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Psychology

D-Index
56
Citations
11833
World Ranking
4225
National Ranking
2355

Overview

Steven R. Forness is affiliated with the University of California, Los Angeles in the United States. Their research principally spans the field of Psychology, with a focus on Clinical Psychology and Developmental and Educational Psychology, along with contributions to Social Psychology, Psychiatry and Mental Health, and Cognitive Neuroscience.

The scientist's work frequently addresses topics such as Behavioral and Psychological Studies, Child and Adolescent Psychosocial and Emotional Development, Bullying, Victimization, and Aggression, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder Research, Infant Development and Preterm Care, and Family and Disability Support Research.

Recent publications include the following papers:

  • First Step Next and homeBase: A Comparative Efficacy Study of Children With Disruptive Behavior, 2021, Exceptional Children
  • Cost Effectiveness of School and Home Interventions for Students With Disruptive Behavior Problems, 2022, Journal of Emotional and Behavioral Disorders
  • First Step Next: A Best-Evidence Synthesis of Replication Randomized Controlled Trials From 2009 to 2021, 2022, Remedial and Special Education
  • The Revision of First Step to Success: A Process Evaluation Study of First Step Next, 2024, Education and Treatment of Children

Frequent co-authors in their research include Andy J. Frey, Jason W. Small, John R. Seeley, Hill M. Walker, and Edward G. Feil. Collaboration with these co-authors spans multiple publications and has contributed to the continuity in their research agenda.

Publication venues where their work appears regularly include Exceptional Children, Journal of Emotional and Behavioral Disorders, Remedial and Special Education, and Education and Treatment of Children.

Best Publications

  • Social Skill Deficits and Learning Disabilities: A Meta-Analysis

    Kenneth A. Kavale;Steven R. Forness

  • A Meta-Analysis of Social Skill Interventions for Students with Emotional or Behavioral Disorders

    Mary Magee Quinn;Kenneth A. Kavale;Sarup R. Mathur;Robert B. Rutherford

  • History, Rhetoric, and Reality: Analysis of the Inclusion Debate

    Kenneth A. Kavale;Steven R. Forness

  • Behavior problems, academic skill delays and school failure among school-aged children in foster care: Their relationship to placement characteristics

    Bonnie T. Zima;Bonnie T. Zima;Regina Bussing;Stephanny Freeman;Xiaowei Yang

  • What Definitions of Learning Disability Say and Don't Say A Critical Analysis

    Kenneth A. Kavale;Steven R. Forness

  • Special Education Implications of Point and Cumulative Prevalence for Children with Emotional or Behavioral Disorders.

    Steven R. Forness;Stephanny F. N. Freeman;Tanya Paparella;James M. Kauffman

  • A new proposed definition and terminology to replace "serious emotional disturbance" in Individuals with Disabilities Education Act.

    Steven R. Forness;Jane Knitzer

  • Substance over Style: Assessing the Efficacy of Modality Testing and Teaching:

    Kenneth A. Kavale;Steven R. Forness

  • Social skills interventions with students with emotional and behavioral problems: A quantitative synthesis of single-subject research

    Sarup R. Mathur;Kenneth A. Kavale;Mary Magee Quinn;Steven R. Forness

  • Treating Social Skill Deficits in Children with Learning Disabilities: A Meta-Analysis of the Research

    Steven R. Forness;Kenneth A. Kavale

  • Comorbidity of hyperactivity-impulsivity-inattention and conduct problems: risk factors in social, affective, and academic domains

    Frank M. Gresham;Donald L. MacMillan;Kathleen M. Bocian;Sharon L. Ward

  • Mega-analysis of Meta-analyses: What Works in Special Education and Related Services.

    Steven R. Forness;Kenneth A. Kavale;Ilaina M. Blum;John W. Lloyd

  • Some Methods Are More Effective Than Others

    John Wills Lloyd;Steven R. Forness;Kenneth A. Kavale

  • Bridging the Special Education Divide

    Jack E. Andrews;Douglas W. Carnine;Martha J. Coutinho;Eugene B. Edgar

  • Full Inclusion: An Empirical Perspective.

    Donald L. Macmillan;Frank M. Gresham;Steven R. Forness

  • A Meta-Analysis of the Validity of Wechsler Scale Profiles and Recategorizations: Patterns Or Parodies?:

    Kenneth A. Kavale;Steven R. Forness

  • Hyperactivity and Diet Treatment A Meta-Analysis of the Feingold Hypothesis

    Kenneth A. Kavale;Steven R. Forness

  • A Randomized Controlled Trial of the First Step to Success Early Intervention: Demonstration of Program Efficacy Outcomes in a Diverse, Urban School District.

    Hill M. Walker;John R. Seeley;Jason Small;Herbert H. Severson

  • School Context and the Academic and Behavioral Progress of Students with Emotional Disturbance

    Gary N. Siperstein;Andrew L. Wiley;Steven R. Forness

  • Emotional or Behavioral Disorders: Background and Current Status of the E/BD Terminology and Definition.

    Steven R. Forness;Kenneth A. Kavale

  • Severe behavior disorders of children and youth

    Robert Bruce Rutherford;C. Michael Nelson;Steven R. Forness

Frequent Co-Authors

Kenneth A. Kavale
Kenneth A. Kavale Regent University
Hill M. Walker
Hill M. Walker University of Oregon
John R. Seeley
John R. Seeley University of Oregon
Craig T. Ramey
Craig T. Ramey Virginia Tech
Donald Guthrie
Donald Guthrie University of California, Los Angeles
Frank M. Gresham
Frank M. Gresham Louisiana State University
Regina Bussing
Regina Bussing University of Florida
James M. Kauffman
James M. Kauffman University of Virginia
Gary N. Siperstein
Gary N. Siperstein University of Massachusetts Boston
C. Michael Nelson
C. Michael Nelson University of Kentucky

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