INTERVENTION IN SCHOOL AND CLINIC学校与临床干预
INTERVENTION IN SCHOOL AND CLINIC(英文缩写 INTERV SCH CLIN),ISSN 1053-4512,eISSN 1538-4810,中文译名:学校与临床干预 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-10-01 至 2026-09-30，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 1.067 | Q4 |
| 2022 | 0.800 | Q4 |
| 2023 | 0.700 | Q4 |
| 2024 | 0.800 | Q4 |
| 2025 | 0.800 | Q4 |
INTERVENTION IN SCHOOL AND CLINIC 最新收录文献
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1. Implementing Virtual Interview Training for Transition-Age Youth: Practical Strategies for Educators.
PMID:日期:2023-03-01This column shares strategies for implementing a technology-based intervention within secondary special education transition services. is a web-based job interview training that uses educational content and virtual hiring managers () to help teach job interview skills. Eight strategies were assembled by research staff, teachers, and administrators during two research studies conducted across n=47 schools that delivered the program (commonly called " to n=561 students in secondary special education transition programs. Eight support strategies for implementing are described. Strategies include: prepare for implementation, ensure administrative support, prioritize training and support, address logistical challenges, integrate the program into the curriculum, take advantage of the administrative center, individualize student support, and offer virtual delivery. The purpose of this column is to prepare others for successful implementation of within special education transition programs.
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2. Scaffolding Inference-making for Adolescents with Disabilities that Impact Reading.
PMID:日期:2021-06-23Middle and secondary grade students with disabilities that impact reading, including learning disabilities in reading (LD-R), high functioning autism (HFA), emotional and behavioral disorders (EBD), and students who are at-risk for reading failure due to the effect of poverty often struggle to make knowledge-based inferences while reading informational texts. As a result, this population of students is not able to read for understanding and learn from grade-level texts. Unfortunately, many special educators have had little preparation in how to develop their knowledge of inference-making or methods for explicitly teaching inference-making. Despite their lack of knowledge, special educators are often solely responsible for teaching skills that support reading comprehension, such as knowledge-based inference-making, to students with LD-R, EBD, HFA, and students reading below grade level. This article provides special educators, via self-directed learning, with information and resources to enhance their understanding of knowledge-based inferencing and methods for teaching knowledge-based inference-making to middle and secondary grade students with and at-risk for disabilities that impact reading achievement.
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3. Embedding Number-Combinations Practice Within Word-Problem Tutoring.
PMID:日期:2010-09Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also learn counting strategies for answering number combinations that they cannot retrieve from memory. Results from randomized-control trials indicated that embedding the counting strategies for number combinations produces superior word-problem and number-combination outcomes for students with MLD beyond tutoring programs that focus exclusively on number combinations or word problems.