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Psychology

D-Index
39
Citations
7297
World Ranking
8517
National Ranking
4554

Overview

Terrance M. Scott is affiliated with the University of Louisville in the United States. Their research primarily spans the fields of Social Sciences and Psychology, with a strong emphasis on Education and Developmental and Educational Psychology.

Their recent scholarly output includes publications in various academic journals. Notable papers include: "Fidelity of Motivational Interviewing in School-Based Intervention and Research" (2020, Prevention Science), "An Evidence-Based Logic for the Use of Positive Reinforcement: Responses to Typical Criticisms" (2020, Beyond Behavior), "An Examination of the Association Between Teacher's Instructional Practices and School-Wide Disciplinary and Academic Outcomes" (2020, Education and Treatment of Children), "Science and Special Education: A Foundational Relationship" (2024, Exceptionality), and "Teacher and Student Interactions in School Common Areas: An Examination of Typical Rates of Supervision, Engagement, and Feedback" (2020, Exceptionality).

The main topics addressed in their work include:

  • Behavioral and Psychological Studies
  • Education Discipline and Inequality
  • Teacher Education and Leadership Studies
  • Autism Spectrum Disorder Research
  • Early Childhood Education and Development
  • Bullying, Victimization, and Aggression
  • Collaborative Teaching and Inclusion

Frequent coauthors in Scott's publications are Todd Whitney, Justin T. Cooper, Timothy J. Landrum, Shu-Chen Tsai, and Jason W. Small.

Scott's work has appeared repeatedly in several publication venues, including Exceptionality, Preventing School Failure Alternative Education for Children and Youth, Beyond Behavior, Kentucky Teacher Education Journal The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children, and Prevention Science.

In addition to articles, Scott has authored a book titled "Creating an Actively Engaged Classroom: 14 Strategies for Student Success," published by Corwin eBooks in 2022.

Best Publications

  • Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

    George Sugai;Robert H. Horner;Glen Dunlap

  • Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS

    Terrance M. Scott;Susan B. Barrett

  • Wraparound and Positive Behavioral Interventions and Supports in the Schools.

    Lucille Eber;George Sugai;Carl R. Smith;Terrance M. Scott

  • A schoolwide example of positive behavioral support.

    Terrance M. Scott

  • The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School:

    Nicholas A. Gage;Terrance M. Scott;Regina G. Hirn;Ashley S. MacSuga-Gage

  • Effective instruction: The forgotten component in preventing school violence.

    Terrance M. Scott;C. Michael Nelson;Carl J. Liaupsin

  • The Problem Behavior Questionnaire: A Teacher-Based Instrument To Develop Functional Hypotheses of Problem Behavior in General Education Classrooms

    Timothy J. Lewis;Terrance M. Scott;George Sugai

  • Full Inclusion and the Education of Children and Youth with Emotional and Behavioral Disorders.

    Timothy J. Lewis;David Chard;Terrance M. Scott

  • An Examination of the Relation Between Functional Behavior Assessment and Selected Intervention Strategies With School-Based Teams

    Terrance M. Scott;Julianna McIntyre;Carl Liaupsin;C. Michael Nelson

  • Multitiered Support Framework for Teachers' Classroom-Management Practices: Overview and Case Study of Building the Triangle for Teachers.

    Brandi Simonsen;Ashley S. MacSuga-Gage;Donald E. Briere;Jennifer Freeman

  • Using Functional Behavior Assessment in General Education Settings: Making a Case for Effectiveness and Efficiency:

    Terrance M. Scott;Anne Bucalos;Carl Liaupsin;C. Michael Nelson

  • A Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors

    Todd Haydon;Maureen A. Conroy;Terrance M. Scott;Paul T. Sindelar

  • An Examination of Typical Classroom Context and Instruction for Students With and Without Behavioral Disorders

    Terrance M. Scott;Peter J. Alter;Regina G. Hirn

  • The Effects of Reading Fluency Instruction on the Academic and Behavioral Success of Middle School Students in a Self-Contained EBD Classroom.

    Terrance M. Scott;Amy Shearer-lingo

  • Addressing the Needs of At-Risk and Adjudicated Youth through Positive Behavior Support: Effective Prevention Practices

    Terrance M. Scott;C. Michael Nelson;Carl J. Liaupsin;Kristine Jolivette

  • Functional Assessment and Wraparound as Systemic School Processes Primary, Secondary, and Tertiary Systems Examples

    Terrance M. Scott;Lucille Eber

  • Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments.

    Terrance M. Scott;Kristy Lee Park;Jessica Swain-Bradway;Eric Landers

  • Team-based functional behavior assessment as a proactive public school process: A descriptive analysis of current barriers

    Terrance M. Scott;Carl Liaupsin;C. Michael Nelson;Julianna McIntyre

  • Decision-making in Secondary and Tertiary Interventions of School-Wide Systems of Positive Behavior Support

    Terrance M. Scott;Peter J. Alter;Michael Rosenberg;Christopher Borgmeier

  • Functional Behavioral Assessment: Implications for Training and Staff Development:

    Terrance M. Scott;C. Michael Nelson

Frequent Co-Authors

C. Michael Nelson
C. Michael Nelson University of Kentucky
Nicholas A. Gage
Nicholas A. Gage University of Florida
George Sugai
George Sugai University of Connecticut
Maureen A. Conroy
Maureen A. Conroy University of Florida
Robert H. Horner
Robert H. Horner University of Oregon
Glen Dunlap
Glen Dunlap University of South Florida
Ann P. Turnbull
Ann P. Turnbull University of Kansas
Joseph H. Wehby
Joseph H. Wehby Vanderbilt University
John R. Seeley
John R. Seeley University of Oregon
Debra Kamps
Debra Kamps University of Kansas

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