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Behavioral Disorders

Behavioral Disorders

2018 Impact Factor: 1.343
2018 Ranking: 84/130 in Psychology, Clinical | 39/59 in Psychology, Educational | 22/41 in Education, Special
Source: Journal Citation Reports (Web of Science Group, 2019)

Bryan G. Cook University of Virginia, USA
Daniel M. Maggin University of Illinois, Chicago, USA

eISSN: 21635307 | ISSN: 01987429 | Current volume: 44 | Current issue: 4 Frequency: Quarterly
Behavioral Disorders (BD) addresses compelling issues related to individuals with behavioral challenges. Regular features include Research-based articles which discuss evidence-based practices for use with challenging behaviors. Published by the Hammill Institute on Disabilities and SAGE in association with the Council for Children with Behavioral Disorders.

Papers published in Behavioral Disorders (BD) are reports of original investigations and theoretical papers that relate to the education of students with emotional and behavioral disorders. Published articles may use within-or between-subject designs. Both quantitative and qualitative studies are considered appropriate, although to date most submissions have been quantitative in nature. Research, program evaluation reports, and position papers should be assessed for their social significance. Socially significant experimental investigations may be basic or applied in nature, although BD has a tradition of publishing applied research, especially studies related to assessment of and intervention with children and youth with emotional and behavioral disorders. Teacher educators, teachers, psychologists, administrators, and researchers with an interest in emotional and behavioral disorders constitute the majority of BD subscribers. Theoretical or translation of research, practice, or policy in the form of a “position” statement will be considered for the Forum section of the journal. In addition, we will accept Brief reports of research that will allow new researchers (e.g., junior faculty, graduate students) to submit studies (e.g., pilot studies) that possess particular interest to the field but may lack the methodological rigor (e.g., small sample size) to meet the standard of a regular research article.

