Abstract It is often assumed that gifted students enjoy relatively good social and emotional adjustment, vibrant mental health, and overall well being. Unfortunately, this is not always the case, and a significant number of gifted students experience painful, troubling and often debilitating psychological problems. Gifted children and youth possess a set of personality characteristics that…
Special Services in the Schools Template
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About the Special Services in the Schools format
Special Services in the Schools is a peer-reviewed journal published by Taylor & Francis, covering Family and Disability Support Research, Child and Adolescent Psychosocial and Emotional Development, Educational and Psychological Assessments.
| 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." Special Services in the Schools 12 (3): 45–58.
Formats any DOI in Special Services in the Schools style. No sign-up. |
| Publishes research in | Family and Disability Support Research Child and Adolescent Psychosocial and Emotional Development Educational and Psychological Assessments Behavioral and Psychological Studies Parental Involvement in Education |
| ISSN | 0739-9820 |
| h-index | 24 |
| i10-index | 82 |
| Total citations | 2,627 |
| Top institutions publishing here | Rutgers, The State University of New Jersey |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in Special Services in the Schools per year
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Most-cited papers in Special Services in the Schools
Abstract The purposes of this exploratory study were to determine differences in: (a) levels of trust between parents and teachers; (b) parent trust as a function of income, ethnicity, school site, type of services, and level of special education service; and (c) current level of involvement for high-, moderate-, and low-trust parent groups. Surprisingly little…
Abstract Independent and interdependent group contingencies have many applied advantages for influencing behaviors in school settings, However, there are negative side effects associated with these group oriented contingencies. A scenario is presented that illustrates some negative side effects of independent and interdependent group oriented contingencies. Specific recommendations for altering group oriented contingencies to reduce these…
Abstract This study examined the relationship between temperament, social skills, academic competence, and reading and math achievement in a group of rural first grade children. At the beginning of first grade, parents and teachers rated 104 children with the Temperament Assessment Battery and the Social Skills Rating System. At the end of first grade, the…