期刊名称：JOURNAL OF EARLY INTERVENTION
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
The Division for Early Childhood is a nonprofit membership organization designed for individuals who work with or on behalf of children with special needs, birth through age 8, and their families. Founded in 1973, the Division is dedicated to promoting policies and practices that support families and enhance the optimal development of children. Children with special needs include those who have disabilities, developmental delays, are gifted/talented, and are at risk of future developmental problems.
Instructions to Authors
Overview
The Journal of Early Intervention publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.
Authors are strongly encouraged to submit the following types of manuscripts to JEI: (a) research reports that have clear relevance for early intervention practices, (b) scholarly reviews that have implications for practice, and (c) policy analyses that contain implications for the practice of early intervention. Of particular interest are manuscripts that address issues in early intervention for infants and young children and their families who are members of minority or culturally diverse groups and reports of early intervention research and practice in other countries.
Innovative Practices
An important feature of the journal is the Innovative Practices section. For this section, authors should submit articles describing innovative and promising models, programs, curricula, techniques, or practices related to any aspect of early intervention. We define innovative models, programs, techniques or practices as those that focus on valued outcomes; are based on sound theory and relevant research; and offer new approaches to address effectively challenges faced by the field. We define promising models, programs, techniques or practices as those that have well-formulated and coherent procedures and preliminary evidence demonstrating potential effectiveness.
The article submitted to this section of the journal must include the following: a clearly described theoretical or conceptual framework for the model; a description of program components and implementation features with enough detail for others either to replicate or to verify that the model is being used; a description of specific populations, contexts and settings where the innovation was developed or used; and evaluation data. If authors have manuscripts that they would like to have considered for this section, they should clearly specify this in a cover letter. For more information about the Innovative Practices section of the journal contact Pamela Winton, Associate Editor for Innovative Practices.
Sample Outline for Innovative Practices Article
I. Overview of innovation including theoretical or conceptual framework
II. Description of innovation components and implementation features
III. Description of specific populations, contexts and settings where innovation was developed or used
IV. Evaluation data that supports promise of innovation
V. Discussion/implications/summary
Research Methods
Another feature of the journal is a Research Methods section, the purpose of which is to disseminate information about current research methodologies and to help practitioners understand and evaluate research procedures. Authors are encouraged to submit manuscripts related to any aspect of research methodology. Such manuscripts undergo the regular review process.
Agreements
To be considered for review, a manuscript must meet the following criteria:
It must not have been previously published or under review for publication.
DEC must be given exclusive option on possible publication for a period of 5 months following receipt of the manuscript.
The author assumes responsibility for publication clearance in the event that the manuscript was presented at a professional meeting of another organization or was developed for a funding agency.
Submission Requirements
In preparing a manuscript for publication, authors must use the following guidelines:
Manuscripts should be well organized and concise. Although the readers of the JEI are a diverse group, many are early interventionists or early childhood special education teachers, and their interests would be best represented in articles that have clear implications for practice. Therefore, in applied research studies and scholarly integrations of the professional literature, the implications for practitioners should be highlighted.
In describing the subjects of studies or in referring to infants, children, or other individuals with disabilities, authors should place the disability descriptor after the child or adult descriptor. For example, instead of terms "the handicapped," "mentally retarded preschoolers," or "cerebral palsied infants," authors should use terms such as "children with disabilities," "preschoolers who are mentally retarded," or "infants with cerebral palsy," respectively.
Manuscript length may vary according to the subject. However, those most adaptable to space available are between 15 and 25 double-spaced pages, including references, figures, and tables.
An abstract of 80-120 words must accompany the manuscript.
The cover sheet must provide the authors full names, institution, city, state, and address with ZIP code, and e-mail address. Grant numbers and funding information should be included in an author note on the cover sheet when appropriate. The authors names should appear nowhere else on the manuscript.
Footnotes should be avoided.
All materials must be double-spaced, including quotations and references. Margins of 1.5 inches should be left for editorial work.
In all other cases, manuscripts should follow the guidelines described in the Publication Manual of the American Psychological Association, 5th edition. In addition, please consult JEI's website for guidelines on how to prepare qualitative studies, quantitative studies, and single subject studies (www.dec-sped.org).
