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Psychology

D-Index
54
Citations
11137
World Ranking
4605
National Ranking
2558

Overview

Joseph H. Wehby is affiliated with Vanderbilt University in the United States and has research interests primarily within the field of psychology. Their work focuses extensively on behavioral and psychological studies, with a particular emphasis on developmental and educational psychology. Subfields of research encompass clinical psychology, cognitive neuroscience, social psychology, and education.

The scientist's research topics cover a range of subjects including behavioral and psychological studies, autism spectrum disorder research, child and adolescent psychosocial and emotional development, bullying, victimization, and aggression, attention deficit hyperactivity disorder, early childhood education and development, and family and disability support research.

Joseph H. Wehby has contributed to a number of publications, several of which have been cited multiple times. Recent papers include:

  • Teaching Students With Emotional/Behavioral Disorders: Teachers' Burnout Profiles and Classroom Management (2021) in the Journal of Emotional and Behavioral Disorders
  • Effects of teachers' praise-to-reprimand ratios on elementary students' on-task behaviour (2020) in Educational Psychology
  • "Stop Doing That!": Effects of Teacher Reprimands on Student Disruptive Behavior and Engagement (2020) in the Journal of Positive Behavior Interventions
  • Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions (2020) in the Journal of Positive Behavior Interventions
  • Increasing Opportunities to Respond to Intensify Academic and Behavioral Interventions: A Meta-Analysis (2020) in School Psychology Review

Frequent coauthors working alongside Joseph H. Wehby include:

  • Allison F. Gilmour
  • Paul Caldarella
  • Howard P. Wills
  • Allison L. Bruhn
  • Leslie Williams

The scientist regularly publishes in several academic venues, with notable frequency in the Journal of Positive Behavior Interventions, Behavioral Disorders, Preventing School Failure Alternative Education for Children and Youth, Assessment for Effective Intervention, and the Journal of Emotional and Behavioral Disorders.

Best Publications

  • Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD:

    Kevin S. Sutherland;Joseph H. Wehby;Susan R. Copeland

  • Teacher classroom management practices: effects on disruptive or aggressive student behavior

    Regina M. Oliver;Joseph H. Wehby;Daniel J. Reschly

  • Exploring the Relationship Between Increased Opportunities to Respond to Academic Requests and the Academic and Behavioral Outcomes of Students with EBD: A Review

    Kevin S. Sutherland;Joseph H. Wehby

  • A multiple option observation system for experimental studies: MOOSES

    Jon Tapp;Joseph Wehby;David Ellis

  • Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior

    Tara C. Moore Partin;Rachel E. Robertson;Daniel M. Maggin;Regina M. Oliver

  • Classroom Interactions of Children with Behavior Disorders

    Richard E. Shores;Susan L. Jack;Philip L. Gunter;David N. Ellis

  • Academic Instruction for Students with Emotional and Behavioral Disorders

    Joseph H. Wehby;Kathleen L. Lane;Katherine B. Falk

  • Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting

    Kathleen Lynne Lane;Sally M. Barton-Arwood;J. Ron Nelson;Joseph Wehby

  • A Descriptive Analysis of Aggressive Behavior in Classrooms for Children with Emotional and Behavioral Disorders

    Joseph H. Wehby;Frank J. Symons;Richard E. Shores

  • Examination of the Relationship Between Teacher Praise and Opportunities for Students with EBD to Respond to Academic Requests

    Kevin S. Sutherland;Joseph H. Wehby;Paul J. Yoder

  • Teaching Practices in Classrooms for Students with Emotional and Behavioral Disorders: Discrepancies between Recommendations and Observations

    Joseph H. Wehby;Frank J. Symons;Jennifer A. Canale;Francesca J. Go

  • The Effect of Self-Evaluation on Teaching Behavior in Classrooms for Students with Emotional and Behavioral Disorders:

    Kevin S. Sutherland;Joseph H. Wehby

  • Teacher Expectations of Students' Classroom Behavior across the Grade Span: Which Social Skills are Necessary for Success?:

    Kathleen Lynne Lane;Joseph H. Wehby;Cristy Cooley

  • Unidentified Language Deficits in Children with Emotional and Behavioral Disorders: A Meta-Analysis:

    Alexandra Hollo;Joseph H. Wehby;Regina M. Oliver

  • Alignment of the Intended, Planned, and Enacted Curriculum in General and Special Education and Its Relation to Student Achievement

    Alexander Kurz;Stephen N. Elliott;Joseph H. Wehby;John L. Smithson

  • Social Skills Instruction for Students At Risk for Antisocial Behavior: The Effects of Small-Group Instruction.

    Kathleen L. Lane;Joseph Wehby;Holly M. Menzies;Georgia L. Doukas

  • Inclusion Versus Specialized Intervention for Very-Low-Performing Students What Does Access Mean in an Era of Academic Challenge?

    Lynn S. Fuchs;Douglas Fuchs;Donald L. Compton;Joseph H. Wehby

  • The Impact of Comprehensive Reading Instruction on the Academic and Social Behavior of Students with Emotional and Behavioral Disorders

    Joseph H. Wehby;Katherine B. Falk;Sally Barton-Arwood;Kathleen L. Lane

  • How Do Different Types of High School Students Respond to Schoolwide Positive Behavior Support Programs?: Characteristics and Responsiveness of Teacher-Identified Students

    Kathleen Lynne Lane;Joseph H. Wehby;E. Jemma Robertson;Leslie Ann Rogers

  • The Impact of a Structured Reading Curriculum and Repeated Reading on the Performance of Junior High Students with Emotional and Behavioral Disorders.

    Amanda C. Strong;Joseph H. Wehby;Katherine B. Falk;Kathleen L. Lane

  • Promoting autistic children's peer interaction in an integrated early childhood setting using affection activities.

    M A McEvoy;V M Nordquist;S Twardosz;K A Heckaman

Frequent Co-Authors

Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
Kevin S. Sutherland
Kevin S. Sutherland Virginia Commonwealth University
Frank J. Symons
Frank J. Symons University of Minnesota
Daniel J. Reschly
Daniel J. Reschly Vanderbilt University
Lee Kern
Lee Kern Lehigh University
Debra Kamps
Debra Kamps University of Kansas
Douglas Fuchs
Douglas Fuchs Vanderbilt University
Stephen N. Elliott
Stephen N. Elliott Arizona State University
J. Ron Nelson
J. Ron Nelson University of Nebraska–Lincoln
Terrance M. Scott
Terrance M. Scott University of Louisville

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