| Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey |
18 |
| Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement |
17 |
| Using response ratios for meta-analyzing single-case designs with behavioral outcomes |
15 |
| From victim to victimizer: Hostility, anger, and depression as mediators of the bullying victimization-bullying perpetration association |
14 |
| Informant discrepancies in assessments of psychosocial functioning in school-based services and research: Review and directions for future research |
13 |
| Cognitive profile analysis in school psychology: History, issues, and continued concerns |
13 |
| Associations between peer victimization, perceived teacher unfairness, and adolescents' adjustment and well-being |
13 |
| Chronic absence, eighth-grade achievement, and high school attainment in the Chicago Longitudinal Study |
13 |
| Evaluation of the Olweus Bullying Prevention Program: A large scale study of US students in grades 3-11 |
11 |
| School-related anxiety symptomatology in a community sample of primary-school-aged children on the autism spectrum |
11 |
| Improving outgroup attitudes in schools: A meta-analytic review |
10 |
| Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school |
10 |
| Teacher-student relationship quality from kindergarten to sixth grade and students' school adjustment: A person-centered approach |
10 |
| Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction |
10 |
| Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices |
10 |
| A state-wide quasi-experimental effectiveness study of the scale-up of school-wide Positive Behavioral Interventions and Supports |
10 |
| Family dysfunction and anxiety in adolescents: A moderated mediation model of self-esteem and perceived school stress |
9 |
| Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study |
9 |
| Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement |
8 |
| Are students with disabilities suspended more frequently than otherwise similar students without disabilities? |
7 |
| Meta-analysis of the relationship between academic achievement and broad abilities of the Cattell-horn-Carroll theory |
7 |
| Meta-analysis of targeted small-group reading interventions |
7 |
| Long-term impacts of the CARE program on teachers' self-reported social and emotional competence and well-being |
7 |
| Advancing the science and practice of precision education to enhance student outcomes |
6 |
| Getting SMART about implementing multi-tiered systems of support to promote school mental health |
6 |
| Using assessment to individualize early mathematics instruction |
6 |
| Importance and feasibility of an adapted set of implementation strategies in schools |
6 |
| Teacher support within an ecological model of adolescent development: Predictors of school engagement |
6 |
| Boys' and girls' latent profiles of behavior and social adjustment in school: Longitudinal links with later student behavioral engagement and academic achievement? |
6 |
| Early developmental trajectories of number knowledge and math achievement from 4 to 10 years: Low-persistent profile and early-life predictors |
6 |
| Gender differences in response to a school-based mindfulness training intervention for early adolescents |
6 |
| Sources of individual differences in young Chinese children's reading and mathematics skill: A longitudinal study |
6 |
| The role of teacher-student relationships in predicting teachers' personal accomplishment and emotional exhaustion |
6 |
| Relations between CBM (oral reading and maze) and reading comprehension on state achievement tests: A meta-analysis |
6 |
| Longitudinal trends and year-to-year fluctuations in student teacher conflict and closeness: Associations with aggressive behavior problems |
5 |
| Safe and supportive schools for LGBT youth: Addressing educational inequities through inclusive policies and practices |
5 |
| A teacher-led vicarious contact intervention in culturally mixed classrooms with in- and outgroup role models of intergroup friendship |
5 |
| Bullying immigrant versus non-immigrant peers: Moral disengagement and participant roles |
5 |
| Single-item teacher stress and coping measures: Concurrent and predictive validity and sensitivity to change |
5 |
| Cognitive ability influences on written expression: Evidence for developmental and sex-based differences in school-age children |
5 |
| Teaching in ethnically diverse classrooms: Examining individual differences in teacher self-efficacy |
5 |
| Examining teachers' classroom management profiles: Incorporating a focus on culturally responsive practice |
5 |
| Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study |
5 |
| Does teacher evaluation based on student performance predict motivation, well-being, and ill-being? |
5 |
| Personalized reading intervention for children with Down syndrome |
4 |
| Peer victimization and suicidal ideation: The role of gender and depression in a school-based sample |
4 |
| A pilot study to examine the feasibility and acceptability of a coordinated intervention design to address treatment engagement challenges in school mental health services |
4 |
| The assessment of bystander intervention in bullying: Examining measurement invariance across gender |
4 |
| Methods matter: A multi-trait multi-method analysis of student behavior |
4 |
| Emailed implementation supports to promote treatment integrity: Comparing the effectiveness and acceptability of prompts and performance feedback |
4 |
