期刊名称：INTERVENTION IN SCHOOL AND CLINIC
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting. The Council for Learning Disabilities provides Intervention as one of its membership benefits.
Instructions to Authors
Intervention in School and Clinic ¨C Editorial Policy 12-6-05
Intervention in School and Clinic (ISC) is a practitioner-oriented journal designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on pro-viding strategies and techniques that can be easily implemented in school or clinic settings and that address the multifaceted needs of students with severe learning disabilities and emotional/behavioral problems. Specifically, articles should target curricular, instruc-tional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.
Authors submitting articles to ISC for publication consideration should adhere to the following guidelines:
1. Authors should emphasize individuals and realize that excep-tionality is only one attribute of the individual; therefore, write with dignity and use phrasing that emphasizes this relationship. For example, refer to children with behavioral problems or stu-dents with learning disabilities rather than to emotionally dis-turbed persons or dyslexic students. Those without disabilities should be referred to as normally achieving or nondisabled rather than normal. In addition, use the term general education rather than regular education.
2. Because the purpose of ISC is to translate research into practice, language in the articles should be user-friendly to facilitate educator use of the strategies discussed in the article. For example, articles can include first-person references, when appropriate. In addition, vignettes or examples that clarify content are encouraged.
3. Articles should target specific strategies and techniques and provide enough detail so that they can be implemented in a school or clinic setting. If specific forms are needed, they should be provided as figures. Also, tables that synthesize and photographs that illustrate content are encouraged.
4. Articles should be brief (9¨C18 manuscript pages, including references and figures) and to the point. No lengthy reviews of literature will be accepted; a one-paragraph introduction to the topic is sufficient. Titles should also be brief, that is, no more than 10 words with no subtitle.
5. Authors are encouraged to provide a list of research-based articles that address their topic. This brief list should follow the references and be titled Selected Research in (Topic Name).
6. The associate editors of ISC will work with authors, such as first-time writers or teachers, who wish support in refining their ideas into articles that can appear in the journal. First-time writers are encouraged to submit at least an abstract and a detailed outline of their article to the editor, who will link the writer with an associate editor to help with the writing process.
Manuscript Types
Articles sought for ISC include the following:
Feature articles (9¨C18 manuscript pages) should discuss one specific technique/strategy that can be implemented in school or clinic settings. They should be written in such a manner that educators can readily comprehend and use the information. Authors are encouraged not to write an extensive review of literature on the topic but to overview in one paragraph (a) the need for the technique/strategy and (b) types of students who would benefit from the technique/strategy. The article should include a thorough description of the topic as well as a brief overview of how to evaluate its effectiveness. Authors who wish to include references of data-based materials may list them at the end of the article. The use of reproducible items, photographs, and tables that easily illustrate article content are encouraged.
Current Topics in Review (3¨C6 manuscript pages) provides a brief overview of research-based topics and position papers for teachers and other educational professionals. These brief reviews
are designed to encourage professionals to seek out distinct or varied ways of planning and implementing instructional programs.
An Interview With . . . provides readers with perspectives from an educator, a student with special needs, an administrator, a parent, or a leader in the field of special education. The author will discuss research, professional opinion, and other topics related to current issues and trends.
Technology Trends (3¨C5 manuscript pages) reviews recent software or innovative uses of technology with students with severe learning disabilities and emotional/behavioral problems.
What Works for Me (2¨C10 manuscript pages) offers suggestions from practitioners on instructional strategies, lesson plans, and management techniques that are designed to help learn-ers with severe learning disabilities and emotional/behavioral prob-lems profit from instruction in a variety of educational settings.
Books and More (appx. 3 manuscript pages) contains brief reviews of books, videos, educational games, and software of interest to field-based practitioners. Six to eight materials are reviewed.
20 Ways To . . . column (2¨C3 pages manuscript pages) is a brief listing of 20 techniques related to a specific theme. Examples of this type of column include 20 Ways to Modify a Test, 20 Ways to Do Graphic Organizers, 20 Ways to Encourage Students to Read.
Spotlight on Students contains the work of students with se-vere learning disabilities or emotional/behavioral problems. This column will contain artwork, poetry, a short story, an inspiring tale, or a letter to a teacher.
