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Mary Louise Hemmeter

Mary Louise Hemmeter

D-Index & Metrics

Psychology

D-Index
40
Citations
7644
World Ranking
8185
National Ranking
4383

Overview

Mary Louise Hemmeter is affiliated with Vanderbilt University in the United States. Their research primarily focuses on psychology and social sciences, with key subfields including education, developmental and educational psychology, clinical psychology, cognitive neuroscience, and general health professions.

The scientist's main research topics involve early childhood education and development, behavioral and psychological studies, child and adolescent psychosocial and emotional development, family and disability support research, educational and psychological assessments, child development and digital technology, and parental involvement in education.

Mary Louise Hemmeter has contributed to several recent academic publications. Selected papers include:

  • Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial, 2020, Early Childhood Research Quarterly
  • Program-wide implementation of the Pyramid Model: Supporting fidelity at the program and classroom levels, 2021, Early Childhood Research Quarterly

Frequent coauthors in Hemmeter's body of work include:

  • Erin E. Barton
  • Abby L. Taylor
  • Lise Fox
  • Jessica K. Hardy
  • Adrienne K. Golden

The scientist's work is often published in the following venues:

  • Topics in Early Childhood Special Education
  • Early Childhood Research Quarterly
  • Journal of Positive Behavior Interventions
  • Journal of Early Intervention
  • Infants & Young Children

Best Publications

  • The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children

    Lise Fox;Glen Dunlap;Mary Louise Hemmeter;Gail E. Joseph

  • Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention.

    Mary Louise Hemmeter;Michaelene Ostrosky;Lise Fox

  • Prevention and Intervention with Young Children's Challenging Behavior: Perspectives regarding Current Knowledge:

    Glen Dunlap;Philip S. Strain;Lise Fox;Judith J. Carta

  • Response to Intervention and the Pyramid Model.

    Lise Fox;Judith Carta;Phillip S. Strain;Glen Dunlap

  • Supporting Implementation of Evidence-Based Practices through Practice-Based Coaching.

    Patricia A. Snyder;Mary Louise Hemmeter;Lise Fox

  • Enhanced Milieu Teaching: Effects of Parent-Implemented Language Intervention

    Mary Louise Hemmeter;Ann P. Kaiser

  • Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children's Social Competence.

    Lise Fox;Mary Louise Hemmeter;Patricia Snyder;Denise Perez Binder

  • Evaluating the Implementation of the "Pyramid Model for Promoting Social-Emotional Competence" in Early Childhood Classrooms.

    Mary Louise Hemmeter;Patricia A. Snyder;Lise Fox;James Algina

  • Impact of Performance Feedback Delivered via Electronic Mail on Preschool Teachers' Use of Descriptive Praise.

    Mary Louise Hemmeter;Patricia Snyder;Kiersten Kinder;Kathleen Artman

  • Predictors of developmentally appropriate classroom practices in kindergarten through third grade

    Kelly L. Maxwell;R.A. McWilliam;Mary Louise Hemmeter;Melinda Jones Ault

  • Preparing Early Childhood Educators to Address Young Children's Social-Emotional Development and Challenging Behavior: A Survey of Higher Education Programs in Nine States.

    Mary Louise Hemmeter;Rosa Milagros Santos;Michaelene M. Ostrosky

  • Blended Practices for Teaching Young Children in Inclusive Settings

    Jennifer Grisham-Brown;Mary Louise Hemmeter;Kristie Pretti-Frontczak

  • A Program-Wide Model of Positive Behavior Support in Early Childhood Settings

    Mary Louise Hemmeter;Lise Fox;Susan Jack;Linda Broyles

  • Using Coaching to Increase Preschool Teachers' Use of Emergent Literacy Teaching Strategies.

    Wu Ying Hsieh;Mary Louise Hemmeter;Jeanette A. McCollum;Michaelene M. Ostrosky

  • Characterizing Key Features of the Early Childhood Professional Development Literature.

    Patricia Snyder;Mary Louise Hemmeter;Kathleen Artman Meeker;Kiersten Kinder

  • The Effects of Teaching Parents to Use Responsive Interaction Strategies

    Ann P. Kaiser;Mary Louise Hemmeter;Michaelene M. Ostrosky;Rebecca Fischer

  • Professional Development in Early Childhood Intervention: Where We Stand on the Silver Anniversary of PL 99-457

    Patricia Snyder;Mary Louise Hemmeter;Tara McLaughlin

  • Naturalistic Instructional Approaches in Early Learning: A Systematic Review

    Patricia A. Snyder;Salih Rakap;Mary Louise Hemmeter;Tara W. McLaughlin

  • The Effects of Embedded Skill Instruction on the Acquisition of Target and Nontarget Skills in Preschoolers with Developmental Delays

    Stefanie Daugherty;Jennifer Grisham-Brown;Mary Louise Hemmeter

  • A Programwide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings

    Lise Fox;Mary Louise Hemmeter

Frequent Co-Authors

Lise Fox
Lise Fox University of South Florida
Ann P. Kaiser
Ann P. Kaiser Vanderbilt University
Glen Dunlap
Glen Dunlap University of South Florida
Phillip S. Strain
Phillip S. Strain University of Denver
Mark Wolery
Mark Wolery Vanderbilt University
Judith J. Carta
Judith J. Carta University of Kansas
Maureen A. Conroy
Maureen A. Conroy University of Florida
Donald B. Bailey
Donald B. Bailey Research Triangle Park Foundation
Lee Kern
Lee Kern Lehigh University
Thomas R. Kratochwill
Thomas R. Kratochwill University of Wisconsin–Madison

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