The author is encouraged to submit the manuscript electronically as an email attachment to patricia.snyder@vanderbilt.edu. Text, tables, and references should be saved in one document in Microsoft word. Figures may be emailed separately or mailed as hard copy, if necessary, to Patricia Snyder, Editor, Journal of Early Intervention, Center for Child Development, Vanderbilt University Medical Center, 415 Medical Center South, 2100 Pierce Avenue, Nashville, TN 37232-3573. Effective February 28, 2006 the mailing address will change to 3401 West End Avenue, Suite 460 West Nashville, TN 37203
Authors are responsible for the factual accuracy of their contributions.
Authors of research reports should state in writing that they have complied with American Psychological Association (APA) ethical standards in the treatment of their sample or describe the details of treatment. Authors should reveal any possible conflict of interest in the conduct and reporting of research (e.g., financial interest in test).
Additional Submission Guidelines
For specific guidelines on how to prepare quantitative, qualitative, and single subject studies, please refer to the following links:
Reporting Results of Group Quantitative Investigations
(Snyder, 2000)
Guidelines for Qualitative Research Reports
(McWilliam, 2000)
Guidelines for Guidelines for Reporting Single Subject Studies
(Wolery, 2001)
Manuscript Review Process
Manuscripts will be acknowledged upon receipt. Following a preliminary examination by the Editor, manuscripts will be sent to Associate Editors for review process oversight. The Editor and Associate Editors will assign the manuscript to three or four qualified reviewers. This review will be "double-blind," in that the reviewers will not know who the authors are and vice versa. Our goal is to inform the authors of the editorial decision on their manuscript within 3 months.
Manuscript Acceptance Policies
Once an article has been accepted, authors assign literacy rights to the Division of Early Childhood. The first author of each article will receive a free copy of the issue in which the article appeared. Additional reprints may be purchased at the time of publication from Allen Press Inc., 810 East 10th Street, Lawrence, KS 66044-0368.
Editorial Board
Editor
Patricia Snyder, Ph.D.
Center for Child Development
Department of Pediatrics
Vanderbilt University Medical Center
415 Medical Center South
2100 Pierce Avenue
Nashville, TN 37232-3573
USA
(615) 936-6739
Fax: (615) 936-0256
patricia.snyder@vanderbilt.edu
Effective February 28, 2006 change of mailing address
3401 West End Avenue, Suite 460 West
Nashville, TN 37203
Associate Editors
William H. Brown, Ph.D.
Programs in Special Education
Department of Educational Psychology
College of Education
University of South Carolina
Columbia, SC 29208
USA
(803) 777-6582
Fax: (803) 777-2824
bbrown@gwm.sc.edu
Lise Fox, Ph.D.
Department of Child & Family Studies MHC 2113A
Louis de la Parte Florida Mental Health Institute
University of South Florida
13301 Bruce B. Downs Blvd.
Tampa, FL 33612-3807
USA
(813) 974-6100
Fax: (813) 974-6115
fox@fmhi.usf.edu
Jeanette McCollum, Ph.D.
Early Childhood Projects
Children's Research Center
University of Illinois at Urbana-Champaign 51 Gerty Drive
Champaign, IL 61820
USA
(217) 333-4123
Fax: (217) 244-7732
jmccollu@uiuc.edu
Diane Sainato, Ph.D.
School of Physical Activity and Educational Services
Ohio State University
365 Arps Hall
1945 North High Street
Columbus, OH 43210-1172
USA
(614) 267-0917
Fax: (614) 292-4255
sainato.1@osu.edu
Pamela Winton, Ph.D.
FPG Child Development Institute
CB # 8185
University of North Carolina- Chapel Hill
Chapel Hill, NC 27599-8185
USA
(919) 966-7180
Fax: (919) 843-5784
pam_winton@unc.edu
Statistical Consultant
Bruce Thompson, Ed.D.
Department of Educational Psychology
Texas A&M University
College Station, TX 77843-4225
USA
(979) 845-1335
Fax: (979) 862-1256
bruce-thompson@tamu.edu
Managing Editor
Sarintha Stricklin, Ph.D.