Manuscript Preparation
When preparing the manuscript, please adhere to the following guidelines:
1. Set all margins to 1 inch.
2. Use left alignment, a nonproportional font, and 12 pt. type.
3. Format for 8 1/2 in. ´ 11 in. paper. Do not format for A4 paper.
4. Please type all copy upper and lower case¡ªdo not use all capitals or small capitals.
5. Indicate correct location of tables and figures in text in boldface, enclosed in angle brackets.
Example:
6. Please use your tab key and centering functions to do head alignment, paragraph indents, etc. DO NOT USE THE SPACE BAR.
7. Double space text and tables.
The following is the appropriate order for the elements of the manuscript:
Title Page. Provide only the title of the article. DO NOT PROVIDE ANY AUTHOR IDENTIFICATION.
Abstract. For feature articles only, an abstract of no more than 150 words.
Text. Use headings and subheadings to organize the text clearly. Authors should not write a typical review of literature to introduce the topic; rather, in one brief paragraph the authors should outline the need for the technique or strategy and the types of students/teachers who would benefit from the strategy. Authors including copyrighted material must follow APA guidelines.
Biographical Statements. DO NOT INCLUDE THESE AT THIS POINT. If your manuscript is accepted for publication, the editorial office will request them. Bios should include names, degrees, affiliation, current position, and brief description of scholarly interests for all authors, along with name and address of senior or corresponding author so interested readers will have a contact.
Author's Notes. DO NOT INCLUDE THESE AT THIS POINT. Acknowledgments should be supplied to the editor only if the paper is accepted for publication.
References. All sources cited in text must be in the reference list, and all items in the reference list must be cited in the text. Personal communication references should be cited in the text only. Authors are encouraged to provide a brief listing of research articles following the references, which do not need to be cited in the text. These references should appear under the heading Selected Research in (Topic Area).
Tables. Number tables with Arabic numerals. All tables must be cited in the text.
Figures. Authors are encouraged to include items, such as forms, that can be readily reproduced by readers. Type figure captions together on a separate page. The author is responsible for supplying camera-ready art when the manuscript is accepted.
Manuscript Submission
Intervention prefers to receive all manuscript submissions electronically.
Before Beginning the Submission Process
Make sure you have the following items and information available:
• your original manuscript file so you can copy and paste
(a) article title and abstract and (b) figure captions and table titles (aka tags)
• keywords for the manuscript subject matter
• all co-authors' full names, addresses (city/state), and
e-mail addresses
• # of figures, # of tables, # of words in the manuscript
• if the manuscript is for a special issue
• if you submitted manuscript previously, and if so, ID number assigned by the ISC editorial office.
• Please make sure your tables are a separate file and your figures are a separate file. You may have all tables together and all figures together or as individual files.
ISC uses blind peer review; therefore, make sure that the document files you load during submission DO NOT CON-TAIN ANY IDENTIFYING INFORMATION, such as author names, author bios, or acknowledgements. Make sure your file names do not include an author name. You will provide author bios later if your manuscript is accepted for publication.
Starting the Process
1. Launch your Web browser (Internet Explorer 5 or higher, Netscape 6 or higher, or Mozilla Firefox) and go to the Manuscript Central homepage (https://mc.manuscriptcentral.com/proed/isc).
2. Log in or click the Create Account option if you are a first-time user of Manuscript Central.
3. If you are creating a new account:
• After clicking on Create Account enter your name and e-mail information and click Next.
Your e-mail information is very important.
• Enter your institution and address information as prompted, then click Next.
• Enter a user ID and password of your choice (we recommend using your e-mail address as your user ID) and then select your areas of expertise. Click Finish when done.
4. Log in and select Author Center.
Submitting Your Manuscript
5. After you have logged in, go to the Author Center and click the Submit a Manuscript link.
6. Enter data and answer questions as prompted.
7. Click on the Next button on each screen to save your work and advance to the next screen.
8. You will be prompted to upload your files:
• Click on the Browse button and locate the file on your computer.
• Select the description of the file in the drop down next to the Browse button.
• When you have selected all files you wish to upload, click the Upload button.
