Frank M. Gresham

Q: What Schools Are Affiliated With Frank M. Gresham

Frank M. Gresham is affiliated with the following schools: University of South Carolina, Iowa State University, Louisiana State University, University of California, Riverside, Hofstra University

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Frank M. Gresham

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Education
Psychology

Frank M. Gresham's Degrees

PhD Educational Psychology University of Texas at Austin
Masters Special Education University of Texas at Austin
Bachelors Psychology University of Texas at Austin

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Frank M. Gresham's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Interpreting Outcomes of Social Skills Training for Students with High-Incidence Disabilities (2001) (748)
Assessment of Treatment Integrity in School Consultation and Prereferral Intervention. (1989) (598)
Assessment of depression in childhood and adolescence: an evaluation of the Center for Epidemiological Studies Depression Scale for Children (CES-DC). (1986) (557)
Antisocial behavior in school : evidence-based practices (2004) (445)
Treatment Integrity in Learning Disabilities Intervention Research: Do We Really Know How Treatments Are Implemented? (2000) (357)
Development of a modified treatment evaluation inventory (1989) (343)
Social Skills Training with Handicapped Children: A Review (1981) (327)
Proactive, Early Screening to Detect Behaviorally At-Risk Students: Issues, Approaches, Emerging Innovations, and Professional Practices. (2007) (324)
Treatment integrity in applied behavior analysis with children. (1993) (320)
Responsiveness to Intervention: An Alternative Approach to the Identification of Learning Disabilities. Executive Summary. (2001) (316)
Misguided Mainstreaming: The Case for Social Skills Training with Handicapped Children (1982) (308)
Current Status and Future Directions of School-Based Behavioral Interventions (2004) (305)
Functional Behavioral Assessment: Principles, Procedures, and Future Directions (2001) (296)
Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and Psychometric Comparisons Across Elementary and Secondary Age Levels (2011) (296)
Treatment integrity of school-based interventions with children in the journal of applied behavior analysis 1991-2005. (2007) (265)
Children's Depression Inventory: construct and discriminant validity across clinical and nonreferred (control) populations. (1987) (258)
Response to Intervention: An Alternative Means of Identifying Students as Emotionally Disturbed. (2005) (251)
Assessment and Classification of Children's Social Skills: A Review of Methods and Issues. (1984) (251)
Treatment integrity of school-based behavioral intervention studies: 1980–1990. (1993) (240)
Cross-informant agreement for ratings for social skill and problem behavior ratings: an investigation of the Social Skills Improvement System-Rating Scales. (2010) (238)
Behaviorally Effective School Environments. (2002) (232)
Social Skills Interventions for Children (1993) (223)
Social Competence and Affective Characteristics of Students With Mild Disabilities (1997) (222)
Social Skills Training: Should We Raze, Remodel, or Rebuild? (1998) (207)
Social validation: A unifying concept for school-based consultation research and practice. (1996) (205)
The Relationship Between Adaptive Behavior and Social Skills (1987) (203)
Social Skills Training for Children and Youth with Emotional and Behavioral Disorders: Validity Considerations and Future Directions (2004) (201)
Comorbidity of Hyperactivity-Impulsivity-Inattention and Conduct Problems: Risk Factors in Social, Affective, and Academic Domains (1998) (198)
CHAPTER 4 – Conceptual Issues in the Assessment of Social Competence in Children (1986) (198)
Handbook of behavior therapy in education (1988) (196)
Treatment Integrity: An Essential—But Often Forgotten—Component of School-Based Interventions (2004) (193)
Social Skills Training for Teaching Replacement Behaviors: Remediating Acquisition Deficits in At-Risk Students (2006) (186)
Conceptual and Definitional issues in the Assessment of Children's Social Skills: Implications for Classifications and Training (1986) (180)
Does Treatment Integrity Matter? A Preliminary Investigation of Instructional Implementation and Mathematics Performance (2002) (179)
Social skills training with children: responsiveness to modeling and coaching as a function of peer orientation. (1980) (174)
Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders (2008) (167)
Interventions for Children With or At-Risk for Emotional and Behavioral Disorders (2001) (164)
Teacher and Observer Ratings of Children's Social Skills: Validation of the Social Skills Rating Scales (1988) (162)
