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Julie Sarno Owens

Julie Sarno Owens

D-Index & Metrics

Psychology

D-Index
40
Citations
7780
World Ranking
8176
National Ranking
4380

Overview

Julie Sarno Owens is affiliated with Ohio University in the United States. Their research primarily focuses on Psychology, with specific attention to Developmental and Educational Psychology, Clinical Psychology, Psychiatry and Mental Health, Education, and General Health Professions.

Owens has made significant contributions to the understanding of child and adolescent behavioral and psychological phenomena. The main topics of their work include:

  • Behavioral and Psychological Studies
  • Child and Adolescent Psychosocial and Emotional Development
  • Attention Deficit Hyperactivity Disorder
  • Health Policy Implementation Science
  • Early Childhood Education and Development
  • Community Health and Development
  • Bullying, Victimization, and Aggression

Their publication record includes multiple articles in prominent journals and publications. Frequent venues for Owens's research are:

  • School Mental Health
  • Journal of School Psychology
  • Journal of Emotional and Behavioral Disorders
  • Journal of Clinical Child & Adolescent Psychology
  • Journal of Attention Disorders

Some recent publications include:

  • "Community-Based Prevalence of Externalizing and Internalizing Disorders among School-Aged Children and Adolescents in Four Geographically Dispersed School Districts in the United States" (2020) published in Child Psychiatry & Human Development
  • "Mechanisms of Motivational Interviewing: a Conceptual Framework to Guide Practice and Research" (2020) published in Prevention Science
  • "School-based intervention for adolescents with attention-deficit/hyperactivity disorder: Effects on academic functioning" (2021) published in Journal of School Psychology
  • "Dissemination Science in School Mental Health: A Framework for Future Research" (2021) published in School Mental Health
  • "Middle School Teachers' Perceptions and Use of Classroom Management Strategies and Associations With Student Behavior" (2020) published in Journal of Emotional and Behavioral Disorders

Owens has collaborated with several scholars, with frequent co-authors including:

  • Steven W. Evans
  • George J. DuPaul
  • Samantha M. Margherio
  • Amori Yee Mikami
  • Gwendolyn M. Lawson

In addition to journal articles, Owens has contributed to book publication, notably:

  • Blackstone's Handbook for Policing Students (2022), published by Oxford University Press

Best Publications

  • Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder

    Steven W Evans;Julie Sarno Owens;Nora Bunford

  • A critical review of self-perceptions and the positive illusory bias in children with ADHD.

    Julie Sarno Owens;Matthew E. Goldfine;Nicole M. Evangelista;Betsy Hoza

  • Do boys with attention-deficit/hyperactivity disorder have positive illusory self-concepts?

    Betsy Hoza;William E. Pelham;Jennifer Dobbs;Julie Sarno Owens

  • Evidence-Based Psychosocial Treatments for Children and Adolescents With Attention Deficit/Hyperactivity Disorder

    Unknown

  • Parent cognitions as predictors of child treatment response in attention-deficit/hyperactivity disorder.

    Hoza B;Owens Js;Pelham We;Swanson Jm

  • Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda

    Julie Sarno Owens;Aaron R. Lyon;Nicole Evangelista Brandt;Carrie Masia Warner

  • Academic task persistence of normally achieving ADHD and control boys: Self-evaluations, and attributions.

    Betsy Hoza;Daniel A. Waschbusch;Julie Sarno Owens;William E. Pelham

  • The role of inattention and hyperactivity/impulsivity in the positive illusory bias.

    Julie Sarno Owens;Betsy Hoza

  • Educational Accommodations for Students With Behavioral Challenges: A Systematic Review of the Literature

    Judith R. Harrison;Nora Bunford;Steven W. Evans;Julie Sarno Owens

  • Teaching Personal Safety Skills to Young Children: An Investigation of Age and Gender across Five Studies.

    Sandy K Wurtele;Julie Sarno Owens

  • Science to Practice in Underserved Communities: The Effectiveness of School Mental Health Programming.

    Julie Sarno Owens;Caroline E. Murphy;Lauren Richerson;Erin L. Girio

  • Academic task persistence of normally achieving ADHD and control boys: performance, self-evaluations, and attributions.

    Betsy Hoza;William E. Pelham;Daniel A. Waschbusch;Heidi Kipp

  • The Positive Illusory Bias: Do Inflated Self-Perceptions in Children with ADHD Generalize to Perceptions of Others?

    Nicole M. Evangelista;Julie S. Owens;Catherine M. Golden;William E. Pelham

  • Future Directions for Psychosocial Interventions for Children and Adolescents with ADHD.

    George J DuPaul;Steven W Evans;Jennifer A Mautone;Julie Sarno Owens

  • Incremental benefits of a daily report card intervention over time for youth with disruptive behavior.

    Julie Sarno Owens;Alex S. Holdaway;Allison K. Zoromski;Steven W. Evans

  • School-Based Mental Health Programming for Children with Inattentive and Disruptive Behavior Problems: First-Year Treatment Outcome.

    Julie Sarno Owens;Lauren Richerson;Elizabeth A. Beilstein;Anna Crane

  • Perceived Barriers to Help-Seeking Among Parents of At-Risk Kindergarteners in Rural Communities

    Erin Girio-Herrera;Julie Sarno Owens;Joshua M. Langberg

  • Attention-Deficit/Hyperactivity Disorder Symptoms Mediate the Association between Deficits in Executive Functioning and Social Impairment in Children

    Nora Bunford;Nicole Evangelista Brandt;Catherine Golden;Jana B. Dykstra

  • Changes in Self-Perceptions in Children With ADHD: A Longitudinal Study of Depressive Symptoms and Attributional Style ☆

    Julia D. McQuade;Betsy Hoza;Daniel A. Waschbusch;Dianna Murray-Close

  • Handbook of school mental health

    Mark D. Weist;Nancy A. Lever;Catherine P. Bradshaw;Julie Sarno Owens

  • Effectiveness research in the context of school-based mental health.

    Julie Sarno Owens;Caroline E. Murphy

  • Diagnostic utility of DSM-IV-TR symptoms in the prediction of DSM-IV-TR ADHD subtypes and ODD.

    J. Owens;B. Hoza

Frequent Co-Authors

Steven W. Evans
Steven W. Evans Nationwide Children's Hospital
George J. DuPaul
George J. DuPaul Lehigh University
Amy M. Briesch
Amy M. Briesch Northeastern University
Robert J. Volpe
Robert J. Volpe Northeastern University
Betsy Hoza
Betsy Hoza University of Vermont
Amori Yee Mikami
Amori Yee Mikami University of British Columbia
Joshua M. Langberg
Joshua M. Langberg Virginia Commonwealth University
Kate Flory
Kate Flory University of South Carolina
William E. Pelham
William E. Pelham Florida International University
Nicholas P. Allan
Nicholas P. Allan The Ohio State University Wexner Medical Center

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