The Journal of Early Intervention (JEI) offers articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is broadly defined as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. Key features include research reports, scholarly reviews, policy analyses, research methods, and conceptual papers.
Journal of Early Intervention is available online through the SAGE Journals Platform at journals.sagepub.com/home/jei.
The Journal of Early Intervention (JEI) 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, (c) policy analyses that contain implications for the practice of early intervention, and (d) conceptual papers. 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.
|Veronica Glaeser||University of Florida, USA|
|Erin Barton||Vanderbilt University, USA|
|Catherine Corr||University of Illinois, Urbana-Champaign, USA|
|Doré LaForett||Child Trends and University of North Carolina at Chapel Hill, USA|
|Hedda Meadan||University of Illinois, USA|
|Kristen N. Missall||University of Washington, USA|
|Lindee J. Morgan||Emory University, USA|
|Beth Rous||University of Kentucky|
|Elizabeth Steed||University of Colorado Denver, USA|
|Dale Walker||University of Kansas, USA|
|Harriet Able||University of North Carolina, Chapel Hill, USA|
|Yusuf Akemoglu||The University of Alabama, USA|
|Kathleen Artman Meeker||University of Washington, USA|
|Sally Atkins-Burnett||Mathematica Policy Research, USA|
|Kathleen Baggett||Georgia State University|
|Stefano Bagnato||University of Pittsburgh, USA|
|Bethany Bell||University of Virginia, USA|
|Crystal Bishop||University of Florida, USA|
|Patricia M. Blasco||Oregon Health & Science University, USA|
|William H. Brown||University of South Carolina, USA|
|Mary Beth Bruder||University of Connecticut, USA|
|Deborah Bruns||Southern Illinois University Carbondale, USA|
|Virginia Buysse||American Institutes for Research, USA|
|Jay Buzhardt||University of Kansas, Juniper Gardens Research Center, USA|
|Judith Carta||University of Kansas, USA|
|Lynette Chandler||Northern Illinois University, USA|
|Gregory A. Cheatham||University of Kansas, USA|
|Maureen Conroy||University of Florida, USA|
|Christan Grygas Coogle||George Mason University, USA|
|Vivian Correa||University of North Carolina-Charlotte, USA|
|Karen Diamond||Purdue University, USA|
|Glen Dunlap||University of Nevada, USA|
|Lillian Duran||University of Oregon, USA|
|Nicole Edwards||Rowan University, USA|
|Angel Fettig||University of Washington, USA|
|Kandace Fleming||University of Kansas, USA|
|Veronica P. Fleury||Florida State University, USA|
|Lise Fox||University of South Florida, USA|
|Howard Goldstein||University of South Florida, USA|
|Heather Googe||University of South Carolina, USA|
|Charles Greenwood||University of Kansas, USA|
|Fred Greer||University of South Carolina, USA|
|Jennifer Grisham||University of Kentucky, USA|
|Laura Hall||San Diego State University, USA|
|James W. Halle||University of Illinois at Urbana-Champaign, USA|
|Mary Louise Hemmeter||Vanderbilt University, USA|
|Robin Hojnoski||Lehigh University, USA|
|Eva Horn||University of Kansas, USA|
|Mark Innocenti||Utah State University, USA|
|Iheoma Iruka||University of North Carolina at Chapel Hill, USA|
|Dwight Irvin||University of Kansas, USA|
|Lee Ann Jung||San Diego State University, USA|
|Louise A. Kaczmarek||University of Pittsburg, USA|
|Ann Kaiser||Vanderbilt University, USA|
|Herman Knopf||University of Florida, USA|
|Justin Lane||University of Kentucky, USA|
|Karen LaParo||University of North Carolina-Greensboro, USA|
|Anne Larson||University of Minnesota, USA|
|Jennifer Ledford||Vanderbilt University, USA|
|Rebecca G. Lieberman-Betz||University of Georgia, USA|
|Karin Lifter||Northeastern University, USA|
|Bonnie McBride||University of Oklahoma, USA|
|Scott McConnell||University of Minnesota, USA|
|Laura McCorkle||University of North Carolina-Charlotte, USA|
|Debra McKeown||Texas A&M University, USA|
|Tara Way McLaughlin||Massey University, USA|
|Mary McLean||University of Florida, USA|
