
Academic Journal
Q2Intervention in School and Clinic
About Intervention in School and Clinic
Intervention in School and Clinic is a scholarly journal published by SAGE Publications Ltd. SCImago 2025 lists it in Q2, with an SJR of 0.442 and H-index of 44.
Coverage: 1965-2026. Research categories: Education (Q2); Clinical Psychology (Q3); Developmental and Educational Psychology (Q3).
Source-backed journal facts
Topics in published research
Behavioral and Psychological Studies; Reading and Literacy Development; Disability Education and Employment; Family and Disability Support Research; Collaborative Teaching and Inclusion; Autism Spectrum Disorder Research.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Reported open-access list prices
3,650.00 USD; 2,676.00 GBP
APC list prices reported by OpenAlex, which obtains this information from DOAJ. Confirm current charges, taxes, waivers and eligibility with the publisher; this is not a fee quotation.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Transforming Teacher Preparation and Support in Early Literacy: A Conversation With Dr. Holly Lane
Charles L. Wood, LuAnn Jordan, Leigh A. Baker
2026-09-30 · DOI: 10.1177/10534512261493852TURN Around Behavior : Reducing Exclusionary Discipline and Promoting Inclusion Through a Four-Step Framework
Lauren W. Collins, Timothy J. Landrum, Lora Hall
2026-07-30 · DOI: 10.1177/10534512261465362Empowering Paraeducators to Support Students With Emotional and Behavioral Disorders Through Practice-Based Coaching: A Collaborative Approach
Heather M. Baltodano-Van Ness, Catharine Lory, R. Alex Smith, Jabari Taylor et al.
2026-09 · DOI: 10.1177/10534512261464053Opening Doors: Students With Disabilities Who Require Unique Support Structures
Robbie J. Marsh, Kyle Higgins
2026-09 · DOI: 10.1177/10534512261463080Introducing School-Wide PBIS Through Family-School-University Learning Lab in Türkiye
Kemal Afacan, Aydın Bal, Halil İbrahim Çakır, Meral Melekoğlu et al.
2026-09 · DOI: 10.1177/10534512261462865Ensuring FAPE for Students on the Autism Spectrum: Highlights of 2025 Case Law
Robin Parks Ennis, Antonis Katsiyannis, Lillie McPherson
2026-09 · DOI: 10.1177/10534512261462877Multicultural Students With Disabilities in South Korea: Current Status and Implications for Practice
Esther Park, Joungmin Kim
2026-06-23 · DOI: 10.1177/10534512261458712Language-Rich Classrooms: Unlocking the Potential for All Students
Tracy Griffin Spies
2026-09 · DOI: 10.1177/10534512261458745Reimagining Classroom Spaces: Humanizing Pedagogy for Students With Emotional and Behavioral Disorders
Danielle M. Holbrook
2026-09 · DOI: 10.1177/10534512261458701When Transition Assessment Is Non-Negotiable: C.M.E. v. Shoreline School District (2023)
Angela Tuttle Prince, Malarie E. Deardorff
2026-06-15 · DOI: 10.1177/10534512261454600Strategies for Managing Challenging Behavior to Support Positive Student–Teacher Relationships
Ya-Chih Chang, Holly M. Menzies
2026-06-14 · DOI: 10.1177/10534512261453013Supporting Co-Planning Between General and Special Education Teachers in Secondary Schools
Noémia Ruberto, Élisabeth Boily
2026-09 · DOI: 10.1177/10534512261450147Opening Doors: Strategies to Improve Educational Access for Adjudicated Youth
Sarup R. Mathur, Heather Griller Clark, Robbie J. Marsh
2026-09 · DOI: 10.1177/10534512261445348Teaching Fractions in Tier 1: Addressing Misconceptions Using Multiple Representations
Jessica Mao, Marah Sutherland, David Fainstein
2026-05-20 · DOI: 10.1177/10534512261446611Developing Individualized Education Programs for Bidialectal Students With Learning Disabilities
Sara Jozwik, Camille Byrd O’Quin, John Corey Steele
2026-05-11 · DOI: 10.1177/10534512261446605No Service Provider Left Behind: Using the Triangulation Gap Analysis Tool for Related Service Providers
Lori Y. Peterson, Neal R. Lieberman, Roslyn A. Dotterweich, Jennifer G. Hills et al.
2026-05-09 · DOI: 10.1177/10534512261441202Using Multiple Representations to Develop Understanding of Fractions
Jihyun Lee, Sarah R. Powell
2026-04-20 · DOI: 10.1177/10534512261434196Modeling High-Leverage Practices Through Rehearsal and Role Play in Classroom Management Courses
Malinda Forsberg, Shweta Chandrashekhar
2026-04-09 · DOI: 10.1177/10534512261431817A Conversation With Dr. Gwendolyn Cartledge
Alana Oif Telesman, Moira Konrad
2026-05 · DOI: 10.1177/10534512261427011Listen to Your Aunt Gwen: Leadership Training and Life Lessons
Shobana Musti, Amanda L. Yurick
2026-05 · DOI: 10.1177/10534512261437660Reviews
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Version History
October 4, 2026 at 9:21 pm
October 2, 2026