Example of Intellectual and Developmental Disabilities format
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Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format
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Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format Example of Intellectual and Developmental Disabilities format
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open access Open Access

Intellectual and Developmental Disabilities — Template for authors

Categories Rank Trend in last 3 yrs
Community and Home Care #10 of 33 down down by 6 ranks
Education #490 of 1319 down down by 315 ranks
Pediatrics, Perinatology and Child Health #143 of 294 down down by 46 ranks
Developmental and Educational Psychology #173 of 332 down down by 60 ranks
Psychiatry and Mental Health #276 of 502 down down by 67 ranks
journal-quality-icon Journal quality:
Good
calendar-icon Last 4 years overview: 177 Published Papers | 344 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 18/06/2020
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Related Journals

open access Open Access
recommended Recommended

Springer

Quality:  
High
CiteRatio: 6.5
SJR: 2.109
SNIP: 2.415
open access Open Access
recommended Recommended

Elsevier

Quality:  
High
CiteRatio: 9.3
SJR: 3.651
SNIP: 4.048
open access Open Access

SAGE

Quality:  
High
CiteRatio: 3.7
SJR: 0.858
SNIP: 1.482
open access Open Access

SAGE

Quality:  
High
CiteRatio: 3.0
SJR: 0.704
SNIP: 0.929

Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

1.172

26% from 2018

Impact factor for Intellectual and Developmental Disabilities from 2016 - 2019
Year Value
2019 1.172
2018 1.582
2017 1.29
2016 1.625
graph view Graph view
table view Table view

1.9

6% from 2019

CiteRatio for Intellectual and Developmental Disabilities from 2016 - 2020
Year Value
2020 1.9
2019 1.8
2018 2.4
2017 2.8
2016 3.3
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has decreased by 26% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 6% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

0.644

12% from 2019

SJR for Intellectual and Developmental Disabilities from 2016 - 2020
Year Value
2020 0.644
2019 0.728
2018 0.632
2017 0.682
2016 1.064
graph view Graph view
table view Table view

1.048

4% from 2019

SNIP for Intellectual and Developmental Disabilities from 2016 - 2020
Year Value
2020 1.048
2019 1.012
2018 1.208
2017 1.178
2016 1.283
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has decreased by 12% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 4% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Intellectual and Developmental Disabilities

Guideline source: View

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American Association on Intellectual and Developmental Disabilities

Intellectual and Developmental Disabilities

Intellectual and Developmental Disabilities is dedicated to meeting the information needs of those who seek effective ways to help people with intellectual disabilities. The journal reports new teaching approaches, program developments, administrative tools, program evaluation...... Read More

Community and Home Care

Education

Pediatrics, Perinatology, and Child Health

Developmental and Educational Psychology

Psychiatry and Mental health

Nursing

i
Last updated on
18 Jun 2020
i
ISSN
1934-9491
i
Frequency
Bimonthly
i
Open Access
Yes
i
Sherpa RoMEO Archiving Policy
Blue faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
APA
i
Citation Type
Author Year
(Blonder et al., 1982)
i
Bibliography Example
Blonder, G. E., Tinkham, M., and Klapwijk, T. M. (1982). Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and super- current conversion. Phys. Rev. B, 25(7):4515–4532.

Top papers written in this journal

Journal Article DOI: 10.1352/1934-9556(2007)45[116:TROMRU]2.0.CO;2
The Renaming of Mental Retardation: Understanding the Change to the Term Intellectual Disability
Robert L. Schalock1, Ruth Luckasson, Karrie A. Shogren

Abstract:

