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Psychology

D-Index
78
Citations
20520
World Ranking
1599
National Ranking
953

Overview

Nicholas S. Ialongo is affiliated with Johns Hopkins University in the United States. Their research spans multiple fields including Psychology, Medicine, and Social Sciences. Within these broader fields, their work focuses particularly on Clinical Psychology, Education, Epidemiology, General Health Professions, and Pediatrics, Perinatology and Child Health.

Their research topics concentrate primarily on Child and Adolescent Psychosocial and Emotional Development, Substance Abuse Treatment and Outcomes, Prenatal Substance Exposure Effects, Cannabis and Cannabinoid Research, Early Childhood Education and Development, Homelessness and Social Issues, and Youth Development and Social Support.

Frequently published venues for their work include Prevention Science and Journal of School Psychology, with five publications in each. They have also contributed to Drug and Alcohol Dependence, Administration and Policy in Mental Health and Mental Health Services Research, and Journal of Studies on Alcohol and Drugs.

Selected recent papers authored or co-authored by Nicholas S. Ialongo include:

  • State of the Art in Substance Use Prevention and Early Intervention: Applications to Pediatric Primary Care Settings (2021), published in Prevention Science
  • Adolescent cannabis and tobacco use are associated with opioid use in young adulthood-12-year longitudinal study in an urban cohort (2020), published in Addiction
  • Randomized trial testing the integration of the Good Behavior Game and MyTeachingPartner™: The moderating role of distress among new teachers on student outcomes (2020), published in Journal of School Psychology
  • Long-term consequences of bullying involvement in first grade (2023), published in Journal of School Psychology
  • Trajectories of cannabis use and risk for opioid misuse in a young adult urban cohort (2020), published in Drug and Alcohol Dependence

Nicholas S. Ialongo has collaborated extensively with several co-authors, including Jill A. Rabinowitz, Brion S. Maher, Catherine P. Bradshaw, Rashelle J. Musci, and Beth A. Reboussin, with collaboration counts ranging from seven to twelve publications with each.

Best Publications

  • The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school

    Sheppard G. Kellam;Xiange Ling;Rolande Merisca;C. Hendricks Brown

  • Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework

    Celene E. Domitrovich;Catherine P. Bradshaw;Jeanne M. Poduska;Kimberly Hoagwood

  • Barriers to children's mental health services.

    Pamela L. Owens;Kimberly Hoagwood;Sarah M. Horwitz;Philip J. Leaf

  • The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools.

    Catherine P. Bradshaw;Christine W. Koth;Katherine B. Bevans;Nicholas Ialongo

  • The course and malleability of aggressive behavior from early first grade into middle school: results of a developmental epidemiologically-based preventive trial

    Sheppard G. Kellam;George W. Rebok;Nicholas Ialongo;Lawrence S. Mayer

  • Proximal Impact of Two First-Grade Preventive Interventions on the Early Risk Behaviors for Later Substance Abuse, Depression, and Antisocial Behavior

    Nicholas S. Ialongo;Lisa Werthamer;Sheppard G. Kellam;C. Hendricks Brown

  • The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence.

    Nick Ialongo;Jeanne M. Poduska;Lisa Werthamer;Sheppard Kellam

  • INTEGRATED MODELS OF SCHOOL-BASED PREVENTION: LOGIC AND THEORY

    Celene E. Domitrovich;Catherine P. Bradshaw;Mark T. Greenberg;Dennis Embry

  • Modeling Growth in Boys' Aggressive Behavior Across Elementary School: Links to Later Criminal Involvement, Conduct Disorder, and Antisocial Personality Disorder

    Cindy M. Schaeffer;Hanno Petras;Nicholas Ialongo;Jeanne M. Poduska

  • The Significance of Self‐Reported Anxious Symptoms in First Grade Children: Prediction to Anxious Symptoms and Adaptive Functioning in Fifth Grade

    Nicholas S Ialongo;Gail Edelsohn;Lisa Werthamer-Larsson;Lisa Crockett

  • The relationship between perceptions of neighborhood characteristics and substance use among urban African American adolescents.

    Sharon F. Lambert;Tamara L. Brown;Clarenda M. Phillips;Nicholas S. Ialongo

  • The impact of two universal randomized first- and second-grade classroom interventions on young adult suicide ideation and attempts ☆

    Holly C. Wilcox;Sheppard G. Kellam;Sheppard G. Kellam;C. Hendricks Brown;Jeanne M. Poduska

  • Longitudinal Impact of Two Universal Preventive Interventions in First Grade on Educational Outcomes in High School

    Catherine P. Bradshaw;Jessika H. Zmuda;Sheppard G. Kellam;Nicholas S. Ialongo

  • Additive effects of psychostimulants, parent training, and self-control therapy with ADHD children.

    Wade F. Horn;Nicholas S. Ialongo;John M. Pascoe;Gregory Greenberg

  • Empirically Derived Subtypes of Child Academic and Behavior Problems: Co-Occurrence and Distal Outcomes

    Wendy M. Reinke;Keith C. Herman;Hanno Petras;Nicholas S. Ialongo

  • A comparison of girls' and boys' aggressive-disruptive behavior trajectories across elementary school: Prediction to young adult antisocial outcomes.

    Cindy M. Schaeffer;Hanno Petras;Nicholas Ialongo;Katherine E. Masyn

  • School-based service utilization among urban children with early onset educational and mental health problems: The squeaky wheel phenomenon.

    Catherine P. Bradshaw;Jacquelyn A. Buckley;Nicholas S. Ialongo

  • Children with co-occurring academic and behavior problems in first grade: Distal outcomes in twelfth grade

    Dana Darney;Wendy M. Reinke;Keith C. Herman;Melissa Stormont

  • A Further Look at the Prognostic Power of Young Children's Reports of Depressed Mood and Feelings

    Nicholas S. Ialongo;Gail Edelsohn;Sheppard G. Kellam

  • Developmental epidemiological courses leading to antisocial personality disorder and violent and criminal behavior: Effects by young adulthood of a universal preventive intervention in first- and second-grade classrooms

    Hanno Petras;Hanno Petras;Sheppard G. Kellam;Sheppard G. Kellam;C. Hendricks Brown;Bengt O. Muthén

  • The significance of self-reported anxious symptoms in first-grade children.

    Nick Ialongo;Gail Edelsohn;Lisa Werthamer-Larsson;Lisa Crockett

Frequent Co-Authors

Sheppard G. Kellam
Sheppard G. Kellam Johns Hopkins University
Sharon F. Lambert
Sharon F. Lambert George Washington University
Catherine P. Bradshaw
Catherine P. Bradshaw University of Virginia
Norman B. Schmidt
Norman B. Schmidt Florida State University
Keith C. Herman
Keith C. Herman University of Missouri
Wendy M. Reinke
Wendy M. Reinke University of Missouri
Thomas E. Joiner
Thomas E. Joiner Florida State University
Booil Jo
Booil Jo Stanford University
George W. Rebok
George W. Rebok Johns Hopkins University
Mark T. Greenberg
Mark T. Greenberg Pennsylvania State University

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