Exceptional Children
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Exceptional Children

2015 Impact Factor: 2.796
2015 Ranking: 3/71 in Rehabilitation (SSCI) | 1/39 in Education, Special
2016 Release of Journal Citation Reports, Source: 2015 Web of Science Data
Published in Association with Council for Exceptional Children

Co-Editor
John Wills Lloyd University of Virginia
William J. Therrien University of Virginia
Associate Editors
Michael M. Behrmann George Mason University
Frederick Brigham George Mason University
Diane M. Browder The University of North Carolina at Charlotte
Donna Y. Ford Vanderbilt University
Douglas Fuchs Vanderbilt University
Vivian Fueyo University of South Florida - St. Petersburg
Editorial Assistant
Kevin Good George Mason University


eISSN: 21635560| ISSN: 00144029|Current volume: 82|Current issue: 4 Frequency: Quarterly

2012 Impact Factor: 2.060
2012 Ranking: 5/36 in Education, Special | 8/67 in Rehabilitation
Source: 2012 Journal Citation Reports ® (Thomson Reuters, 2013)

Insightful and pioneering research, topical issues, and broad perspectives by leaders in the field for more than 75 years have made Exceptional Children (EC) the most respected scholarly journal in special education.

This peer-review journal publishes research, research reviews, methodological reviews of literature, data-based position papers, and policy analyses on the education and development of children and youth with exceptionalities. EC is published quarterly.

Exceptional Children, an official journal of The Council for Exceptional Children, publishes original research and analyses that focus on the education and development of exceptional infants, toddlers, children, youth, and adults. This includes descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, and policy analyses. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.