There is considerable and intense discussion in the field of intellectual disability/mental retardation about the construct of disability, how intellectual disability fits within the general construct of disability, and the use of the term intellectual disability (Glidden, 2006; Greenspan, 2006; MacMillan, Siperstein, & Leffe... There is considerable and intense discussion in the field of intellectual disability/mental retardation about the construct of disability, how intellectual disability fits within the general construct of disability, and the use of the term intellectual disability (Glidden, 2006; Greenspan, 2006; MacMillan, Siperstein, & Leffert, 2006; Schalock & Luckasson, 2004; Switzky & Greenspan, 2006b). This discussion is occurring within the context of competing world views of the philosophical and epistemological underpinnings of the conceptions of intellectual disability/mental retardation (Switzky & Greenspan, 2006a). Increasingly, the term intellectual disability is being used instead of mental retardation. This transition in terminology is exemplified by organization names (e.g., the American Association on Intellectual and Developmental Disabilities—AAIDD, International Association for the Scientific Study of Intellectual Disabilities, President’s Committee for People With Intellectual Disabilities), journal titles, and published research (Parmenter, 2004; Schroeder, Gertz, & Velazquez, 2002). A number of questions have emerged with the increased use of the term intellectual disability: read more read less

Topics:

Intellectual disability (71%)71% related to the paper, Context (language use) (51%)51% related to the paper
538 Citations
Journal Article DOI: 10.1352/1934-9556-47.2.135
Conceptualizing Supports and the Support Needs of People With Intellectual Disability

Abstract:

This is the third in a series of perspective articles (Schalock et al., 2007; Wehmeyer et al., 2008) from the Terminology and Classification Committee of the American Association on Intellectual and Developmental Disabilities (AAIDD). The purpose of these articles is to share our thoughts on critical issues associated with te... This is the third in a series of perspective articles (Schalock et al., 2007; Wehmeyer et al., 2008) from the Terminology and Classification Committee of the American Association on Intellectual and Developmental Disabilities (AAIDD). The purpose of these articles is to share our thoughts on critical issues associated with terminology, definition, and classification in the field of intellectual disability and to seek input from the field as we prepare the 11th edition of AAIDD’s Diagnosis, Classification, and System of Supports Manual (the working title). In the first article (Schalock et al., 2007), we explained the reasons for shifting from the term mental retardation to intellectual disability. Although the two terms cover the same population of individuals, we concluded that intellectual disability was the better term because it read more read less

Topics:

Intellectual disability (63%)63% related to the paper, Medical model of disability (59%)59% related to the paper, Borderline intellectual functioning (58%)58% related to the paper, Inclusion (disability rights) (55%)55% related to the paper, Population (51%)51% related to the paper
View PDF
284 Citations
Journal Article DOI: 10.1352/1934-9556-51.3.141
Access to Diagnosis and Treatment Services Among Latino Children With Autism Spectrum Disorders
Sandra Magaña1, Kristina Lopez2, Arellys Aguinaga3, Holly Morton3

Abstract:

There is greater identification of children with autism spectrum disorders (ASD) and, as a result, more attention to specialty services to address the challenges children with ASD face. Along with the growth in identification of ASD is a growth in the population of Latino children, yet there is some evidence that disparities ... There is greater identification of children with autism spectrum disorders (ASD) and, as a result, more attention to specialty services to address the challenges children with ASD face. Along with the growth in identification of ASD is a growth in the population of Latino children, yet there is some evidence that disparities exist in diagnosis and services between Latino and non-Latino White children. This study further documents these disparities and investigates the mechanisms that may contribute to them. Diagnosis and specialty services were compared between 48 Latino and 56 non-Latino White children diagnosed with ASD, and factors that contribute to differences are explored. Results show that Latino children were diagnosed almost one year later than White children, received fewer specialty services, and had higher unmet service needs. Factors that accounted for differences in the number of services received were maternal level of education and the number of sources of knowledge about autism. Findings suggest that service providers need to work to provide greater awareness and knowledge about autism, and make services more accessible to Latino families. read more read less

Topics:

Autism (57%)57% related to the paper, Population (51%)51% related to the paper
252 Citations
Journal Article DOI: 10.1352/1934-9556-50.1.16
Transition Planning for Students With Intellectual Disability, Autism, or Other Disabilities: Data from the National Longitudinal Transition Study-2

Abstract:

