Behavioral Disorders

Abstract

This first issue of Behavioral Disorders in 2017 marks some important changes for the journal, with a new publisher and new co-editors. As we embark on this latest chapter for the journal, we thought it appropriate to communicate with the readership about recent changes and the opportunities they afford us, our commitment to the foundational mission of the journal, and future directions for reinvigorating that mission. For more than 40 years, Behavioral Disorders has been the primary research journal for those working in the service of students with emotional and behavioral disorders (EBD). Over that time, the dedicated professionals in the field have made tremendous strides in developing and implementing a range of practices and strategies for improving the behavioral, social, and educational outcomes of students with EBD across varied and evolving settings. Although the progress made since the inception of the journal has been considerable (Maggin, Robertson, Oliver, Hollo, & Partin, 2010), considerable work remains to be done. It remains our goal for the journal to be at the forefront of applied research for students with the most intensive and chronic behavioral issues- which we believe requires us not only to maintain a close connection with the history and foundations of the journal but also to look for new directions for the journal to grow to meet the needs of an ever-changing field. In this editorial, we provide an overview of the recent changes that have occurred with the journal, emphasize the long-standing commitment of the journal to students with intense behavioral needs and the professionals who serve them, and outline key areas of focus for the journal moving forward.Recent ChangesOn January 1, 2017, the Hammill Institute on Disabilities became the publisher of Behavioral Disorders. Substantial time and thought went into selecting the new publishers, and we are excited about the benefits of joining the Hammill family of journals-which includes such high-quality journals as the Journal of Special Education, Remedial and Special Education, Journal of Positive Behavior Supports, Journal of Emotional and Behavioral Disorders, and now also Beyond Behavior. These benefits include enhanced visibility of the journal; increased support for authors, reviewers, and editors; use of Manuscript Central/Scholar One's user-friendly online system for submitting manuscripts and processing reviews; online availability of archived issues; online first versions of articles that provide immediate access to readers; and a return to publishing a hard (in addition to electronic) version of the journal.The change in publishers coincides with a new editorial team. We, Daniel Maggin and Bryan Cook, started a 3-year term as co-editors of Behavioral Disorders beginning January 1, 2017, taking over from previous co-editors Bryan Cook, Timothy Landrum, and Melody Tankersley. To provide continuity, Bryan is staying on as co-editor, and Tim has kindly agreed to serve as an associate editor for the journal. Over the previous 3 years, the journal has maintained its tradition of sound and impactful scholarship due to the hard work of our associate editors, editorial board, guest reviewers, and authors. We thank all of you, but especially want to acknowledge the journal's outgoing editors (Tim and Melody) and our assiduous associate editors over the past 3 years (Gregory Benner, Joseph Gagnon, Thomas Gumpe l, Kathleen Lane, and Daniel Maggin). As incoming editors, we look forward to continuing and advancing the strong tradition of the journal for serving those working to improve the outcomes for student with EBD by taking advantage of the opportunities afforded by moving to the Hammill Institute on Disabilities. As always, we will continue to rely on the expertise of our professional community to author high-quality manuscripts and provide insightful reviews.Commitment to the Journal's FoundationsWe view the bedrock mission of Behavioral Disorders to be disseminating sound, applied research that improves the educational outcomes of children and youth with intensive and chronic behavioral issues. …