Bryan G. Cook University of Virginia, USA
Daniel Maggin University of Illinois, Chicago, USA
Editorial Assistant
Lysandra Cook University of Virginia, USA
Associate Editors
Allison Bruhn University of Iowa, USA
Robin Parks Ennis University of Alabama, Birmingham, USA
Joseph Calvin Gagnon University of Helsinki, Finland
Timothy J. Landrum University of Louisville, USA
Kathleen Lynne Lane University of Kansas, USA
Wendy P. Oakes Arizona State University, USA
Jason C. Travers University of Kansas, USA
Consulting Editor
Peter J. Alter Saint Mary's College of California, USA
Tachelle Banks Cleveland State University, USA
Brian R. Barber Kent State University, USA
Erin E. Barton Vanderbilt University
Pena Bedesem Kent State University, USA
Gregory J. Benner University of Washington, Tacoma, USA
Lisa Bowman-Perrott Texas A&M University, USA
Catherine Bradshaw Johns Hopkins University, USA
Douglas A. Cheney University of Washington, USA
Jason C. Chow Virginia Commonwealth University, USA
David Cihak University of Tennessee, USA
Lauren Collins University of Denver, USA
Eric A. Common University of Michigan, Flint
Maureen Conroy University of Florida, USA
Evan Dart University of Florida, USA
Glen Dunlap University of Nevada, Reno, USA
Lindsay Fallon University of Massachusetts Boston, USA
Thomas W. Farmer University of Pittsburgh, USA
Nicholas A. Gage University of Florida, USA
Andy Garbacz University of Wisconsin, USA
Ralph Gardner III Ohio State University, USA
Linda G. Garrison-Kane Missouri State University, USA
Matthias Grünke University of Cologne, Germany
Todd Haydon University of Cincinnati, USA
Shanna Eisner Hirsch Clemson University, USA
Alexandra Hollo University of West Virginia
Robert H. Horner University of Oregon, USA
Austin H. Johnson University of California, Riverside, USA
Kristine Jolivette University of Alabama, USA
Antonis Katsiyannis Clemson University, USA
Lee Kern Lehigh University, USA
Stephen P. Kilgus University of Wisconsin, Madison, USA
Matthew C. Lambert University of Nebraska, Omaha, USA
David Lee Pennsylvania State University, USA
Timothy J. Lewis University of Missouri, USA
Blair Lloyd Vanderbilt University, USA
Mickey Losinski Kansas State University, USA
John W. Maag University of Nebraska, USA
Margo A. Mastropieri George Mason University, USA
Sarup R. Mathur Arizona State University, USA
Matthew J. Mayer Rutgers University, USA
Sara McDaniel University of Alabama, USA
Dennis McDougall University of Hawaii, USA
Kent McIntosh University of Oregon, USA
Paul Mooney Louisiana State University, USA
Christopher Murray University of Oregon, USA
April Mustian  Illinois State University
Ron Nelson University of Nebraska, USA
Keith C. Radley III The University of Southern Mississippi, USA
Brian Reichow University of Florida, USA
T. Chris Riley-Tillman University of Missouri, USA
Mandy Rispoli Purdue University, USA
David J. Royer University of Hawaii
Joseph B. Ryan Clemson University, USA
Gary Sasso Lehigh University, USA
Terrance M. Scott University of Louisville, USA
Thomas E. Scruggs George Mason University, USA
James G. Shriner University of Illinois, USA
Stephen W. Smith University of Florida, USA
Melissa A. Stormont University of Missouri, USA
Terri N. Sullivan Virginia Commonwealth University, USA
Carl Sumi SRI International, USA
Kevin Sutherland Virginia Commonwealth University, USA
Elizabeth Talbott William & Mary, USA
Melody Tankersley Kent State University, USA
John Umbreit University of Arizona, USA
Kimberly J. Vannest Texas A&M University, USA
Mary Wagner SRI International, USA
Andrew L. Wiley Kent State University, USA
Mitchell L. Yell University of South Carolina, USA
  • Clarivate Analytics: Social Science Citation Index
  • PsycINFO
  • Behavioral Disorders is published quarterly by the Hammill Institute on Disabilities. The mission of the journal is to offer scholarly articles related to the education and general welfare of children and youth with emotional and behavioral disorders. Articles published in Behavioral Disorders are original research, brief reports, reviews of research, theoretical papers, policy analyses, and forum papers that have implications for the education of children and youth with emotional and behavioral disorders.

    Types of Manuscripts

    1. Original Research Studies are studies using a range of appropriate group quantitative, single-case, and qualitative research designs. Behavioral Disorders welcomes the submission of high-quality (a) replication studies and (b) studies with null effects, which will be given full consideration and reviewed as any other original research study.

    2. Brief Reports are original research studies of a preliminary nature (e.g., involve a relatively small number of participants, use a case study design) on an important and emerging topic. These reports are shorter than most other submissions (approximately 15–20 double-spaced, typed pages, including references, tables, and figures). They should include the same sections as original research studies (i.e., Introduction [no heading], Method, Results, and Discussion), but be briefer (especially the Introduction and Discussion) and have fewer citations/references. Authors should clearly indicate how the brief report will contribute to the professional research base despite the study’s preliminary nature.

    3. Research Reviews consist of systematic quantitative and/or qualitative syntheses of research (e.g., meta-analysis, evidence-based review, narrative literature review).

    4. Theoretical Papers are authoritative examinations of the theoretical perspectives underlying significant and topical issues.

    5. Policy Analyses are critical analyses of public policy and legal issues that have an impact on the education and welfare of children and youth with emotional and behavioral disorders.

