From the Editor… From the beginning of 2004 when I became editor of LSHSS to September, 2005 as I write this column, the journal has received more than 100 new submissions. Including revisions, we have processed more than 200 papers (that is, new submissions plus any revisions). After reading more than 200 ... Editorial
Editorial  |   January 01, 2006
From the Editor…
 
Author Notes
  • Brian A. Goldstein, PhDEditor
Article Information
Editorial
Editorial   |   January 01, 2006
From the Editor…
Language, Speech, and Hearing Services in Schools, January 2006, Vol. 37, 3. doi:10.1044/0161-1461(2006/001)
 
Language, Speech, and Hearing Services in Schools, January 2006, Vol. 37, 3. doi:10.1044/0161-1461(2006/001)
From the beginning of 2004 when I became editor of LSHSS to September, 2005 as I write this column, the journal has received more than 100 new submissions. Including revisions, we have processed more than 200 papers (that is, new submissions plus any revisions). After reading more than 200 papers, there are a number of common strengths/weaknesses that I have noticed.
The suggestions recounted here apply to the two main types of papers that are published in LSHSS—articles and reports (including clinical exchanges). Articles focus on descriptions or critiques of assessment and treatment approaches, program development, and professional issues and tend to be tutorial in nature. Reports are data-based studies that cover all areas of clinical services that are offered to individuals in educational settings. Reports may include descriptive, ethnographic, experimental, and/or case studies and follow the “traditional” research study format. The information included in each of these two types of papers varies, as do the strengths and weaknesses associated with each type.
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