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Psychology

D-Index
97
Citations
29471
World Ranking
718
National Ranking
450

Research.com Recognitions

  • 2000 - Fellow of the American Association for the Advancement of Science (AAAS)
  • 1986 - Fellow of the American Psychological Association (APA)

Overview

Frank M. Gresham is affiliated with Louisiana State University in the United States. Their research contributions primarily span the fields of Psychology and Social Sciences, with a particular focus on Clinical Psychology and Education. Their scholarly work includes studies related to Child and Adolescent Psychosocial and Emotional Development, Resilience and Mental Health, Health, Psychology, and Well-being, Early Childhood Education and Development, Infant Development and Preterm Care, as well as Teacher Professional Development and Motivation.

The scientist's recent publications include:

  • 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)
  • Evidence-Based Social-Emotional Learning Intervention Programs for Preschool Children: An Important Key to Development and Learning (2024, International Journal of Psychology and Educational Studies)
  • Work and Social Adjustment Scale for Youth--Teacher Version (2022, PsycTESTS Dataset)

Frequent co-authors in their research work are:

  • Andres De Los Reyes
  • Clayton R. Cook
  • Margaret Sullivan
  • Nicole Morrell
  • Mo Wang

The main venues where Gresham's work has been published include:

  • Psychological Assessment
  • International Journal of Psychology and Educational Studies
  • PsycTESTS Dataset

Gresham's research explores various psychological and educational domains with an emphasis on measurement tools and intervention effectiveness related to youth psychosocial adjustment and social-emotional learning. Their collaborative efforts involve contributions across multiple research groups examining child development and teacher-related motivational factors.

In recognition of contributions to the field, Gresham was awarded Fellow status by notable professional societies:

  • Fellow of the American Association for the Advancement of Science (AAAS), 2000
  • Fellow of the American Psychological Association (APA), 1986

Best Publications

  • Interpreting Outcomes of Social Skills Training for Students with High-Incidence Disabilities:

    Frank M M. G Gresham;George S Sugai;Robert H H. H Horner

  • Antisocial behavior in school : evidence-based practices

    Hill M. Walker;Elizabeth Ramsey;Frank M. Gresham

  • Assessment of depression in childhood and adolescence: an evaluation of the Center for Epidemiological Studies Depression Scale for Children (CES-DC).

    Michael E. Faulstich;Michael P. Carey;Laurie Ruggiero;Patience Enyart

  • Assessment of Treatment Integrity in School Consultation and Prereferral Intervention

    Frank M. Gresham

  • Assessment and Classification of Children's Social Skills: A Review of Methods and Issues.

    Frank M. Gresham;Stephen N. Elliott

  • 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

  • Development of a modified treatment evaluation inventory

    Mary L. Kelley;Robert W. Heffer;Frank M. Gresham;Stephen N. Elliott

  • Treatment integrity in applied behavior analysis with children.

    Frank M. Gresham;Kristin A. Gansle;George H. Noell

  • Social skills interventions for children.

    Stephen N. Elliott;Frank M. Gresham

  • Treatment Integrity in Learning Disabilities Intervention Research: Do We Really Know How Treatments Are Implemented?

    Frank M. Gresham;Donald L. MacMillan;Margaret E. Beebe-Frankenberger;Kathleen M. Bocian

  • The Relationship Between Adaptive Behavior and Social Skills: Issues in Definition and Assessment

    Frank M. Gresham;Stephen N. Elliott

  • Treatment Integrity of School-Based Behavioral Intervention Studies: 1980–1990

    Frank M. Gresham;Kristin A. Gansle;George H. Noell;Stacey Cohen

  • Proactive, Early Screening to Detect Behaviorally At-Risk Students: Issues, Approaches, Emerging Innovations, and Professional Practices.

    Herbert H. Severson;Hill M. Walker;Jennifer Hope-Doolittle;Thomas R. Kratochwill

  • Social Skills Training with Handicapped Children: A Review

    Frank M. Gresham

  • 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

  • Misguided Mainstreaming: The Case for Social Skills Training with Handicapped Children

    Frank M. Gresham

  • Current Status and Future Directions of School-Based Behavioral Interventions.

    Frank M. Gresham

  • Functional Behavioral Assessment: Principles, Procedures, and Future Directions.

    Frank M. Gresham;T. Steuart Watson;Christopher H. Skinner

  • Treatment integrity of school-based interventions with children in the journal of applied behavior analysis 1991-2005.

    Laura Lee McIntyre;Frank M Gresham;Florence D DiGennaro;Derek D Reed

  • 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 intervention guide : practical strategies for social skills training

    Stephen N. Elliott;Frank M. Gresham

  • Children's Depression Inventory: Construct and Discriminant Validity across Clinical and Nonreferred (Control) Populations.

    Michael P. Carey;Michael E. Faulstich;Frank M. Gresham;Laurie Ruggiero

Frequent Co-Authors

Stephen N. Elliott
Stephen N. Elliott Arizona State University
Clayton R. Cook
Clayton R. Cook University of Minnesota
Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
Hill M. Walker
Hill M. Walker University of Oregon
George H. Noell
George H. Noell Louisiana State University
Lee Kern
Lee Kern Lehigh University
Steven R. Forness
Steven R. Forness University of California, Los Angeles
Michael P. Carey
Michael P. Carey Brown University
Daniel J. Reschly
Daniel J. Reschly Vanderbilt University
Gary N. Siperstein
Gary N. Siperstein University of Massachusetts Boston

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