Early Intervention Institute
School of Allied Health Professions
Louisiana State University Health Sciences Center
1900 Gravier Street, Suite 6A16
New Orleans, LA 70112
USA
(504) 568-3315
Fax: (504) 568-4249
sstric@lsuhsc.edu
Editorial Assistant
Katie Harville
Center for Child Development
Department of Pediatrics
Vanderbilt University Medical Center
415 Medical Center South
2100 Pierce Avenue
Nashville, TN 37232-3573
USA
(615) 936-6707
Fax: (615) 936-0256
katie.harville@vanderbilt.edu
Editorial Board
Harriet Able-Boone, University of North Carolina at Chapel Hill
Stephen Bagnato, Children's Hospital of Pittsburgh
Donald Bailey, University of North Carolina at Chapel Hill
Lucinda Bernheimer, University of California at Los Angeles
Patricia Blasco, Portland State University
Jeffri Brookfield, University of Illinois at Chicago
Mary Jane Brotherson, Iowa State University
Mary Beth Bruder, University of Connecticut
Deborah Bruns, Southern Illinois University Carbondale
Virginia Buysse, University of North Carolina at Chapel Hill
Phillipa Campbell, Thomas Jefferson University
Judith Carta, University of Kansas
Lynette Chandler, Northern Illinois University
Kevin Cole, Washington Research Institute
Maureen Conroy, University of Florida
Vivian Correa, University of Florida
Elizabeth Crais, University of North Carolina at Chapel Hill
Karen Diamond, Purdue University
Laurie Dinnebeil, University of Toledo
Glen Dunlap, University of South Florida
Carl Dunst, Orelena Hawks Puckett Institute
Rebecca Fewell, Nashville, Tennessee
Howard Goldstein, Florida State University
Jennifer Grisham-Brown, University of Kentucky
Michael J. Guralnick, University of Washington
Ann Hains, University of Wisconsin-Milwaukee
Marci Hanson, San Francisco State University
Gloria Harbin, University of North Carolina at Chapel Hill
Mary Louise Hemmeter, University of Illinois at Urbana- Champaign
Eva Horn, University of Kansas
Mark Innocenti, Utah State University
Hazel A. Jones, University of Florida
Debra Judd, Louisiana State University Health Sciences Center
Louise Kaczmarek, University of Pittsburgh
Ann Kaiser, Vanderbilt University
Jennifer Kilgo, University of Alabama at Birmingham
Susan Kontos, Purdue University
Karin Lifter, Northeastern University
Scott McConnell, University of Minnesota
Katherine McCormick, University of Kentucky
Mary McLean, University of Wisconsin- Milwaukee
P. J. McWilliam, Vanderbilt University
R. A. McWilliam, Vanderbilt University
D. Michael Malone, University of Cincinnati
Kofi Marfo, University of South Florida
John Neisworth, Pennsylvania State University
Samuel Odom, Indiana University
Melissa L. Olive, University of Texas at Austin
Michaelene M. Ostrosky, University of Illinois at Urbana-Champaign
Carla Peterson, Iowa State University
Kristie Pretti-Frontczak, Kent State University
Richard Roberts, Utah State University
Beth Rous, University of Kentucky
Sarah Rule, Utah State University
Christine Salisbury, University of Illinois-Chicago
Susan Sandall, University of Washington
Rosa Milagros Santos, University of Illinois Urban-Champaign
Ilene Schwartz, University of Washington
M'Lisa Shelden, Western Carolina Center
Debra Skinner, University of North Carolina at Chapel Hill
Scott Snyder, University of Alabama at Birmingham
Jane Squires, University of Oregon
Vicki D. Stayton, Western Kentucky University
Sarintha Buras Stricklin, Louisiana State University Health Sciences Center
Amanda VanDerHeyden, Louisiana State University Health Sciences Center
Steven Warren, University of Kansas
Margaret Werts, Appalachian State University
Mark Wolery, Vanderbilt University
Ruth Wolery, Vanderbilt University
Barbara L. Wolfe, University of St. Thomas
Juliann Woods, Florida State University
Tweety Yates, University of Illinois Urban-Champaign
Paul Yoder, Vanderbilt University
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