Beyond Behavior

Aims & Scope

Beyond Behavior is a peer reviewed scholarly journal designed specifically for practitioners (e.g., teachers, administrators, counselors, paraprofessionals) who work with children and youth with or at risk for emotional and behavioral disorders (EBD).

The goals of Beyond Behavior are to publish articles that: 1.

Describe research-informed academic and/or behavioral interventions and/or processes likely to improve meaningful outcomes for children with or at risk for EBD. 2.

Develop the instructional and/or support capacities of professionals who work with children and youth with or at risk for EBD across diverse settings and programs. 3.

Broaden the impact of research on practice in applied settings by making research-informed practice more accessible to diverse practitioner audiences.

As a practitioner journal, Beyond Behavior content highlights field-based practice applications directed toward children and youth with or at risk for EBD.

Content also addresses real-world practice issues for professionals who serve this population.

Published articles emphasize the “how to” nature of field-based practice.

The practice applications and issues are informed by research to the extent practicable.

Scholarship, then, helps provide practitioners with a rationale for choosing to use a practice or consider an issue.

Beyond Behavior should not be considered as an outlet for manuscripts that provide detailed descriptions of an experimental research study.

Our intended audience includes all professionals who work with children and youth with or at risk for EBD.

That includes preservice and inservice teachers, paraprofessionals, administrators, counselors, social workers, juvenile justice personnel, and other mental health professionals.

We also believe that parents and members of the general public may find the applied content of Beyond Behavior useful.

View Aims & Scope

---

Metrics & Ranking

SJR (SCImago Journal Rank)

Year	Value
2024	0.398

Quartile

Year	Value
2024	Q2

Impact Factor

Year	Value
2024	0.60

Journal Rank

Year	Value
2024	13830

Journal Citation Indicator

Year	Value
2024	71

---

---

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

---

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Psychology and Social Sciences, designed to support cutting-edge academic discovery.

---

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Trauma-Informed Classrooms and Schools

  Citation: 81

  Authors: Brian

• Behavior-Specific Praise: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

  Citation: 44

  Authors: Robin Parks, David James, Kathleen Lynne, Holly M., Wendy Peia, Liane Elizabeth

• Opportunities to Respond: A Key Component of Effective Instruction

  Citation: 42

  Authors: Todd, Ashley S., Brandi, Renee

• A Tier 2 Framework for Behavior Identification and Intervention

  Citation: 41

  Authors: Sara C., Allison L., Barbara S.

• Terminology and Evidence-Based Practice for Students with Emotional and Behavioral Disorders: Exploring Some Devilish Details

  Citation: 35

  Authors: Bryan G., Sara C., Lauren W.

• Leave the Running Shoes at Home: Addressing Elopement in the Classroom

  Citation: 28

  Authors: Robert, Connie, Don, Monica, Laura

• Effective Teaching Practices: Effective Teaching Practices that Promote a Positive Classroom Environment

  Citation: 27

  Authors: Ashley S., Brandi, Donald E.

• Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know

  Citation: 21

  Authors: Kathleen Lynne, Holly M., Robin Parks, Wendy Peia

• The Overlooked Children: How Teachers Can Support Children with Internalizing Behaviors

  Citation: 18

  Authors: Melissa, Keith C., Wendy M.

• Educator “What-Ifs”: The Feasibility of Choice Making in the Classroom

  Citation: 18

  Authors: Kristine, Robin, Nicole Cain

---