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Psychology

D-Index
32
Citations
6618
World Ranking
10772
National Ranking
5630

Research.com Recognitions

  • 2005 - Fellow of the American Psychological Association (APA)

Overview

George H. Noell is affiliated with Louisiana State University in the United States. Their research primarily spans the fields of Psychology and Social Sciences, with a focus on Clinical Psychology, Education, Safety Research, Cognitive Neuroscience, and Developmental and Educational Psychology.

The researcher's work concentrates on topics related to family and disability support research, child and adolescent psychosocial and emotional development, autism spectrum disorder research, behavioral and psychological studies, disability education and employment, child welfare and adoption, and child abuse and trauma.

Recent scholarly contributions by George H. Noell include the following publications:

  • Career Intent Factors of Special Education Teachers Serving Students With Intellectual Disability, Developmental Delay, and Autism Spectrum Disorder (2022, Inclusion)
  • Rule-Governed Behavior: Teaching Social Skills via Rule-Following to Children with Autism (2021, Developmental Neurorehabilitation)
  • Promoting assertiveness in youth in foster care: Pilot testing a brief intervention in a randomized trial (2021, Children and Youth Services Review)
  • Role-Play Assessment of Assertive Behavior (2021, PsycTESTS Dataset)
  • Emotion Meter Assessment (2021, PsycTESTS Dataset)

Frequent publication venues include PsycTESTS Dataset, Inclusion, Developmental Neurorehabilitation, Children and Youth Services Review, and Behavior Modification.

Collaborations have been noted with several coauthors, including:

  • Kristin A. Gansle
  • Madeline S. Blocker
  • Kelly N. Clark
  • Selena J. Layden
  • LaRon A. Scott

George H. Noell was recognized as a Fellow of the American Psychological Association (APA) in 2005.

Best Publications

  • Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies

    George H. Noell;Joseph C. Witt;Natalie J. Slider;James E. Connell

  • Increasing teacher intervention implementation in general education settings through consultation and performance feedback.

    George H. Noell;Joseph C. Witt;Donna N. Gilbertson;Deborah D. Ranier

  • Treatment integrity in applied behavior analysis with children.

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

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

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

  • Increasing intervention implementation in general education following consultation: a comparison of two follow-up strategies.

    George H. Noell;Joseph C. Witt;Lynn H. LaFleur;Bruce P. Mortenson

  • TEACHER USE OF INTERVENTIONS IN GENERAL EDUCATION SETTINGS: MEASUREMENT AND ANALYSIS OF THE INDEPENDENT VARIABLE

    Joseph C. Witt;George H. Noell;Lynn H. Lafleur;Bruce P. Mortenson

  • Does Treatment Integrity Matter? A Preliminary Investigation of Instructional Implementation and Mathematics Performance

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

  • Consultation, Follow-up, and Implementation of Behavior Management Interventions in General Education

    George H. Noell;Gary J. Duhon;Susan L. Gatti;James E. Connell

  • Moving Beyond Total Words Written: The Reliability, Criterion Validity, and Time Cost of Alternate Measures for Curriculum-Based Measurement in Writing

    Kristin A. Gansle;George H. Noell;Amanda M. VanDerHeyden;Gale M. Naquin

  • Assuring the Form Has Substance: Treatment Plan Implementation as the Foundation of Assessing Response to Intervention.

    George H. Noell;Kristin A. Gansle

  • Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana:

    Kristin A. Gansle;George H. Noell;George H. Noell;Jeanne M. Burns

  • Research Examining the Relationships Among Consultation Process, Treatment Integrity, and Outcomes

    George H. Noell

  • The Reliability and Validity of Curriculum-Based Measurement Readiness Probes for Kindergarten Students.

    Amanda M. Vanderheyden;Joseph C. Witt;Gale Naquin;George Noell

  • Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills

    Gary J. Duhon;George H. Noell;Joseph C. Witt;Jennifer T. Freeland

  • When Does Consultation Lead to Intervention Implementation? Critical Issues for Research and Practice

    George H. Noell;Joseph C. Witt

  • Using Brief Assessments to Identify Effective Interventions for Individual Students

    George H Noell;George H Noell;Jennifer T Freeland;Jennifer T Freeland;Joseph C Witt;Joseph C Witt;Kristin A Gansle;Kristin A Gansle

  • Using performance feedback to enhance implementation fidelity of the problem-solving team process.

    Matthew K. Burns;Rebecca Peters;George H. Noell

  • The Technical Adequacy of Curriculum-Based and Rating-Based Measures of Written Expression for Elementary School Students.

    Kristin A. Gansle;Amanda M. VanDerHeyden;George H. Noell;Jennifer L. Resetar

  • Value-Added Assessment of Teacher Preparation: An Illustration of Emerging Technology.

    George H. Noell;Jeanne L. Burns

  • Monitoring Implementation of Reciprocal Peer Tutoring: Identifying and Intervening With Students Who Do Not Maintain Accurate Implementation

    Brad A. Dufrene;George H. Noell;Donna N. Gilbertson;Gary J. Duhon

Frequent Co-Authors

Joseph C. Witt
Joseph C. Witt Louisiana State University
Frank M. Gresham
Frank M. Gresham Louisiana State University
Amanda M. VanDerHeyden
Amanda M. VanDerHeyden University of California, Santa Barbara
Frank C. Worrell
Frank C. Worrell University of California, Berkeley
Stephen N. Elliott
Stephen N. Elliott Arizona State University
Matthew K. Burns
Matthew K. Burns University of Missouri
Mary Lou Kelley
Mary Lou Kelley Louisiana State University
Robert C. Pianta
Robert C. Pianta University of Virginia

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