    6. Forum Papers are “position papers” 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.


    Review Process and Criteria

    Submitted manuscripts are screened for appropriateness of topic and quality before being sent out for review. Articles selected for review reflect sound research design and/or theoretical orientation, contribute to the knowledge base in the area of emotional and behavioral disorders, and serve the needs and interests of our primary audiences (e.g., scholars, researchers, teacher educators, teachers, psychologists, administrators). Manuscripts are reviewed by at least two, but typically three, experts in the field who make recommendations to an associate editor (i.e., accept as is or with minor revisions, accept with major revisions, revise and resubmit, or reject) based on the associate editor’s overall judgment regarding the quality of the work and its contribution to the professional literature. In making that determination, reviewers are asked to consider the quality of the rationale for the work, literature review, methods, results, implications, limitations, and writing. Associate editors then make recommendations to the journal editors based on the input of the reviewers and their own reading of the manuscript. Editors make final decisions concerning publication. The review process typically requires two to three months. During this process inquiries may be addressed to the editors via the email addresses listed at the end of this document. The editors reserve the right to make changes in wording that do not change the meaning of the text.

    Manuscript Preparation

    Guidelines specified in the Publication Manual of the American Psychological Association (6th edition, 2010) should be followed. Pay particular attention to the sections concerning guidelines for nonsexist language, avoiding ethnic bias, and referring to people with disabilities using person-first language.

    1. Title Page. Submit a separate title page file with (a) article title; (b) names of all authors; (c) author affiliations, complete mailing address for contact author, e-mail addresses of all authors; and (d) any acknowledgments, financial disclosure information, author notes, or other text that could identify authors to reviewers.

    2. Format. 8½ x11 in. document; 1-in. margins; double spacing, left alignment, Times New Roman, 12-pt. type for text and tables. Include title and abstract. Text and table files must be Word text files; no PDFs.

    3. Abstract. An abstract of no more than 200 words should follow the title on the first page of the main text document.

    4. Tables. Each table should start on a new page. Tables should be doublespaced text; please use Word’s table functions. Do NOT provide tables as pictures.

    5. Endnotes. Use endnotes sparingly. Number with Arabic numerals starting with 1 and continuing through the article. Example: (see Note 1). NO footnotes.

    Page counts must include title/abstract page, references, main text, AND all table and figure pages.

    Figures. Figures should be separate file(s), with each figure on a new page or file. They must be black and white only and production-ready. Because most art will be reduced to fit, use bold type that is large enough to be reduced and still be readable, and make sure rules/tick marks are at least 1 pt. Acceptable electronic formats for art: TIFF, EPS, Word, JPEG, or Excel. For scans/photos, download the SAGE Image Resolution Guidelines from the Instructions & Forms link at If you have problems loading Excel files, copy and paste them into a Word document. Cite all figures in the text.

    Permissions. Obtaining written permission for material such as figures, tables, art, and extensive quotes taken directly—or adapted in minor ways—from another source is the author’s responsibility, as is payment of any fees the copyright holder may require. Permissions often take a considerable amount of time to be granted; therefore, start the request process early. Material taken from software or from the Internet also requires obtaining permission. Authors can download a Permissions Request form at (Instructions & Forms Link). Read any granted permissions carefully to make sure that the language is broad enough to allow publication in all formats, including electronic and print. Failure to obtain permission will result in either removal of the particular item or pulling the article from the journal issue.

    Supplemental Material. Decisions regarding inclusion of supplemental material will be made by the editor as part of the article acceptance process. With the exception of videos and podcasts, supplemental files will be deposited to Figshare and assigned a DOI. Authors are responsible for the scientific accuracy and file functionality of all supplemental files; materials will not be copyedited, typeset, or proofread. Additional information and guidelines are available for download from the Instructions and Forms link at

    Authors for Whom English Is a Second Language. It is highly recommended to have a colleague or copyeditor who is fluent in English review the manuscript before submission.

    Manuscript Submission

    Submit electronically:

    Log in, or click the “Create Account” option if you are a first-time user. Once logged in, click on “Author.” Have the following available before starting submission: manuscript files, including separate title page; all coauthors’ full names and e-mail addresses; # of figures, # of tables, # of manuscript pages. Click the “Start New Submission” link (if 1st time submitting the article) and follow the submission steps. A guide is available via the Help button at top right.

    Editor Contact Information

    Bryan G. Cook:

    Daniel M. Maggin:

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