School Psychology

Papers
(The TQCC of School Psychology is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-05-01 to 2025-05-01.)
ArticleCitations
Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic.142
School-based autism evaluations in the COVID-19 era.111
Adopting global perspectives in school psychology.64
Enhancing interprofessional interagency collaboration for minoritized and low-income children with chronic illnesses.62
Supplemental Material for Adolescents’ Academic Self-Efficacy and Emotions During the COVID-19 Pandemic: A Latent Profile Analysis of Family and School Risk Factors56
The moderating roles of peer pressure and family economic stress in the longitudinal links between adolescent trait anger and cyberbullying perpetration.47
Supplemental Material for Middle and High School Teachers’ Praise and Reprimand Delivery41
Supplemental Material for Differential Nonlinear Relations of Language Proficiencies to Reading and Math Achievement in Spanish or English37
Language and self-regulation: Interrelated sources of disparities in reading achievement and opportunities for reducing inequity.31
Mastery measurement in mathematics and the goldilocks effect.27
The interplay of stress, burnout, and mindful self-care in school psychologists.26
Healthy educators need healthy schools: Supporting educator work-related well-being through multitiered systems of support.25
Poisson regression is the best method to analyze cumulative adverse childhood experiences.22
Youth mental health first aid for educators of immigrant-origin youth: A mixed-method evaluation of the virtual delivery approach.22
Are gritty students academically engaged in math and science?22
The longitudinal effect of perceived social support on school engagement: A multiple mediation model examining the role of emotion regulation and left-behind status.20
Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis.19
The role of personal and perceived peer norms in bullying and sexual harassment perpetration.18
Growth mindset: An umbrella for protecting socially stressed adolescents’ life satisfaction.17
Identifying what educators need to support trauma-informed practices in the schools: A community needs assessment.17
Violence directed against teachers during the COVID-19 pandemic: A social–ecological analysis of safety and well-being.17
Examining utility and impact of social, emotional, and behavioral screening to identify and address needs.16
Adolescents’ academic self-efficacy and emotions during the COVID-19 pandemic: A latent profile analysis of family and school risk factors.15
A precision-based approach to implement evidence-based interventions for students with externalizing behaviors in developing countries: A single case experimental study in China.15
Supplemental Material for School Considerations for Children With Heart Disease During the COVID-19 Pandemic14
The association between student socioeconomic status and student–teacher relationships on math achievement.14
A qualitative examination of weapon violence against teachers: A theoretical framework and analysis.13
Acknowledgments13
Outcomes of COVID-19 on Latinx youth: Considering the role of adverse childhood events and resilience.13
Student perspectives on recruiting and orienting prospective school psychology trainees.13
Supplemental Material for Teachers Survive Together: Teacher Collegial Relationships and Well-Being During the COVID-19 Pandemic13
Academic screening in middle school: Exploring bivariate and intraindividual relations in reading and math performance.12
Randomization in single-case design experiments: Addressing threats to internal validity.12
Supplemental Material for Time Spent on Distance Learning Moderates Changes in Teachers’ Work-Related Well-Being One Year After the First School Closures12
Understanding African American vernacular English and reading achievement: Implications for the science of reading.12
Supplemental Material for Associations Among Educators’ Beliefs, Intervention Fidelity, and Student Outcomes in School-Wide Positive Behavior Interventions, and Supports: A School-Level Moderated Medi12
Enhancing accessibility and scalability of school-based programs to improve youth attention and behavior: Open feasibility trial of the remote CLS-R-FUERTE program in Mexico.11
The impact of COVID-19 on immigrant and refugee families: Qualitative perspectives from newcomer students and parents.11
Supporting teachers during the COVID-19 pandemic: A community-partnered rapid needs assessment.11
Collecting, modeling, and visualizing network data from educators: A tutorial.10
Enhancing outcomes: Culturally adapted social–emotional and behavioral interventions for rural black elementary learners at risk.9
Introduction to the special issue: Social network analysis and its application to schools.9
A call to action for school psychology to address COVID-19 health disparities and advance social justice.8
Supplemental Material for Depression and Anxiety Among K–12 Teachers in the United States: A Systematic Review8
Supplemental Material for Examining the Validity and Measurement Invariance Across Gender and Race of the Implicit Thoughts, Emotion, and Behavior Questionnaire8
Differential effectiveness of an elementary school social and emotional learning program during middle school transition in Portugal.7
Social consequences of educational measures: A commentary.7
Supplemental Material for Deliberate Practice of Consultation Communication Skills: A Randomized Controlled Trial7
Making, keeping, and influencing friends: The role of fear of negative evaluation and gender in adolescent networks.7
Supplemental Material for Making, Keeping, and Influencing Friends: The Role of Fear of Negative Evaluation and Gender in Adolescent Networks6
Are child and adolescent students more uncivil after COVID-19?6
The practices of psychologists working in schools during COVID-19: A multi-country investigation.6