|Robin McWilliam||The University of Alabama, USA|
|Ann Mickelson||University of North Carolina-Charlotte|
|Alicia Mrachko||Bowling Green State University, USA|
|Samuel L. Odom||University of North Carolina at Chapel Hill, USA|
|Michaelene M. Ostrosky||University of Illinois at Urbana-Champaign, USA|
|Jamie Pearson||North Carolina State University, USA|
|Carla A. Peterson||Iowa State University, USA|
|Salih Rakap||Ondokuz Mayis University, Turkey|
|Amy Reschly||University of Georgia, USA|
|Mollie Romano||Florida State University, USA|
|Cordelia Rosenberg||University of Colorado School of Medicine, USA|
|Nancy Rosenberg||University of Washington, USA|
|Susan Sandall||University of Washington, USA|
|Rosa Santos||University of Illinois at Urbana-Champaign, USA|
|Hannah Schertz||Indiana University, USA|
|Ilene Schwartz||University of Washington, USA|
|M'Lisa Shelden||Western Carolina Center, USA|
|Stephanie Shire||University of Oregon, USA|
|John Sideris||University of Southern California, USA|
|Michael Siller||University of New York, USA|
|Patricia A. Snyder||University of Florida, USA|
|Scott Snyder||University of Alabama at Birmingham, USA|
|Jane K. Squires||University of Oregon, USA|
|Aubyn C. Stahmer||University of California-Davis MIND Institute, USA|
|Tina Stanton-Chapman||University of Cincinnati, USA|
|Vicki D. Stayton||Western Kentucky University, USA|
|Sloan Storie||University of North Carolina-Charlotte, USA|
|Phil Strain||University of Colorado at Denver, USA|
|Sarintha Buras Stricklin||Innovations in Education, LLC, USA|
|Jessica Suhrheinrich||San Diego State University, USA|
|Yasemin Turan||San Diego State University, USA|
|Giacomo Vivanti||Drexel University, USA|
|Linn Wakeford||University of North Carolina at Chapel Hill, USA|
|Steven Warren||University of Kansas, USA|
|M. Jeanne Wilcox||Arizona State University, USA|
|Amanda Williford||University of Virginia|
|Michael Willoughby||RTI International, USA|
|Katie Wolfe||University of South Carolina, USA|
|Juliann Woods||Florida State University, USA|
|Paul Yoder||Vanderbilt University, USA|
|SeonYeong Yu||University of Massachusetts, Amherst, USA|
|Kathleen Zimmerman||Kansas University, USA|
|Kandace Fleming||University of Kansas, USA|
|Jennifer Ledford||Vanderbilt University, USA|
|John Sideris||University of Southern California, USA|
|Megan Purcell||President Elect|
|Jenna Weglarz-Ward||Vice President|
|Amanda Quesenberry||Past President|
|Jessica K. Hardy||Treasurer|
|Victor James Young||Member-at-Large|
|Peggy Kemp||Executive Director|
|Diana Stanfill||Associate Director|
Guidelines for Authors
The Co-Editors and Associate Editors of the Journal of Early Intervention (JEI) seek to publish articles related to research and practice in early intervention for infants and young children with developmental disabilities, delays, or at risk for developmental delays; their families and individuals who provide services for these children and families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have developmental delays or disabilities or who are at risk for developmental delays and/or school failure.
Our goals are to publish reports of original research, literature reviews and meta-analyses, conceptual analyses of problems and issues the field faces, and advances in research methods. Research should be interpreted broadly to include any replicable method (e.g., single case experimental studies, group experimental studies, causal comparative studies, correlational studies, descriptive studies, and qualitative studies). Manuscripts should focus on topics related to young children (birth through age 8) who are at risk for or have developmental delays or disabilities, their families, individuals who provide services to such children and families, and research methods. As a general guideline, the majority of the child participants in research reported in the journal should be age 8 or less and a majority of child participants should be at risk for or having developmental delays or disabilities.