9. Review your submission (in PDF format) before sending. Click the Submit button when you are done reviewing.
You may stop a submission at any phase and save it to submit later. After submission, you will receive a confirmation via e-mail. You can also log on to Manuscript Central any time to check the status of your manuscript. The editor will inform you via e-mail once a decision has been made.
Conditions of Publication
Authors should prepare manuscripts according to the Publication Manual of the American Psychological Association (5th ed., 2001). Copies may be ordered from: APA Order Department, PO Box 2710, Hyattsville, MD 20784.
Artwork
Figures. Authors are encouraged to include items, such as forms, that can be readily reproduced by readers. Type figure captions together on a separate page.
Photographs. Photographs can often enhance ideas presented in articles. In this regard, photographs that either illustrate a strategy or show it in use with a student are encouraged. Black-and-white photographs reproduce better than color and are pre-ferred. The author is responsible for obtaining releases to publish photographs. Photograph releases are available at the Intervention Manuscript Central Web site.
Figures must be provided as production-ready. Do not use rules or tick marks smaller than 1 point in size. ACCEPTABLE ELECTRONIC FORMATS FOR FIGURES OR OTHER ART ARE TIFF, EPS, WORD, OR EXCEL. If you have trouble loading Excel files, copy and paste them into a Word document. Scans must be at least 300 dpi (also sometimes called lpi). Scans done at lower resolutions will have a very poor print quality, even if they look crisp and clear on a laser printout. Contact the PRO-ED Journals design editor (lhattersley@proedinc.com) if you have any questions.
Permissions
Obtaining written permissions for material such as figures, tables, art, and extensive quotes taken directly or adapted in minor ways from another source is the author's responsibility, as is payment of any fees the copyright holder may require. Because permissions often take a considerable amount of time to be granted, authors should start the request process as soon as possible. Authors should never assume that material taken from software or downloaded from the Internet may be used without obtaining permission. Each source must be investigated on a case-by-case basis. In addition, because ISC is available online to subscribers and in other formats as well, such as Braille and large print, authors must ensure that any written permissions specifically allow for publication in these formats. The best way to do this is to use PRO-ED's permission request form, which has been written to cover these areas; however, copyright holders may require use of their own form. In these cases, the author should read any forms carefully to make sure that the language is broad enough to allow publication in all formats. Failure to obtain permission will result in either removal of the particular item or the article being pulled from the journal issue. To obtain a copy of our permission request form, you may download it from the Manuscript Central ISC Web site:
https://mc.manuscriptcentral.com/proed/isc
at the Instructions & Forms button or contact PRO-ED Journals, 8700 Shoal Creek Blvd., Austin, TX 78757; 512/451-3246; fax: 512/302-9129.
Copyright
After your article has been accepted for publication, please go to the journal's Manuscript Central Web site:
https://mc.manuscriptcentral.com/proed/isc
At the Instructions and Forms link at the top right of the page you may obtain the Author Information Form and Copyright Release. Please download and fill out these forms. The Author Information Form may be sent as an e-mail attachment to the editorial office (intervention@unl.edu). Please make sure all authors sign the Copyright Release and then fax it to the ISC editorial office (702/895-2669).
Associated Costs for Authors
There are no associated costs for authors, other than permissions fees assessed by copyright holders for material taken from another source,
Ordering Reprints
Instructions for ordering reprints will be sent to the author with the complimentary copy of the printed journal issue in which the article appeared.