Supplemental Material for Cultural Adaptations to Social–Emotional Learning Programs: A Systematic Review6
Supplemental Material for Examining Treatment Integrity in Conjoint Behavioral Consultation in Middle Schools: A Mixed Methods Study6
Supporting implementation of culturally responsive teaching in a therapeutic setting.6
Social network analysis and its applications to school psychology: A tutorial.6
Victimization and depressive symptoms in early adolescence: The role of perceived school climate.6
Dimensions of family–school partnerships for autistic children: Context and congruence.6
Supplemental Material for Fix Your Crown, Queen: Evaluating the Effects of a Culturally Enriched Social–Emotional Learning Intervention for Black Girls6
Using a person-centered analysis to examine second-grade outcomes of a universal SEL program.5
Supplemental Material for Assessing Attention-Deficit/Hyperactivity Disorder-Related Impairment: Differential Item Functioning Based on Child Demographic Characteristics5
Statement by Division 16 of the American Psychological Association: Safety of Schools (SOS) Task Force.5
A brief report on the promise of system 2 cues for impacting teacher decision-making in school discipline practices for Black male youth.5
Language used in school psychological evaluation reports as predictors of SLD identification within a response to intervention model.5
A scoping review of universal school-based resilience programs for adolescents.5
Improving student outcomes through interprofessional and interagency collaboration.5
PlanoUp!: A pilot program for the identification and treatment of depression for youth in low-income secondary schools.5
Differential nonlinear relations of language proficiencies to reading and math achievement in Spanish or English.5
Student mental health since COVID-19 and teachers’ use of culturally relevant and emotionally supportive practices.5
Does the timing of kindergarten absences matter for children’s early school success?5
Patterns of early literacy and word reading skill development across the first 6 months of school and reading instruction.4
Identifying profiles of school climate in high schools.4
Supplemental Material for Putting Ourselves Together: School Belonging, Parental Socialization, and Teacher Support of Latinx Youth4
Potential scoring and predictive bias in interim and summative writing assessments.4
Examining treatment integrity in conjoint behavioral consultation in middle schools: A mixed methods study.4
Supplemental Material for Publication and Characteristics of Qualitative Research in School Psychology Journals Between 2006 and 20214
Supplemental Material for Meta-Analysis of Single-Case Design Research: Application of Multilevel Modeling4
Supplemental Material for A Scoping Review of Universal School-Based Resilience Programs for Adolescents4
Moderating effects of delinquent peer association, social control, and negative emotion on cyberbullying and delinquency: Gender differences.4
Supplemental Material for Network Distance and Centrality Shape Social Learning in the Classroom4
Supplemental Material for The Roles of Resilience, Peer Relationship, Teacher–Student Relationship on Student Mental Health Difficulties During COVID-194
The curative effect of schools: A longitudinal study of the impact of school climate, school identification, and resilience on adolescent mental health.3
Supplemental Material for Cultural Adaptation of Positive Behavioral Interventions and Supports Tier 1 in a Chinese Elementary School3
Therapeutic processes in a school-based intervention for high school students with attention-deficit/hyperactivity disorder.3
Supplemental Material for A Precision-Based Approach to Implement Evidence-Based Interventions for Students With Externalizing Behaviors in Developing Countries: A Single Case Experimental Study in Ch3
Parents’ and teachers’ ratings of family engagement: Congruence and prediction of outcomes.3
Cultural adaptations to evidence-based interventions and practices in psychology.3
Supplemental Material for Evaluating the Factor Structure and Measurement Invariance of the Academic Competence Evaluation Scales–Short Form3
Fine-grained effect sizes.3
Mixed-methods needs assessment for development of school-based mental health implementation science capacity in low- and middle-income countries: Vietnam as a case example.3
Supplemental Material for Importance, Quality, and Engagement: School Mental Health Providers’ Perceptions Regarding Within-District Transition Care Coordination Practices3
Associations among educators’ beliefs, intervention fidelity, and student outcomes in school-wide positive behavior interventions, and supports: A school-level moderated mediation analysis.3
The invisible work of persisting: BIWOC students in school psychology doctoral programs.3
Student-centered instruction can build social–emotional skills and peer relations: Findings from a cluster-randomized trial of technology-supported cooperative learning.3
Comparing the initial impact of COVID-19 on burden and psychological distress among family caregivers of children with and without developmental disabilities.3
Single-item principal stress and coping measures: Concurrent and predictive validity and comparisons to teacher measures.3
The COVID-19 pandemic as a long-term school crisis: Impact, risk, resilience, and crisis management.3
Supplemental Material for “Let’s Talk About It”: Black Youths’ Perceptions on the Development of a School-Based Social Media Campaign3
Evaluating the effects of the color wheel system on a teacher’s repeated directions.3
Assessing teachers’ intervention-related expectations and self-efficacy: An examination of the factor structure of the implementation beliefs assessment.3
Distance learning during the COVID-19 lockdown in Italy: The role of family, school, and individual factors.3
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