CEC President
CEC Staff
Alexander T. Graham Executive Director
Lorraine Sobson Editor and Manager, Professional Publications
Diane Shinn Director of Communications and Marketing
Field Reviewers
Stephanie Al Otaiba Southern Methodist University
Dannette Allen-Bronaugh James Madison University
Jose Luis Alvarado San Diego State University
Alfredo Artiles Arizona State University
Leonard Baca University of Colorado-Boulder
Scott Baker University of Oregon
Jeffrey P. Bakken Bradley University
Lucy Barnard-Brak Texas Tech University
Sheri Berkeley George Mason University
Bonnie Billingsley The University of North Carolina at Greensboro, USA
Brian Bottge University of Wisconsin-Madison
Renee Bradley U.S. Department of Education
Mary Brownell University of Florida
Bryan Bryant The University of Texas
Diane Pedrotty Bryant The University of Texas
Yvonne Bui University of San Francisco
Susan Burns George Mason University
Deborah Butler University of British Columbia, Canada
Carolyn Callahan University of Virginia
Erik Carter Vanderbilt University
Gwendolyn Cartledge Ohio State University
Carol Chan The University of Hong Kong, Hong Kong
Donald Compton Vanderbilt University
Maureen Conroy University of Florida
Bryan Cook University of Hawaii at Manoa
Lynne Cook California State University, Dominguez Hills
Cesare Cornoldi University of Padua, Italy
Vivian Correa Clemson University
Michael Coyne University of Connecticut
Jean Crockett University of Florida, USA
Tracy L. Cross Past President
Douglas Cullinan North Carolina State University
Susan De La Paz University of Maryland
Stanley Deno University of Minnesota
Don Deshler University of Kansas
Karen Diamond Purdue University
Lisa Dieker University of Central Florida
Dimiter Dimitrov George Mason University
Kim Dockery Fairfax County Public Schools
Carl Dunst Orelena Hawks Puckett Institute
Dave Edyburn University of Wisconsin-Milwaukee
Julian Elliott Durham University, UK
Michael Epstein University of Nebraska - Lincoln
Christine Espin Leiden University, Netherlands
Anya Evmenova George Mason University
Manual Soriano Ferrer University of Valencia, Spain
Lynn Fuchs Vanderbilt University
David Gast University of Georgia
Marcia Gentry Purdue University
Michael Gerber University of California - Santa Barbara
Kent Gerlach Pacific Lutheran University, United States
Russell Gersten Instructional Research Group
Michael Giangreco University of Vermont
Mark Goor University of La Verne
Janet Graetz Oakland University
Anne Graves San Diego State University
Marjorie Haley George Mason University
Daniel Hallahan University of Virginia
Karen Harris Arizona State University
Beth Harry University of Miami
Deborah Hatton Vanderbilt University
Clara Hauth Marymount University
Robert Horner University of Oregon
Charles Hughes Penn State University
Li-Yu Hung National Taiwan Normal University, Taiwan
Nancy Hutchinson Queen's University, Canada
Joseph Jenkins University of Washington
Asha Jitendra University of Minnesota
Evelyn S. Johnson Boise State University
Nancy Jordan University of Delaware
James Kauffman University of Virginia
Mary Kealey Loudon County Public Schools
Margaret King-Sears George Mason University
Peter Kislinsky Hamilton-Wentworth Catholic District School Board, Ontario, Canada
Anastasia Kitsantas George Mason University
Panagiota Kitsantas George Mason University
Kimberly McDuffie Landrum University of Louisville
Timothy Landrum University of Louisville
Kathleen Lane University of Kansas
Holly Lawson George Mason University
Peter Leone University of Maryland
Tim Lewis University of Missouri
John Wills Lloyd University of Virginia
Daniela Lucangeli University of Padua, Italy
Solveig-Alma Halaas Lyster University of Oslo, Norway
Charles MacArthur University of Delaware
Paula Maccini University of Maryland
Panayota Mantzicopolous Purdue University
Lisa Marshak Millman Fairfax County Public Schools
James Martin University of Oklahoma
Linda Mason University of North Carolina
Joseph Maxwell George Mason University
Scott McConnell University of Minnesota, USA
James McLeskey University of Florida
Kristen McMaster University of Minnesota
Ana Miranda University of Valencia, Spain
Rollanda O'Conner University of California - Riverside
Festus Obiakor Valdosta State University
Samuel Odom University of North Carolina
Alba Ortiz The University of Texas
Susan Osborne North Carolina State University
Donald Oswald Virginia Commonwealth University
George Peterson-Karlan  Illinois State University
Kelley Regan George Mason University
Joseph Renzulli University of Connecticut
Earle Reybold George Mason University
Mandy Rispoli Purdue University, USA
Edward Sabornie North Carolina State University
Gary Sasso Lehigh University
Ralf Schlosser Northeastern University
Mark Shinn National Louis University
Georgios Sideridis Harvard Medical School
Stephen Smith University of Florida
Patricia Snyder University of Florida
Gloria Soto San Francisco State University
Deborah Speece Virginia Commonwealth University
George Sugai University of Connecticut
H. Lee Swanson University of California - Riverside
Cherie Takemoto Parent Educational Advocacy Training Center
David Test University of North Carolina - Charlotte, USA
Martha Thurlow University of Minnesota
Sharon Vaughn The University of Texas at Austin
Jeanne Wanzek Florida State University, USA
Jo Webber Texas State University
Michael Wehmeyer University of Kansas
Judith Wiener OISE/University of Toronto, Canada
Mark Wolery Vanderbilt University
Mitchell Yell University of South Carolina, USA
Naomi Zigmond University of Pittsburgh
Stanley Zucker Arizona State University
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  • Policies for Exceptional Children

    PURPOSE OF EXCEPTIONAL CHILDREN

    Exceptional Children, an official journal of the Council for Exceptional Children, publishes original research and analyses that focus on the education and development of infants, toddlers, children, youth, and adults with exceptionalities. Descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, and policy analyses are considered for publication. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.

    Articles published in Exceptional Children must have implications for research, practice, or policy in special or gifted education. Although Exceptional Children publishes research studies that examine the effectiveness of specific interventions, it does not publish descriptions of instructional procedures except as a part of an intervention study or classroom materials, accounts of personal experiences, letters to the editor, book or test reviews, and anecdotal single-case studies. Non-data-based reports on innovative techniques, programs, policies, or models, as well as studies involving a pretest-posttest only design with no comparison condition are also not published in Exceptional Children. Investigations involving questionnaires and surveys are generally not published unless the sample is reasonably representative of the population being studied.