To compare the status of transition planning for students with intellectual disability, autism, or other disabilities, we used data from the National Longitudinal Transition Study-2, a federally funded, national study of the secondary and postschool experiences of students with disabilities. Results show that although transit... To compare the status of transition planning for students with intellectual disability, autism, or other disabilities, we used data from the National Longitudinal Transition Study-2, a federally funded, national study of the secondary and postschool experiences of students with disabilities. Results show that although transition planning had been conducted for the majority of students, few of them took a leadership role in their transition planning. Students with autism or intellectual disability were significantly less likely than students with other disabilities to take a leadership role. The majority of the active participants in transition planning were school-based personnel. We also found limited participation from other agencies/support persons (e.g., vocational rehabilitation). Students with autism or intellectual disability had more identified needs for support after school than did students with other disabilities. read more read less

Topics:

Intellectual disability (60%)60% related to the paper, Autism (56%)56% related to the paper
209 Citations
Journal Article DOI: 10.1352/1934-9556-51.5.360
Social Inclusion and Community Participation of Individuals with Intellectual/Developmental Disabilities
Angela N. Amado, Roger J. Stancliffe1, Mary McCarron2, Philip McCallion3

Abstract:

As more individuals with intellectual/developmental disabilities are physically included in community life, in schools, neighborhoods, jobs, recreation, and congregations, the challenge of going beyond physical inclusion to true social inclusion becomes more apparent. This article summarizes the status of the research about c... As more individuals with intellectual/developmental disabilities are physically included in community life, in schools, neighborhoods, jobs, recreation, and congregations, the challenge of going beyond physical inclusion to true social inclusion becomes more apparent. This article summarizes the status of the research about community participation and social inclusion, summarizes some debates and points of contention, notes emerging research issues, and highlights needed areas of research. It is clear that most research on these topics has been conducted with individuals who are in paid formal services, and there are great needs for understanding the community participation of individuals who live on their own or with their families, as well as researching social inclusion by focusing on the attitudes and experiences of community members themselves, not just individuals with disabilities and paid providers. read more read less

Topics:

Community organization (61%)61% related to the paper, Community building (61%)61% related to the paper, Inclusion (education) (61%)61% related to the paper, Social environment (54%)54% related to the paper, Interpersonal relationship (51%)51% related to the paper
204 Citations
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Intellectual and Developmental Disabilities format uses APA citation style.

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Frequently asked questions

1. Can I write Intellectual and Developmental Disabilities in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Intellectual and Developmental Disabilities guidelines and auto format it.

2. Do you follow the Intellectual and Developmental Disabilities guidelines?

Yes, the template is compliant with the Intellectual and Developmental Disabilities guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Intellectual and Developmental Disabilities?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Intellectual and Developmental Disabilities citation style.

4. Can I use the Intellectual and Developmental Disabilities templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Intellectual and Developmental Disabilities.

5. Can I use a manuscript in Intellectual and Developmental Disabilities that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Intellectual and Developmental Disabilities that you can download at the end.

6. How long does it usually take you to format my papers in Intellectual and Developmental Disabilities?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Intellectual and Developmental Disabilities.

7. Where can I find the template for the Intellectual and Developmental Disabilities?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Intellectual and Developmental Disabilities's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Intellectual and Developmental Disabilities's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Intellectual and Developmental Disabilities an online tool or is there a desktop version?

SciSpace's Intellectual and Developmental Disabilities is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Intellectual and Developmental Disabilities?

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After writing your paper autoformatting in Intellectual and Developmental Disabilities, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Intellectual and Developmental Disabilities's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Intellectual and Developmental Disabilities?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Intellectual and Developmental Disabilities. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Intellectual and Developmental Disabilities?

The 5 most common citation types in order of usage for Intellectual and Developmental Disabilities are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Intellectual and Developmental Disabilities?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Intellectual and Developmental Disabilities's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Intellectual and Developmental Disabilities in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Intellectual and Developmental Disabilities Endnote style according to Elsevier guidelines.

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