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Psychology

D-Index
40
Citations
6120
World Ranking
8289
National Ranking
4427

Overview

Scott R. McConnell is affiliated with the University of Minnesota in the United States. Their research primarily spans psychology and social sciences, with a focus on developmental and educational psychology, education, clinical psychology, linguistics and language, and occupational therapy.

The main topics covered in their work include language development and disorders, early childhood education and development, reading and literacy development, family and disability support research, multilingual education and policy, assistive technology in communication and mobility, and behavioral and psychological studies.

Frequent coauthors collaborating with Scott R. McConnell include Marianne Elmquist, Erin M. Lease, Anne L. Larson, Lizbeth H. Finestack, and Anthony D. Albano.

Their research has been published in varied venues including the Journal of Child Language, Journal of Early Intervention, Exceptional Children, Language Speech and Hearing Services in Schools, and Behavioural Public Policy.

Notable recent publications include:

  • Technology to Guide Data-Driven Intervention Decisions: Effects on Language Growth of Young Children at Risk for Language Delay, 2020, Exceptional Children
  • Exploring Early Childhood Language Environments: A Comparison of Language Use, Exposure, and Interactions in the Home and Childcare Settings, 2020, Language Speech and Hearing Services in Schools
  • How can experiments play a greater role in public policy? Three notions from behavioral psychology, 2020, Behavioural Public Policy
  • Parent education to improve early language development: A preliminary evaluation of LENA StartTM, 2020, Journal of Child Language
  • Navigating Virtual Delivery of Assessments for Head Start Children During the COVID-19 Pandemic, 2022, Journal of Early Intervention

Best Publications

  • Interventions to facilitate social interaction for young children with autism: review of available research and recommendations for educational intervention and future research.

    Scott R. McConnell

  • Relative Effects of Interventions Supporting the Social Competence of Young Children with Disabilities.

    Samuel L. Odom;Scott R. McConnell;Mary A. McEvoy;Carla Peterson

  • Developmentally Appropriate Practice Appraising Its Usefulness for Young Children with Disabilities

    Judith J. Carta;Ilene S. Schwartz;Jane B. Atwater;Scott R. McConnell

  • Social skills deficits

    H. Hops;M. Finch;Scott R. McConnell

  • Acceptability and Feasibility of Classroom-Based Social Interaction Interventions for Young Children with Disabilities

    Samuel L. Odom;Scott R. McConnell;Lynette K. Chandler

  • Social Competence of Young Children With Disabilities: Issues and Strategies for Intervention

    Samuel L. Odom;Scott R. McConnell;Mary A. McEvoy

  • Peer-related social competence and its significance for young children with disabilities: Issues and strategies for intervention

    S. L. Odom;Scott R. McConnell;M. A. McEvoy

  • Examination of the Predictive Validity of Preschool Early Literacy Skills

    Kristen Missall;Amy Reschly;Joseph Betts;Scott R McConnell

  • Fading teacher prompts from peer-initiation interventions for young children with disabilities.

    Samuel L. Odom;Lynette K. Chandler;Michaelene Ostrosky;Scott R. McConnell

  • Social competence of young children: Conceptualization, assessment, and influences.

    Samuel L. Odom;Scott R. McConnell;William H. Brown

  • Entrapment Effects and the Generalization and Maintenance of Social Skills Training for Elementary School Students with Behavioral Disorders.

    Scott R. McConnell

  • Assessment in Early Intervention and Early Childhood Special Education: Building on the Past to Project Into Our Future

    Scott R. McConnell

  • Best practices in measuring growth and development for preschool children

    Scott R. McConnell;J. S. Priest;S. D. Davis;M. A. McEvoy

  • Is a Response to Intervention (RTI) Approach to Preschool Language and Early Literacy Instruction Needed

    Charles R. Greenwood;Judith J. Carta;Jane Atwater;Howard Goldstein

  • Promoting Social Reciprocity of Exceptional Children Identification, Target Behavior Selection, and Intervention

    Phillip S. Strain;Samuel L. Odom;Scott McConnell

  • Effects Of Social Skills Training And Contingency Management On Reciprocal Interaction Of Preschool Children With Behavioral Handicaps

    Scott R. McConnell;Lori A. Sisson;Carol A. Cort;Phillip S. Strain

  • ECOBEHAVIORAL ANALYSIS OF EARLY EDUCATION/SPECIALIZED CLASSROOM SETTINGS AND PEER SOCIAL INTERACTION

    S. L. Odom;C. Peterson;Scott R. McConnell;M. Ostrosky

  • Peer social competence intervention for young children with disabilities: Issues and strategies for intervention

    M. A. McEvoy;S. L. Odom;Scott R. McConnell

  • A Multimeasure Performance-Based Assessment of Social Competence in Young Children with Disabilities.

    Scott R. McConnell;Samuel L. Odom

  • Effects of Cumulative Prenatal Substance Exposure and Environmental Risks on Children's Developmental Trajectories

    Judith J. Carta;Jane B. Atwater;Charles R. Greenwood;Scott R. McConnell

Frequent Co-Authors

Judith J. Carta
Judith J. Carta University of Kansas
Charles R. Greenwood
Charles R. Greenwood University of Kansas
Mark R. Shinn
Mark R. Shinn University of Oregon
Samuel L. Odom
Samuel L. Odom University of North Carolina at Chapel Hill
Howard Goldstein
Howard Goldstein University of South Florida
Phillip S. Strain
Phillip S. Strain University of Denver
Anthony Biglan
Anthony Biglan Oregon Research Institute
Ilene S. Schwartz
Ilene S. Schwartz University of Washington
Douglas Fuchs
Douglas Fuchs Vanderbilt University
Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University

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