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Psychology

D-Index
40
Citations
7803
World Ranking
8175
National Ranking
4379

Overview

Tanya L. Eckert is affiliated with Syracuse University in the United States and contributes to the fields of Psychology and Social Sciences. Their research spans main fields such as Developmental and Educational Psychology, Education, Clinical Psychology, Statistics and Probability, and Experimental and Cognitive Psychology.

Their work primarily addresses several topics including:

  • Writing and Handwriting Education
  • Educational and Psychological Assessments
  • Child and Adolescent Psychosocial and Emotional Development
  • Reading and Literacy Development
  • Cognitive and developmental aspects of mathematical skills
  • Innovative Teaching and Learning Methods
  • Cognitive Abilities and Testing

Frequent publication venues for this researcher include:

  • School Psychology
  • Psychology in the Schools
  • Contemporary School Psychology
  • PsycTESTS Dataset
  • Reading & Writing Quarterly

Their recent papers demonstrate a focus on educational psychology and assessment:

  • "How Do School Psychologists Interpret Intelligence Tests for the Identification of Specific Learning Disabilities?" (2020), published in Contemporary School Psychology
  • "Performance feedback during writing instruction: A cost-effectiveness analysis." (2020), published in School Psychology
  • "Assessing children's perceptions of intervention acceptability ratings" (2021), published in Psychology in the Schools
  • "Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners." (2020), published in School Psychology
  • "You'll learn to love it? Examining the relationship between intervention dose and acceptability among third-grade students" (2023), published in Psychology in the Schools

They have collaborated frequently with several coauthors, including:

  • John H. Kranzler
  • Kathrin E. Maki
  • Nicholas Benson
  • Randy G. Floyd
  • Sarah A. Fefer

Best Publications

  • Preschool children with attention-deficit/hyperactivity disorder: impairments in behavioral, social, and school functioning.

    George J. Dupaul;Kara E. Mcgoey;Tanya L. Eckert;John Vanbrakle

  • The Effects of School-Based Interventions for Attention Deficit Hyperactivity Disorder: A Meta-Analysis 1996-2010.

    George J. DuPaul;Tanya L. Eckert;Brigid Vilardo

  • Transition to kindergarten: Family experiences and involvement

    Laura Lee McIntyre;Tanya L. Eckert;Barbara H. Fiese;Florence D. DiGennaro

  • A Brief Experimental Analysis For Identifying Instructional Components Needed To Improve Oral Reading Fluency.

    Edward J. Daly;Brian K. Martens;Kendra R. Hamler;Eric J. Dool

  • Extrinsic Reinforcement in the Classroom: Bribery or Best Practice

    K. Angeleque Akin-Little;Tanya L. Eckert;Benjamin J. Lovett;Steven G. Little

  • The Effects of Social Skills Curricula: Now You See Them, Now You Don't.

    George J. DuPaul;Tanya L. Eckert

  • Suicide Prevention Programs in the Schools: A Review and Public Health Perspective.

    David N. Miller;Tanya L. Eckert;James J. Mazza

  • Improving oral reading fluency: a brief experimental analysis of combining an antecedent intervention with consequences.

    Tanya L Eckert;Scott P Ardoin;Edward J Daly;Brian K Martens

  • Behavioral Conceptions and Applications of Acceptability: Issues Related to Service Delivery and Research Methodology.

    Tanya L. Eckert;John M. Hintze

  • ACADEMIC INTERVENTIONS FOR STUDENTS WITH ATTENTION‐DEFICIT/HYPERACTIVITY DISORDER: A REVIEW OF THE LITERATURE

    George J. DuPaul;Tanya L. Eckert

  • Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey.

    Nicholas F. Benson;Randy G. Floyd;John H. Kranzler;Tanya L. Eckert

  • Early Intervention for Preschool-Age Children with ADHD: A Literature Review

    Kara E. McGoey;Tanya L. Eckert;George J. Dupaul

  • Teachers' perceptions of students' reading abilities: An examination of the relationship between teachers' judgments and students' performance across a continuum of rating methods.

    John C. Begeny;Tanya L. Eckert;Staci A. Montarello;Michelle S. Storie

  • Family Concerns Surrounding Kindergarten Transition: A Comparison of Students in Special and General Education

    Laura Lee McIntyre;Tanya L. Eckert;Barbara H. Fiese;Florence D. DiGennaro Reed

  • Interventions for students with Attention-Deficit/Hyperactivity Disorder: One size does not fit all.

    George J. DuPaul;Tanya L. Eckert;Kara E. McGoey

  • Empirically evaluating the effectiveness of reading interventions: The use of brief experimental analysis and single case designs

    Tanya L. Eckert;Scott P. Ardoin;Donna M. Daisey;Mark D. Scarola

  • Children's Daily Routines During Kindergarten Transition

    Leah K. Wildenger;Laura Lee McIntyre;Barbara H. Fiese;Tanya L. Eckert

  • Assessment of mathematics and reading performance : An examination of the correspondence between direct assessment of student performance and teacher report

    Tanya L. Eckert;Erin K. Dunn;Robin S. Codding;John C. Begeny

  • EFFECTS OF REINFORCER QUALITY ON BEHAVIORAL MOMENTUM: COORDINATED APPLIED AND BASIC RESEARCH

    Floyd C. Mace;Benjamin C. Mauro;Amy E. Boyajian;Tanya L. Eckert

  • Identifying effective treatments from a brief experimental analysis: Using single-case design elements to aid decision making.

    Brian K. Martens;Tanya L. Eckert;Tracy A. Bradley;Scott P. Ardoin

Frequent Co-Authors

George J. DuPaul
George J. DuPaul Lehigh University
Brian K. Martens
Brian K. Martens Syracuse University
Barbara H. Fiese
Barbara H. Fiese University of Illinois at Urbana-Champaign
Michael P. Carey
Michael P. Carey Brown University
Edward S. Shapiro
Edward S. Shapiro Lehigh University
Theodore J. Christ
Theodore J. Christ University of Minnesota
Kate B. Carey
Kate B. Carey Brown University
Peter A. Vanable
Peter A. Vanable Syracuse University
Laura Lee McIntyre
Laura Lee McIntyre University of Oregon

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