| Metric | 2026* | 2025* | 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | Win. total | Lifetime |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Articles | · | 1 | 3 | 1 | 2 | 1 | 5 | 1 | 3 | 1 | 6 | 2 | 1 | 27 | 29 |
| Citations | · | · | 9 | 2 | 21 | 17 | 83 | 5 | 23 | 15 | 78 | 11 | 64 | 328 | 374 |
| Conf. proc. | · | · | · | · | · | · | · | · | · | · | · | · | · | 0 | 0 |
| Books | · | · | · | · | · | · | · | · | · | · | · | · | · | 0 | 0 |
| Chapters | · | · | 1 | · | · | · | 1 | · | · | · | · | · | · | 2 | 3 |
| Awards | · | · | · | · | · | · | · | · | · | · | · | · | · | 0 | 0 |
| Patents | · | · | · | · | · | · | · | · | · | · | · | · | · | 0 | 0 |
| Trials | · | · | · | · | · | · | · | · | · | · | · | · | · | 0 | 0 |
| Fed. grants | · | · | · | · | · | · | · | · | · | · | · | · | · | 0 | 0 |
| Fed. grant $ | · | · | · | · | · | · | · | · | · | · | · | · | · | $0 | $0 |
| Award | Fit | Unit wins |
|---|---|---|
| Journal of School Psychology/JSP Article of the Year Award Society for the Study of School Psychology |
0.85 | 1 |
| SSSP Member Society for the Study of School Psychology |
0.68 | 3 |
| AERA Fellows American Educational Research Association (AERA) |
0.68 | 1 |
| Distinguished Fellow, FNAP National Academies of Practice |
0.65 | 0 |
| # | Title | Journal | Year | Citations |
|---|---|---|---|---|
| 1 | PERSONNEL NEEDS IN SCHOOL PSYCHOLOGY: A 10-YEAR FOLLOW-UP STUDY ON PREDICTED PERSONNEL SHORTAGES | Psychology in the Schools [00333085] | 2014 | 64 |
| 2 | RTI, Equity, and the Return to the Status Quo: Implications for Consultants | Journal of Educational and Psychological Consultation [10474412] | 2020 | 29 |
| 3 | Culturally Responsive Consultation Among Practicing School Psychologists | Journal of Educational and Psychological Consultation [10474412] | 2020 | 29 |
| 4 | Gender and Race in School Psychology | School Psychology Review [2372966X] | 2013 | 29 |
| 5 | A QUALITATIVE STUDY OF FACILITATORS AND BARRIERS RELATED TO COMPREHENSIVE AND INTEGRATED SCHOOL PSYCHOLOGICAL SERVICES | Psychology in the Schools [00333085] | 2016 | 21 |
| 6 | A Longitudinal Analysis of the Relations Among Professional Development, Educators’ Beliefs and Perceived Skills, and Response-to-Intervention Implementation | Journal of Educational and Psychological Consultation [10474412] | 2018 | 18 |
| 7 | Speech-Language Pathologist Involvement in Multi-Tiered System of Supports Questionnaire: Advances in Interprofessional Practice | Language, Speech, and Hearing Services in Schools [01611461] | 2021 | 17 |
| 8 | SCHOOL PSYCHOLOGISTS’ CONTINUING PROFESSIONAL DEVELOPMENT PREFERENCES AND PRACTICES | Psychology in the Schools | 2013 | 17 |
| 9 | Relationships Between Ongoing Professional Development and Educators' Beliefs Relative to Response to Intervention | Journal of Applied School Psychology [15377903] | 2016 | 16 |
| 10 | FACILITATORS OF AND BARRIERS TO MODEL SCHOOL PSYCHOLOGICAL SERVICES: Facilitators and Barriers | Psychology in the Schools [00333085] | 2017 | 15 |
| 11 | The Intersection between Systems Change, Implementation Science, and Human Beings: A Call to Investigate People and Context in Future Systems-Level Consultation Research | Journal of Educational and Psychological Consultation [10474412] | 2020 | 13 |
| 12 | Design Research as a Mechanism for Consultants to Facilitate and Evaluate Educational Innovations | Journal of Educational and Psychological Consultation [10474412] | 2016 | 12 |
| 13 | Relationship Between Systems Coaching and Problem-Solving Implementation Fidelity in a Response-to-Intervention Model | Journal of Applied School Psychology [15377903] | 2016 | 12 |
| 14 | Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap | Journal of Positive Behavior Interventions [10983007] | 2022 | 11 |
| 15 | A scoping review of the literature on professional learning for MTSS | Journal of School Psychology [00224405] | 2022 | 10 |
| Award | Year |
|---|---|
| none on record | |
| Grant | Agency | Start | $ | Role |
|---|---|---|---|---|
| no matched grants | ||||