play an…
The attrition rate of 1st-year special education teachers is a mounting concern. Researchers have identified several factors that contribute to the stress that many novice teachers experience and their subsequent attrition. If necessary support from mentors, colleagues, and administrators is not in place, many 1st-year teachers opt to leave the profession. In this study, the…
ABSTRACT Teachers’ successful provision of levels of support to prevent and reduce problem classroom behaviors requires skillful application of research-based classroom and behavior management strategies. Among others, 2 teacher-centered strategies have been shown to decrease students’ inappropriate behaviors and increase their appropriate behaviors: the delivery of teacher praise as positive reinforcement for students’ appropriate behavior…
The author investigated parental perceptions of the individualized education program (IEP) meeting among 51 parents of students who were receiving special education services from 1 family support service agency. Survey questions pertained to the following areas: (a) IEP meeting experiences, (b) knowledge level of special education law, (c) relations with educators, (d) IEP meeting outcomes,…
