Journal of Early Intervention

Aims & Scope

The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families.

Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities.

The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.

Authors are strongly encouraged to submit the following types of manuscripts to JEI: (a) research reports that have clear relevance for early intervention practices, (b) scholarly reviews that have implications for practice, (c) policy analyses that contain implications for the practice of early intervention, and (d) conceptual papers.

Of particular interest are manuscripts that address issues in early intervention for infants and young children and their families who are members of minority or culturally diverse groups and reports of early intervention research and practice in other countries.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.6
2024	1.50

SJR (SCImago Journal Rank)

Year	Value
2024	0.646

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	53

Journal Rank

Year	Value
2024	8926

Journal Citation Indicator

Year	Value
2024	172

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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

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Subjects & Keywords

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

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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.

• Inclusion for Young Children With Disabilities

  Citation: 255

  Authors: Samuel L., Virginia, Elena

• Understanding Qualitative Metasynthesis

  Citation: 201

  Authors: Elizabeth J., Mary Jane, Jean Ann

• Infants and Toddlers With Autism Spectrum Disorder: Early Identification and Early Intervention

  Citation: 184

  Authors: Brian A., Samuel L., Betsy P., Ann M.

• Everyday Family and Community Life and Children's Naturally Occurring Learning Opportunities

  Citation: 176

  Authors: Carl J., Deborah, Carol M., Melinda, Mary Beth

• Effects of Two Shared-Reading Interventions on Emergent Literacy Skills of At-Risk Preschoolers

  Citation: 168

  Authors: CHRISTOPHER J., JASON L., BRENLEE G., SARAH M., CORINE S.

• Internet-Based Parent-Implemented Intervention for Young Children With Autism

  Citation: 165

  Authors: Hedda, Melinda R., Lori E., Kim W., Moon Y., James W.

• The Need for More Effective Father Involvement in Early Autism Intervention

  Citation: 156

  Authors: Michelle, Elizabeth R.

• The Challenge of Inclusion

  Citation: 138

  Authors: DIANE

• Enhancing Parent- Child Interactions through Home Visiting: Promising Practice or Unfulfilled Promise?

  Citation: 135

  Authors: Carla A., Gayle J., Elaine M., Hyun-Joo, Kelly Ross

• A Multi-site Evaluation of Parent to Parent Programs for Parents of Children With Disabilities

  Citation: 133

  Authors: GEORGE H., JANET, LAURIE K., LYNN, NANCY, BETSY, JUDITH G., MICHAEL

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