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Psychology

D-Index
83
Citations
23488
World Ranking
1281
National Ranking
775

Overview

Stephen N. Elliott is affiliated with Arizona State University in the United States. Their research predominantly lies within the fields of Psychology and Social Sciences, with a particular focus on Education and Clinical Psychology, as well as Developmental and Educational Psychology, Social Psychology, and Management Science and Operations Research.

The main topics addressed in Elliott's work include:

  • Child and Adolescent Psychosocial and Emotional Development
  • Early Childhood Education and Development
  • Educational and Psychological Assessments
  • Parental Involvement in Education
  • Bullying, Victimization, and Aggression
  • Resilience and Mental Health
  • Teacher Education and Leadership Studies

Elliott has contributed publications to several key venues such as:

  • PsycTESTS Dataset
  • International Journal of Emotional Education
  • Journal of Psychoeducational Assessment
  • Frontiers in Psychology
  • School Mental Health

Recent papers authored or co-authored by Elliott include:

  • "Screening the Whole Social-Emotional Child: Expanding a Brief SEL Assessment to Include Emotional Behavior Concerns," 2021, published in School Psychology Review
  • "The SSIS SEL Brief Scales-Student Form: Initial development and validation," 2020, School Psychology
  • "Initial Development and Validation of the Social Skills Improvement System-Social and Emotional Learning Brief Scales-Teacher Form," 2020, Journal of Psychoeducational Assessment
  • "Examining the structural validity of the SSIS SEL brief scales-Teacher and student forms," 2021, Psychology in the Schools
  • "Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries," 2022, Frontiers in Psychology

Frequent collaborators in Elliott's research include Christopher J. Anthony, James C. DiPerna, Pui-Wa Lei, Valeria Cavioni, and I Grazzani.

Best Publications

  • Educational Psychology: Effective Teaching, Effective Learning

    John F. Travers;Stephen N. Elliott;Thomas R. Kratochwill

  • Teacher judgments concerning the acceptability of school-based interventions.

    Brian K. Martens;Joseph C. Witt;Stephen N. Elliott;Dion X. Darveaux

  • Assessment and Classification of Children's Social Skills: A Review of Methods and Issues.

    Frank M. Gresham;Stephen N. Elliott

  • Influence of treatment effectiveness information on the acceptability of classroom interventions.

    Mary Boone Von Brock;Stephen N. Elliott

  • Comparability of the social skills rating system to the social skills improvement system :content and psychometric comparisons across elementary and secondary age levels

    Frank M. Gresham;Stephen N. Elliott;Michael J. Vance;Clayton R. Cook

  • Development of a modified treatment evaluation inventory

    Mary L. Kelley;Robert W. Heffer;Frank M. Gresham;Stephen N. Elliott

  • The Behavior Intervention Rating Scale: Development and Validation of a Pretreatment Acceptability and Effectiveness Measure

    Stephen N. Elliott;Mary Von Brock Treuting

  • Assessing Learning-Centered Leadership: Connections to Research, Professional Standards, and Current Practices

    Ellen Goldring;Andrew Porter;Joseph Murphy;Stephen N. Elliott

  • Social skills interventions for children.

    Stephen N. Elliott;Frank M. Gresham

  • Advances in school psychology

    Thomas R. Kratochwill;Stephen N. Elliott;Maribeth Gettinger

  • The Relationship Between Adaptive Behavior and Social Skills: Issues in Definition and Assessment

    Frank M. Gresham;Stephen N. Elliott

  • Development and Validation of the Academic Competence Evaluation Scales

    James Clyde DiPerna;Stephen N. Elliott

  • Leadership for learning: a research-based model and taxonomy of behaviors1

    Joseph Murphy;Stephen N. Elliott;Ellen Goldring;Andrew C. Porter

  • Acceptability of Behavioral Treatments: Review of Variables That Influence Treatment Selection

    Stephen N. Elliott

  • Cross-Informant Agreement for Ratings for Social Skill and Problem Behavior Ratings: An Investigation of the Social Skills Improvement System—Rating Scales

    Frank M. Gresham;Stephen N. Elliott;Clayton R. Cook;Michael J. Vance

  • Social skills intervention guide : practical strategies for social skills training

    Stephen N. Elliott;Frank M. Gresham

  • Factors affecting teachers' judgments of the acceptability of behavioral interventions: Time involvement, behavior problem severity, and type of intervention

    Joseph C. Witt;B.K. Martens;Stephen N. Elliott

  • A Model of Academic Enablers and Elementary Reading/Language Arts Achievement

    James Clyde DiPerna;Robert J. Volpe;Stephen N. Elliott

  • Acceptability of positive and reductive behavioral interventions: Factors that influence teachers' decisions

    Stephen N. Elliott;Joseph C. Witt;Gloria A. Galvin;Reece Peterson

  • Learning-Centered Leadership: A Conceptual Foundation.

    Joseph Murphy;Stephen N. Elliott;Ellen Goldring;Andrew C. Porter

  • School Psychology Review

    Stephen N. Elliott;Donna Wallace

Frequent Co-Authors

Frank M. Gresham
Frank M. Gresham Louisiana State University
Thomas R. Kratochwill
Thomas R. Kratochwill University of Wisconsin–Madison
Joseph C. Witt
Joseph C. Witt Louisiana State University
Gerald Tindal
Gerald Tindal University of Oregon
Daniel M. Bolt
Daniel M. Bolt University of Wisconsin–Madison
Christine Kerres Malecki
Christine Kerres Malecki Northern Illinois University
Michelle K. Demaray
Michelle K. Demaray Northern Illinois University
Susan M. Sheridan
Susan M. Sheridan University of Nebraska–Lincoln
Brian K. Martens
Brian K. Martens Syracuse University
Robert J. Volpe
Robert J. Volpe Northeastern University

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