Authors are encouraged to submit the following types of manuscripts to JEI:
Research reports are descriptions of original investigations related to any aspect of EI. Diverse methodologies, including experimental studies using group or single-subject designs, descriptive studies using observational or survey methodologies, and qualitative investigations, are welcome. While the journal has not officially endorsed CONSORT standards of reporting experimental trials (see www.consort-statement.org), the journal is moving in this direction and authors are strongly encouraged to review and adhere to many of the guidelines.
Brief Reports are original research studies of a preliminary nature (e.g., involve a relatively small number of participants, use a quasi-experimental design, are under-powered) on an important and emerging topic that may not meet the demands of scientific rigor required of a research report. These reports are shorter than most other submissions (approximately 20 double-spaced, typed pages, including references, tables, and figures) and contain fewer tables and figures (usually no more than one table and one figure). They should include the same sections as original research studies (i.e., Introduction, Method, Results, and Discussion), but be briefer (especially the Introduction and Discussion) with fewer citations/references (only the key references should be included).
Research Method Reports
Research method reports are descriptions of advances in research methods in research related to early intervention or novel applications of advanced methods from related fields with a description of how they can be used to advance research related to early intervention
Systematic Reviews (which may include a Meta-Analysis)
Systematic reviews consist of systematic quantitative and/or qualitative syntheses of research. Manuscripts submitted in this category may contain a statistical synthesis across study results (i.e., a meta-analysis), and should be submitted as a systematic review and not a research report. While the journal has not officially endorsed PRISMA standards of reporting systematic reviews and meta-analyses (see www.prisma-statement.org), the journal is moving in this direction and authors are strongly encouraged to review and adhere to many of the guidelines.
Theoretical, Conceptual, or Position Papers or Policy Analyses (by invitation only)
Theoretical or Conceptual Papers are authoritative examinations of the theoretical or conceptual perspectives underlying significant and topical issues. Position papers are manuscripts that intended to advance the field’s understanding of an emerging or controversial issue, generate discussion related to a topical issue in the field, or both. Policy papers are critical analyses of policy or legal issues that impact young children with or at risk for disabilities and their families and caregivers. Authors must obtain the approval of the editors prior to submitting a manuscript of these types.
The readers of the JEI are a diverse group which includes researchers and practitioners. Many readers are early interventionists, early childhood special educators or professionals in related areas working with young children, their interests are best represented in articles that have clear implications for practice and practitioners.
The Co-Editors and Associate Editors of the Journal of Early Intervention employ an anonymized peer review process to promote anonymous and constructive reviews of any manuscripts submitted. The editorial team requires that all manuscripts submitted for review follow the formatting rules and conventions of the American Psychological Association found in the Publication Manual of the American Psychological Association (7th ed.; all page and chapter numbers in parentheses below refer to that publication):
Manuscript Preparation (pages 381-384)
Paper Elements and Format (Chapter 2)
Writing Style and Grammar (Chapter 4)
Presentation of data (for Table and Figure checklists see Chapter 7)
Articles should be formatted in the following manner: (a) double spaced, (b) 1 inch margins, (c) left alignment, (d) nonproportional font and 12-point font [preferably Times New Roman 12-point font], and (e) on 8 ½ inch by 11 inch paper.
Articles should be no longer than 35 pages total (including all references, tables, and figures).
Because JEI uses anonymize peer review, please remove all authors’ identifying information from the main manuscript file before uploading and submitting or resubmitting your manuscript.
The title page should consist of five elements: (a) running head of no more than 50 characters, (b) title of no more than 12 words, (c) author byline, (d) institutional affiliation, and (e) author note (see pages 35-37).
- The page after the title page should include (a) an abstract of no more than 150 words and (b) 4 to 5 keywords.
The complete title of the manuscript should appear centered on the first page of the manuscript above the first paragraph.
Use fist line indentation for new paragraphs, using the tab key (page 45-46).
Quotations of 40 or more words should be "blocked" (pages 272-273).
Use hanging indents for references in your Reference section (pages 39-40).
Content footnotes should be used as sparingly as possible (pages 40-41).
Accompanying figures and tables should be entered as separate files. Each should be mentioned in text by its number but location of each will be determined by the publisher after pages are typeset.
Appendices and supplemental materials are discussed on pages 41-43. When possible, avoid such materials. Submitted appendices and supplemental materials will be reviewed carefully for inclusion.