Editors
Dr. Randall Boone and Dr. Kyle Higgins
Dept. of Special Education
University of Nevada at Las Vegas
4505 Maryland Parkway
Las Vegas, NV 89154-3014
intervention@unl.edu
Editorial Board
Editors
Randall Boone
Kyle Higgins
University of Nevada-Las Vegas
Associate Editors
Andrea M. Babkie
Lantana, Florida
Monica Brown
New Mexico State University
Steven Chamberlain
University of Texas at Brownsville and Texas Southmost College
Doug Cheney
University of Washington
Joyce Anderson Downing
University of Central Missouri
Theresa Earles-Vollrath
University of Central Missouri
Robin H. Lock
Texas Tech University
Chris K. Ormsbee
Oklahoma State University
Kim Paulsen
Vanderbilt University
Tom Pierce
University of Nevada-Las Vegas
Editorial Assistant
Eugene Paik
University of Nevada-Las Vegas
Consulting Editors
Diane Adreon
University of Miami
Sherry E. Adrian
Southwestern University
Marjorie Bock
University of North Dakota
E. Amanda Boutot
Texas State University
Regina Brandon
San Diego State University
Robin Brewer
University of Northern Colorado
Virginia Brown
Researcher, South Glens Falls, NY
Lisa Pericola Case
University of Maryland
John Castellani
Johns Hopkins University
Steve Colson
University of Kansas
Kent Crippen
University of Nevada-Las Vegas
Mary E. Cronin
University of New Orleans
Susan De La Paz
Santa Clara University
Nicole Dobbins
University of North Carolina-Greensboro
Caroline Dunn
Auburn University
Nick Elksnin
Learning and Evaluation Resources, Mount Pleasant, SC
Edwin S. Ellis
University of Alabama
Rebecca Barr Evers
Winthrop University
Thomas W. Frew
Cleveland State University
Deborah J. Gallagher
University of Northern Iowa
J. Emmett Gardner
University of Oklahoma
Julie Jochum Gartell
Concordia University
Kent Gerlach
Pacific Lutheran University
Mark B. Goor
George Mason University
Vanessa Green
University of Tasmania
Taku Hagiwara
Hokkaido University of Education-Asahikawa
Brenda Heiman
Louisiana Tech University
Leah Herner-Patnode
Ohio State University-Lima
Amelia A. Jenkins
University of Hawaii-Manoa
Antonis Katsiyannis
Clemson University
Cathy D. Kea
North Carolina Agricultural and Technical State University
Peggy King-Sears
George Mason University
Karla Kingsley
University of New Mexico
Frank M. Kline
Seattle Pacific University
E. Ann Knackendoffel
Kansas State University
Lori Korinek
College of William and Mary
Monica A. Lambert
Appalachian State University
Teri Lewis-Palmer
University of Oregon
John W. Maag
University of Nebraska-Lincoln
David Majsterek
Central Washington University
Nancy Mamlin
Appalachian State University
Linda Mason
Penn State University
Valerie Mazzotti
Charlotte-Mecklenburg School District
James A. McLoughlin
Cleveland State University
Teresa A. Mehring
Emporia State University
Susan Peterson Miller
University of Nevada-Las Vegas
Angela Notari-Syverson
Washington Research Institute
E. Jane Nowacek
Appalachian State University
Festus E. Obiakor
University of Wisconsin-Milwaukee
Billy T. Ogletree
Western Carolina University
Edward A. Polloway
Lynchburg College
Dana Powell
California State University-Fresno
Marshall Raskind
Charles and Helen Schwab Foundation, Mateo, CA
Leon Reisberg
Pacific Lutheran University
Lisa Robbins
Missouri Western State University
Tim Roberts
Texas A&M-CCommerce
Suzanne M. Robinson
University of Kansas
Michael S. Rosenberg
Johns Hopkins University
Ann G. Ryan
University of St. Thomas
Spencer Salend
State University of New York at New Paltz
Sally S. Scott
University of Connecticut
Victoria Groves Scott
Southern Illinois University-Edwardsville
Stan F. Shaw
University of Connecticut
Nancy Sileo
University of Nevada-Las Vegas
Thomas W. Sileo
University of Alaska Anchorage
Richard L. Simpson
University of Kansas
Ashley Skylar
California State University-Northridge
Terry Smedley
Clark County School District
Sean Joseph Smith
University of Kansas
Audrey McCray Sorrells
University of Texas at Austin
George Sugai
University of Connecticut
Philip Swicegood
Sam Houston State University
Brenda L. Townsend
University of South Florida
Richard Van Acker
University of Illinois-Chicago
Renee Van Norman
University of Nevada-Las Vegas
Hill M. Walker
University of Oregon
Gwendolyn C. Webb-Johnson
Texas A&M University
Catharine R. Whittaker
State University of New York at New Paltz
Diana Williams
Arkansas State University
Charles Wood
University of North Carolina
Mary Kay Zabel
Kansas State University
David Aloyzy Zera
Fairfield University
Paul Zionts
University of Michigan-Dearborn
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