    TYPES OF ARTICLES THAT EXCEPTIONAL CHILDREN PUBLISHES

    The Journal primarily publishes five types of articles:

    1. Research Studies including qualitative, large group quantitative, or single-subject design studies. Appropriate effect sizes must be reported for quantitative studies.
    2. Research Reviews including the analysis and integration of research in one or more areas. Reviews must be comprehensive and critical. Whenever possible, effect sizes for individual studies should be reported.
    3. Methodological Reviews including systematic examinations of the methodological strengths and weaknesses of a specific body of literature (e.g., a methodological review of the soundness of research on teaching phonological awareness).This can include a methodological analysis of qualitative, quantitative, and single-subject design studies.
    4. Data-Based Position Papers including papers addressing an important (practical or theoretical) issue(s) in special or gifted education. This involves analyzing and integrating the existing research literature to provide a balanced and scholarly examination of the issue.
    5. Policy Analyses including critical analyses and research related to public policy issues that impact the education of exceptional infants, toddlers, children, youth, and adults.

    WRITING FOR EXCEPTIONAL CHILDREN

    Articles published in Exceptional Children are typically 25 to 35 pages in length, including cover page, abstract, references, tables and figures. Manuscripts should be double spaced with 1-inch margins and size 12 font type per the Publication Manual of the American Psychological Association, 6th Edition, 2010 (APA) guidelines.

    Although Exceptional Children is a scholarly research journal, its articles are read by a broad audience. This includes national, state, and local administrators; school practitioners; and parents. Therefore, articles written for Exceptional Children must be developed with this broad audience in mind. Each article must be clear and concise, providing enough general information so that readers can understand the issues or questions addressed, what was done, and the basic findings and recommendations. Consistent with APA guidance, authors should avoid educational jargon whenever possible, and each article must address implications for practice.

    Authors must also provide enough specific information about their methodology so that their work can be replicated by other researchers. The participants in research studies must be appropriately described, as such description is critical to the science and practice of special education. In research articles, adequate evidence on the reliability and validity of tests, measures, or instruments must be provided. For intervention studies, evidence that treatments were implemented as intended should be provided as well. Authors must further address implications for research, indicating what needs to be done next (see Exceptional Children, 2005, Volume 71, Issue 2, for guidelines on standards for describing research participants and other research quality indicators).

    MANUSCRIPT REQUIREMENTS

    Manuscripts submitted to Exceptional Children are reviewed only if they meet the following criteria:

    • Manuscript is consistent with the purpose of the journal and is between 25–35 pages including all references, tables, and figures.
    • Manuscript conforms to APA format (see Publication Manual of the American Psychological Association, 6th Edition, 2010), particularly:
      – Manuscript is double spaced, Microsoft Word, with 1-inch margins (size 12 font type preferred).
      – All pages are numbered in sequence, starting with the title page. Note: The uploaded manuscript should include a title page and abstract but you must remove the author(s) name from the manuscript due to the blind review process.
      – Titles and headings are bold.
      – Digital object identifiers (dois) must be included in the reference list. Below is the link to the CrossRef site where authors can look up a doi number for a reference.
      http://www.crossref.org/guestquery/
      – Language in the manuscript making reference to disabilities and other characteristics of individuals must conform to the “person first” recommendations outlined in General Guidelines for Reducing Bias (Publication Manual of the American Psychological Association, 6th Edition, pp. 71–77).
    • Reproductions of figures (rather than professionally prepared figures) may be submitted for the review process (APA exception for submission).
    • Effect size information is provided for quantitative studies.
    • All references in text are listed and in complete agreement with text citations. It is important that the journal articles and references to studies that are cited in the articles reflect the most current work (preferably within the last 10 years)—except when it is a classical or seminal work.
    • Article title should not exceed 12 words.
    • Abstract is not more than 150 words long. It is included in the submitted manuscript and uploaded separately on the portal site.
    • Footnotes are not used.
    • All word processing codes (including those that may identify authors) are removed from the electronic version of the manuscript for apostrophes, quotation marks, hyphens, and so forth.

