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Psychology

D-Index
46
Citations
10515
World Ranking
6360
National Ranking
3451

Overview

Clayton R. Cook is affiliated with the University of Minnesota in the United States. Their research spans multiple fields including psychology, health professions, and social sciences, with notable contributions to subfields such as general health professions, clinical psychology, education, developmental and educational psychology, and safety research.

Cook's work covers a variety of topics related to health policy implementation science, community health and development, behavioral and psychological studies, child and adolescent psychosocial and emotional development, early childhood education and development, parental involvement in education, and family and disability support research.

Their recent scholarly output includes the following papers:

  • Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships, 2020, Review of Educational Research
  • The Needs-to-Goals Gap: How informant discrepancies in youth mental health assessments impact service delivery, 2021, Clinical Psychology Review
  • The Work and Social Adjustment Scale for Youth: Psychometric properties of the teacher version and evidence of contextual variability in psychosocial impairments, 2022, Psychological Assessment
  • Examining the Effects of a Brief, Group-Based Motivational Implementation Strategy on Mechanisms of Teacher Behavior Change, 2020, Prevention Science
  • Dissemination Science in School Mental Health: A Framework for Future Research, 2021, School Mental Health

Frequent collaborators include:

  • Aaron R. Lyon
  • Madeline Larson
  • Mylien T. Duong
  • Larissa M. Gaias
  • Yanchen Zhang

Clayton R. Cook regularly publishes in the following venues:

  • School Mental Health
  • Implementation Science
  • Psychology in the Schools
  • Implementation Research and Practice
  • Prevention Science

Best Publications

  • Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation

    Clayton R. Cook;Kirk R. Williams;Nancy G. Guerra;Tia E. Kim

  • Comparability of the social skills rating system to the social skills improvement system :content and psychometric comparisons across elementary and secondary age levels

    Frank M. Gresham;Stephen N. Elliott;Michael J. Vance;Clayton R. Cook

  • Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders: A Review and Analysis of the Meta-Analytic Literature

    Clayton R. Cook;Frank M. Gresham;Lee Kern;Ramón B. Barreras

  • Cross-Informant Agreement for Ratings for Social Skill and Problem Behavior Ratings: An Investigation of the Social Skills Improvement System—Rating Scales

    Frank M. Gresham;Stephen N. Elliott;Clayton R. Cook;Michael J. Vance

  • Social Skills Training for Children and Youth with Emotional and Behavioral Disorders: Validity Considerations and Future Directions

    Frank M. Gresham;Clayton R. Cook;S. Dean Crews;Lee Kern

  • Social Skills Training for Teaching Replacement Behaviors: Remediating Acquisition Deficits in At-Risk Students

    Frank M. Gresham;Mai Bao Van;Clayton R. Cook

  • Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice

    Clayton R. Cook;Aaron R. Lyon;Jill Locke;Thomas Waltz

  • An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths' mental health.

    Clayton R. Cook;Megan Frye;Tal Slemrod;Aaron R. Lyon

  • Promoting social–emotional competence: An evaluation of the elementary version of Second Step®.

    Sabina Low;Clayton R. Cook;Keith Smolkowski;Jodie Buntain-Ricklefs

  • Assessing adolescents’ positive psychological functioning at school: Development and validation of the Student Subjective Wellbeing Questionnaire.

    Tyler L. Renshaw;Anna C. J. Long;Clayton R. Cook

  • Assessing teachers' positive psychological functioning at work: Development and validation of the teacher subjective wellbeing questionnaire

    Tyler L. Renshaw;Anna C. J. Long;Clayton R. Cook

  • Educational Characteristics of Adolescents With Gifted Academic Intrinsic Motivation: A Longitudinal Investigation From School Entry Through Early Adulthood

    Allen W. Gottfried;Clayton R. Cook;Adele Eskeles Gottfried;Adele Eskeles Gottfried;Phillip E. Morris

  • Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship.

    Aaron R. Lyon;Clayton R. Cook;Eric C. Brown;Jill Locke

  • Variability in the Prevalence of Bullying and Victimization: A Cross-National and Methodological Analysis

    Clayton R. Cook;Kirk R. Williams;Nancy G. Guerra;Tia E. Kim

  • Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence.

    Virginia Berninger;Robert Abbott;Clayton R. Cook;William Nagy

  • A supportive beliefs intervention to facilitate the implementation of evidence-based practices within a multi-tiered system of supports

    Clayton R. Cook;Aaron R. Lyon;Dajana Kubergovic;Diana Browning Wright

  • Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method

    Clayton R. Cook;Susanna Coco;Yanchen Zhang;Aria E. Fiat

  • Evidence-Based Psychosocial Treatments for Tic Disorders

    Clayton R. Cook;Jan Blacher

  • The Needs-to-Goals Gap: How informant discrepancies in youth mental health assessments impact service delivery.

    Unknown

  • Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships.

    Laurie L Kincade;Clayton Cook;Annie Goerdt

  • Promoting Secondary Teachers' Well-Being and Intentions to Implement Evidence-Based Practices: Randomized Evaluation of the Achiever Resilience Curriculum.

    Clayton R. Cook;Faith G. Miller;Aria Fiat;Tyler Renshaw

  • School-Based Behavioral Assessment within Problem-Solving Models: Current Status and Future Directions

    Sandra M. Chafouleas;Robert J. Volpe;Frank M. Gresham;Clayton R. Cook

Frequent Co-Authors

Tyler L. Renshaw
Tyler L. Renshaw Utah State University
Frank M. Gresham
Frank M. Gresham Louisiana State University
Jill Locke
Jill Locke University of Washington
Paula M. Barrett
Paula M. Barrett Edith Cowan University
Lee Kern
Lee Kern Lehigh University
Nancy G. Guerra
Nancy G. Guerra University of California, Irvine
Keith Smolkowski
Keith Smolkowski Oregon Research Institute
Robert J. Volpe
Robert J. Volpe Northeastern University
Andres De Los Reyes
Andres De Los Reyes University of Maryland, College Park
Carolyn A. McCarty
Carolyn A. McCarty Seattle Children's Hospital

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