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D-Index
53
Citations
11145
World Ranking
4808
National Ranking
2655

Overview

Michael H. Epstein is affiliated with the University of Nebraska-Lincoln in the United States. Their research primarily centers on psychological and social sciences, with a particular focus on clinical psychology, education, developmental and educational psychology, safety research, and social psychology.

Their scholarly work extensively covers topics related to behavioral and psychological studies, child and adolescent psychosocial and emotional development, education discipline and inequality, disability education and employment, early childhood education and development, youth substance use and school attendance, and family and disability support research.

Michael H. Epstein has published numerous papers in established academic venues. Frequent publication platforms include:

  • Behavioral Disorders
  • Journal of Applied School Psychology
  • Psychology in the Schools
  • Journal of Psychoeducational Assessment
  • Journal of Emotional and Behavioral Disorders

Their recent publications are as follows:

  • Differences between Students with Emotional Disturbance, Learning Disabilities, and without Disabilities on the Five Dimensions of Emotional Disturbance, 2021, Journal of Applied School Psychology
  • Differential item functioning of the Scales for Assessing Emotional Disturbance-3 for White and African American students, 2020, Psychology in the Schools
  • Differential Item Functioning of the Scales for Assessing Emotional Disturbance-3 for White and Hispanic Students, 2021, Journal of Emotional and Behavioral Disorders
  • An Initial Study of the Emotional and Behavioral Characteristics of Black Students School Identified as Emotionally Disturbed, 2021, Behavioral Disorders
  • Comparing Behavioral and Emotional Strengths of Students With and Without Emotional Disturbance, 2021, Journal of Psychoeducational Assessment

Frequent collaborators in their research include:

  • Matthew C. Lambert
  • Douglas Cullinan
  • Jodie Martin
  • Antonis Katsiyannis
  • W. Alex Mason

Best Publications

  • A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance:

    Robert Reid;Robert Reid;Jorge E. Gonzalez;Philip D. Nordness;Alexandra Trout

  • The Children and Youth We Serve A National Picture of the Characteristics of Students With Emotional Disturbances Receiving Special Education

    Mary Wagner;Krista Kutash;Albert J. Duchnowski;Michael H. Epstein

  • Research on the Academic Status of Children with Emotional and Behavioral Disorders A Review of the Literature From 1961 to 2000

    Alexandra L. Trout;Philip D. Nordness;Corey D. Pierce;Michael H. Epstein

  • The academic status of children and youth in out-of-home care: A review of the literature

    Alexandra L. Trout;Jessica Hagaman;Kathryn Casey;Robert Reid

  • A Review of Self-Management Interventions Targeting Academic Outcomes for Students with Emotional and Behavioral Disorders.

    Paul Mooney;Joseph B. Ryan;Brad M. Uhing;Robert Reid

  • Language skills of children with EBD: A literature review

    Gregory J. Benner;J. Ron Nelson;Michael H. Epstein

  • Educating Students With Emotional Disturbances: A National Perspective on School Programs and Services

    Mary Wagner;Marilyn Friend;William D. Bursuck;Krista Kutash

  • Outcomes for children and youth with emotional and behavioral disorders and their families: Programs and evaluation best practices.

    Michael H. Epstein;Krista Kutash;Albert J. Duchnowski

  • The Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study: Study Designs and Implications for Children and Youth With Emotional Disturbance

    Mary Wagner;Krista Kutash;Albert J. Duchnowski;Michael H. Epstein

  • Peer-Mediated Intervention Studies on Academic Achievement for Students with EBD A Review

    Joseph B. Ryan;Robert Reid;Michael H. Epstein

  • Status of and Trends in Academic Intervention Research for Students with Emotional Disturbance

    Paul Mooney;Michael H. Epstein;Robert Reid;J. Ron Nelson

  • Characteristics of Students Placed in Special Programs for the Seriously Emotionally Disturbed.

    James M. Kauffman;Douglas Cullinan;Michael H. Epstein

  • The Convergent Validity of Office Discipline Referrals with the CBCL-TRF

    J. Ron Nelson;Gregory J. Benner;Robert C. Reid;Michael H. Epstein

  • Psychopharmacological Intervention I Teacher Perceptions of Psychotropic Medication for Students with Serious Emotional Disturbance

    Nirbhay N. Singh;Michael H. Epstein;Jerry Luebke;Yadhu N. Singh

  • Assessing Parenting Skills and Attitudes: A Review of the Psychometrics of Parenting Measures

    Kristin Duppong Hurley;Jacqueline Huscroft-D’Angelo;Alexandra Trout;Annette Griffith

  • Teacher-Mediated Interventions for Children with EBD and Their Academic Outcomes A Review

    Corey D. Pierce;Robert Reid;Michael H. Epstein

  • The Development and Validation of a Scale to Assess the Emotional and Behavioral Strengths of Children and Adolescents

    Michael H. Epstein

  • The Academic Status of Adolescents with Behavioral Disorders.

    Michael H. Epstein;Diane Kinder;Bill Bursuck

  • The Behavioral and Emotional Rating Scale: Test-Retest and Inter-Rater Reliability

    Michael H. Epstein;Mark K. Harniss;Nils Pearson;Gail Ryser

  • The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment

    Michael H. Epstein

Frequent Co-Authors

J. Ron Nelson
J. Ron Nelson University of Nebraska–Lincoln
Hill M. Walker
Hill M. Walker University of Oregon
James M. Kauffman
James M. Kauffman University of Virginia
C. Michael Nelson
C. Michael Nelson University of Kentucky
Steven R. Forness
Steven R. Forness University of California, Los Angeles
Phillip S. Strain
Phillip S. Strain University of Denver
W. Alex Mason
W. Alex Mason University of Nebraska–Lincoln
Frank M. Gresham
Frank M. Gresham Louisiana State University
John Wills Lloyd
John Wills Lloyd University of Virginia
Antonis Katsiyannis
Antonis Katsiyannis Clemson University

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