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Psychology

D-Index
53
Citations
10644
World Ranking
4817
National Ranking
2659

Overview

Timothy J. Lewis is affiliated with the University of Missouri in the United States. Their research spans several intersecting domains within psychology and social sciences, focusing primarily on behavioral and psychological studies as well as developmental and educational psychology.

The scientist's recent publications cover various topics related to emotional, behavioral, and developmental challenges in educational settings. Notable papers include:

  • "A Daily Check-In/Check-Out Intervention for Students with Internalizing Concerns" (2020), published in the Journal of Behavioral Education
  • "Evaluation of a Comprehensive Assessment-Based Intervention for Secondary Students With Social, Emotional, and Behavioral Problems" (2020), published in the Journal of Emotional and Behavioral Disorders
  • "Exploring Extracurricular Activity Participation, School Engagement, and Social Competence for Students With Emotional and Behavioral Disorders" (2023), published in Behavioral Disorders
  • "An Analysis of Selected Aspects of Functional Behavioral Assessments and Behavior Intervention Plans" (2023), published in The Journal of Special Education
  • "Exploring Feasibility and Social Validity of a Multicomponent Social Narrative Intervention" (2021), published in Education and Treatment of Children

Their frequent co-authors include Nicholas A. Gage, Brandi Simonsen, Kent McIntosh, Barbara S. Mitchell, and Heather Peshak George. These collaborations indicate a multidisciplinary approach to addressing complex psychological and behavioral issues.

The primary fields of study for Timothy J. Lewis encompass:

  • Psychology
  • Social Sciences
  • Neuroscience

Within these fields, their work is further concentrated in subfields such as:

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Education
  • Cognitive Neuroscience
  • Safety Research

Their research covers a variety of topics that include:

  • Behavioral and Psychological Studies
  • Autism Spectrum Disorder Research
  • Child and Adolescent Psychosocial and Emotional Development
  • Disability Education and Employment
  • Attention Deficit Hyperactivity Disorder
  • Parental Involvement in Education
  • Bullying, Victimization, and Aggression

Publication venues have included journals such as The Journal of Special Education, Journal of Behavioral Education, Behavioral Disorders, Journal of Emotional and Behavioral Disorders, and Education and Treatment of Children, reflecting a focus on both clinical and educational aspects of psychological research.

Best Publications

  • Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

    George Sugai;Robert H. Horner;Glen Dunlap

  • Effective Behavior Support: A Systems Approach to Proactive Schoolwide Management.

    Timothy J. Lewis;George Sugai

  • Reducing Problem Behavior through a School-Wide System of Effective Behavioral Support: Investigation of a School-Wide Social Skills Training Program and Contextual Interventions.

    Timothy J. Lewis;George Sugai;Geoff Colvin

  • High-Leverage Practices in Special Education.

    James McLeskey;Mary-Dean Barringer;Bonnie Billingsley;Mary Brownell

  • Functional Behavioral Assessment An Investigation of Assessment Reliability and Effectiveness of Function-Based Interventions

    Lori L. Newcomer;Timothy J. Lewis

  • Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support

    Melissa Ann Stormont;Sandra Covington Smith;Timothy J. Lewis

  • The Effects of Pre-Correction and Active Supervision on the Recess Behavior of Elementary Students.

    Timothy J. Lewis;Geoff Colvin;George Sugai

  • Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices:

    Timothy J. Lewis;Shawna Hudson;Mary Richter;Nanci Johnson

  • School-Wide Positive Behavior Support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention

    Timothy J. Lewis;Stacey E. L. Jones;Robert H. Horner;George Sugai

  • Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports

    Timothy J. Lewis;Lisa J. Powers;Michele J. Kelk;Lori L. Newcomer

  • Functional Behavioral Assessment-Based Interventions for Students with or at Risk for Emotional and/or Behavioral Disorders in School: A Hierarchical Linear Modeling Meta-Analysis.

    Nicholas A. Gage;Timothy J. Lewis;Janine P. Stichter

  • Assessing teacher use of opportunities to respond and effective classroom management strategies: Comparisons among high- and low-risk elementary schools

    Janine P. Stichter;Timothy J. Lewis;Tiffany A. Whittaker;Mary Richter

  • Scaling Up School-Wide Positive Behavioral Interventions and Supports: Experiences of Seven States With Documented Success

    Robert H. Horner;Donald Kincaid;George Sugai;Timothy Lewis

  • 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

  • Language Learning Strategies in Independent Settings

    Stella Hurd;Tim Lewis

  • Functional assessment of problem behavior: A pilot investigation on the comparative and interactive effects of teacher and peer social attention on students in general education settings.

    Timothy J. Lewis;George Sugai

  • Positive Behavior Support Systems: Applying Key Features in Preschool Settings:

    Melissa Stormont;Timothy J. Lewis;Rebecca Beckner

  • Technical Adequacy of the SWPBIS Tiered Fidelity Inventory

    Kent McIntosh;Michelle M. Massar;Robert F. Algozzine;Heather Peshak George

  • Descriptive and experimental analysis of teacher and peer attention and the use of assessment-based intervention to improve pro-social behavior

    Timothy J. Lewis;George Sugai

  • Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment

    Alice Baroni;Melinda Dooly;Pilar Garcés García;Sarah Guth

Frequent Co-Authors

George Sugai
George Sugai University of Connecticut
Nicholas A. Gage
Nicholas A. Gage University of Florida
Robert H. Horner
Robert H. Horner University of Oregon
Melissa Stormont
Melissa Stormont University of Missouri
Terrance M. Scott
Terrance M. Scott University of Louisville
Simon Armour
Simon Armour University of Bristol
Lee Kern
Lee Kern Lehigh University
Kent McIntosh
Kent McIntosh University of Oregon
Steven W. Evans
Steven W. Evans Nationwide Children's Hospital
Glen Dunlap
Glen Dunlap University of South Florida

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