    Cover Letter Requirements

    • Clearly state the purpose of the article and its expected contribution.
    • Indicate that you are the author, or the authorized agent of the author(s) and copyright holder (if different from the author(s)), that the author(s) have approved the work for publication, have agreed to submit the article, and accept full responsibility for the content of the article.
    • Acknowledge that the article is the author(s)’ original work and does not contain any libelous or unlawful statements or infringe on the rights or privacy of others or contain material or instructions that might cause harm or injury.
    • State that the article has not been previously published, is not pending review elsewhere, and will not be submitted for review elsewhere pending the completion of the editorial decision process at the journal.
    • Indicate if any part of the data on which the article depends has been published elsewhere or is part of another manuscript submitted for publication. Authors must also indicate if the data for their study is part of a larger data set, describing how this study differs from other investigations drawn from the same data set. If either situation exists, the author needs to provide a thorough explanation.
    • Report that the author(s) have received approval by the appropriate Institutional Review Boards for all participating agencies and obtained consent and assent when appropriate.
    • Include contact information for all authors (full name, institution, address, phone number, e-mail address).
    • State that if accepted, authors agree to grant exclusive license to publish to CEC.

    Submission Process and Requirements

    All manuscripts should be submitted using the Exceptional Children portal site:

    http://mc.manuscriptcentral.com/ecx 

    The steps for submission are as follows:

    1. Log in to your account on the portal site. If you are submitting for the first time, create an account and then log in.
    2. On the right, click “Submit an Article.”
    3. Read and accept submission agreement. Note: All information in the submission agreement should also be addressed in your submission cover letter.
    4. Fill out your personal information as it appears on your manuscript.
    5. Add additional author email addresses so they receive correspondence about the submission.
    6. Upload manuscript, cover letter, and related items such as table and figures.
    7. Submit.
    8. Verify accuracy of submission and revise as necessary.

    REVIEW PROCESS

    Selection of manuscripts for publication is based on a blind peer review process; however, all manuscripts are screened first by the editors. Those manuscripts that do not meet all the manuscript requirements, or that are not consistent with the purpose of the journal, are not forwarded for peer review. In such cases, the submitting author is notified that the manuscript is not acceptable for Exceptional Children, or is requested to make changes in the manuscript so that it meets requirements.

    Manuscripts that are consistent with the purpose of the journal and meet all requirements are assigned two or more reviewers to evaluate the manuscript. Reviewers are asked to evaluate the manuscript on its overall importance, quality of the work, and clarity of writing. Reviewers will not know the identity of the authors. While under review (until authors receive word of a decision from Exceptional Children), the journal has exclusive options on possible publication. The manuscript should not be submitted elsewhere during this time.

    After reading and evaluating the manuscript and the reviews, the editors will e-mail the submitting author a written decision and the reviews. The decision will be one of the following:

    • Acceptable, with routine editing.
    • Acceptable, with revisions indicated.
    • Revise and resubmit.
    • Unacceptable.

    Decisions on manuscripts submitted to Exceptional Children will be made within 3 months from the time that they are received by the editors. Once a manuscript is received, the date is recorded and the submitting author is notified by e-mail. If the authors fail to submit following the portal directions, the manuscript is not listed as received until the manuscript is uploaded meeting all requirements.

    AUTHOR RESPONSIBILITIES FOLLOWING PUBLICATION ACCEPTANCE

    • After a manuscript is accepted for publication in Exceptional Children, the authors are responsible for completing the following:
    • Acknowledging the funding agency for supported research.
    • Verifying the authenticity of all quoted material and citations and for obtaining permission from the original source for quotes in excess of 150 words or for tables or figures reproduced from published works.
    • Preparing camera-ready black and white copies of all figures included in the article. Obtaining permission to reprint or adapt previously published figures, tables, and other materials.
    • Granting CEC the exclusive license to publish the article by signing the contributor agreement.

    WHERE TO SUBMIT MANUSCRIPTS

    http://mc.manuscriptcentral.com/ecx

    Contact
    John Wills Lloyd, Editor
    William J. Therrien, Editor
    pubproposal@cec.sped.org

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