Avoid biased language.
Employ “people first language” when referring to an individual or group (e.g., children with developmental delays, an adult with autism, children with Down syndrome).
Manuscript narrative should be written in the active voice (e.g., “The teachers assessed participants daily...”).
Avoid the passive voice (e.g., “Participants were assessed by the teachers daily…”).
Carefully avoid anthropomorphisms. An experiment cannot find or demonstrate results; the experimenter does that.
Avoid shifting tenses abruptly, particularly within paragraphs and related subsections.
Use the past tense when referring to what has been written (i.e., past events and statements) and to report the results of a study.
Use the present perfect tense to indicate a past action or condition beginning in the past for a period of time or that continues to the present (i.e., when the timing of the action, condition, or event is indefinite).
The present perfect tense is appropriate when discussing a line of research that has relevance today (e.g., “Social interaction researchers have shown...”).
Use the present tense in the Discussion section to discuss the basic findings and implications your research and to articulate your conclusions and opinions (this convention invites the reader to think along with you).
Remember that you should not be interpreting your findings in the Results section. Also do not introduce new data or findings in the Discussion section.
Whenever possible and if not referring to a specific individual, use plural constructions for participants or people you discuss throughout the paper (e.g., “teachers...” vs. “the teacher...,” “children” vs. “the child”); this helps avoid gender-specific language. Avoid the generalized singular (e.g., “the teacher,” “the individual with learning disabilities”).
Give credit to other authors when you use their ideas or their information and provide appropriate citations for important points that are made in the manuscript (see Chapter 8, Works Credited in the Text, pages 253-278). All quotations require a citation and the specific page number of the material quoted.
Figures and Data Display
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).
Obtaining written permissions for material such as figures, tables, art, and extensive quotes taken directly—or adapted in minor ways—from another source, including material taken from software of downloaded from the Internet, 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.
The Sage Permissions Request form is available at http://www.sagepub.com/repository/binaries/RequestForPermissionForm.pdf. The form has been written to cover all necessary provisions; 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, worldwide, as well as in both electronic and print versions.
Failure to obtain permission will result in either removal of the particular item or the article being pulled from the journal issue.
Electronic Manuscript Submission
JEI uses an online submission and review platform. Manuscripts should be submitted electronically to http://mc.manuscriptcentral.com/dec-jei. Authors will be required to set up an online account on the SAGE Track system powered by ScholarOne. Authors will be asked to provide the required information (e.g., author names and contact information, an abstract, keywords) and to upload the “title page” and “main document” separately to ensure that the manuscript is ready for an anonymize peer review. The site contains links to an online user’s guide for help navigating the site (Get Help Now). Questions about the submission process can be sent to the Co-Editors or to the JEI Editorial Assistant.
Manuscript Review Process
Manuscripts will be acknowledged upon receipt. Each manuscript will be assigned to one of the Co-Editors who examine the manuscript for content and format. Manuscripts not meeting the guidelines for content or format may be returned to the author at this point. This Co-Editor will either act as the action editor or assign the manuscript to an Associate Editor who will act as the action editor for review process oversight. The Co-Editors and Associate Editors will assign the manuscript to three or four qualified reviewers; additional reviews may be solicited from the JEI statistical consultants. The review process will be “double-anonymize,” 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 about their manuscript within 3 months. After an initial review decision, revisions of the manuscript may be requested and additional reviews of the manuscript may be obtained before acceptance.
After your article has been accepted for publication, authors will be required to sign a Transfer of Copyright form.
If you or your funder wish your article to be freely available online to nonsubscribers immediately upon publication (gold open access), you can opt for it to be included in SAGE Choice, subject to the payment of a publication fee. The manuscript submission and peer review procedure is unchanged. On acceptance of your article, you will be asked to let SAGE know directly if you are choosing SAGE Choice. To check journal eligibility and the publication fee, please visit SAGE Choice. For more information on open access options and compliance at SAGE, including self/author archiving deposits (green open access) visit SAGE Publishing Policies on our Journal Author Gateway.
As part of our commitment to ensuring an ethical, transparent and fair peer review process SAGE is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.
The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.
For more information, please refer to the SAGE Manuscript Submission Guidelines.