Discrepancy Between Definitions of Learning Disabilities and School Practices (1998) (161)
Interdependent, Dependent, and Independent Group Contingencies for Controlling Disruptive Behavior (1982) (159)
Early Intervention Project: Can Its Claims Be Substantiated and Its Effects Replicated? (1998) (156)
Full Inclusion: An Empirical Perspective (1996) (154)
Assessment of children's social skills (1981) (144)
Learning Disabilities, Low Achievement, and Mild Mental Retardation (1996) (133)
Children Placed at Risk for Learning and Behavioral Difficulties (2003) (132)
School Consultation Research: Methodological Critique and Future Research Directions. (1987) (131)
Internalizing Behavior Problems in Children and Adolescents. (2004) (129)
Utility of intelligence tests for treatment planning, classification, and placement decisions: Recent empirical findings and future directions. (1997) (124)
Base rates of social skills acquisition/performance deficits, strengths, and problem behaviors: an analysis of the Social Skills Improvement System--Rating Scales. (2010) (124)
Social Skill Deficits and Low Peer Acceptance of Mainstreamed Learning Disabled Children (1986) (124)
Social Competence and Students with Behavior Disorders: Where We've Been, Where We Are, and Where We Should Go. (1997) (122)
Intelligent Testing with the WISC-R (1980) (119)
Evolution of the Treatment Integrity Concept: Current Status and Future Directions. (2009) (117)
Children's Social Skills: Assessment and Classification Practices (1987) (116)
Conceptual and psychometric concerns about the 1992 AAMR definition of mental retardation. (1993) (113)
Teachers as "Tests": Differential validity of teacher judgments in identifying students at-risk for learning difficulties. (1997) (112)
Conceptualizing Behavior Disorders in Terms of Resistance to Intervention. (1991) (111)
Social Skills Deficits as a Primary Learning Disability (1989) (111)
A Selective Review of Treatments for Children with Autism: Description and Methodological Considerations (1999) (108)
Relevance of functional behavioral assessment research for school-based interventions and positive behavioral support. (2004) (104)
Social and Academic Profiles of Externalizing and Internalizing Groups: Risk Factors for Emotional and Behavioral Disorders (1999) (102)
Autistic Recovery? An Analysis and Critique of the Empirical Evidence on the Early Intervention Project (1997) (95)
Social Skills Intervention Guide (1993) (95)
Effects of Positive and Negative Illusory Biases: Comparisons Across Social and Academic Self-Concept Domains (2000) (93)
Teachers as "Tests": Classification Accuracy and Concurrent Validation in the Identification of Learning Disabled Children. (1987) (92)
Dimensions of Social Competence: Method Factors in the Assessment of Adaptive Behavior, Social Skills, and Peer Acceptance. (1987) (91)
Comorbidity of Conduct Problems and ADHD (2000) (90)
Teaching Social Skills to High-Risk Children and Youth: Preventive and Remedial Strategies. (2002) (88)
Validity of social skills measures for assessing social competence in low-status children: A multivariate investigation. (1981) (87)
School-Based Behavioral Assessment Within Problem-Solving Models: Current Status and Future Directions (2010) (85)
A Challenge to the Viability of Mild Mental Retardation as a Diagnostic Category (1996) (85)
Social Validity in the Assessment of Children's Social Skills: Establishing Standards for Social Competency (1983) (83)
Evolution of the Response-to-Intervention Concept: Empirical Foundations and Recent Developments (2007) (82)
Response to Intervention and Emotional and Behavioral Disorders (2007) (82)
Social Skills and Self-Efficacy for Exceptional Children (1984) (81)
Evidence-Based Social Skills Interventions for Students at Risk for EBD (2015) (81)
The Efficacy of Phonological Awareness Training with First-Grade Students Who Have Behavior Problems and Reading Difficulties (2001) (81)
Assessment and intervention for attention-deficit/hyperactivity disorder in the schools. Lessons from the MTA study. (1999) (80)
An Evaluation of the Functional Behavioral Assessment Process Used with Students With or At Risk for Emotional and Behavioral Disorders. (2004) (79)
Teacher-Rated Social Skills of Mainstreamed Mildly Handicapped and Nonhandicapped Children. (1987) (78)
Social Skills and Learning Disabilities: Causal, Concomitant, or Correlational?. (1992) (78)
Developing a Change-Sensitive Brief Behavior Rating Scale as a Progress Monitoring Tool for Social Behavior: An Example Using the Social Skills Rating System—Teacher Form (2010) (76)
SSRS: k-6 (P; Imp) Social Skills Rating System: K-6 (Parent Form; Importance scale): versão portuguesa (2013) (76)
Consumers' and Clients' Pretreatment Acceptability Ratings of Classroom Group Contingencies. (1987) (75)
Comparison of Students Nominated for Prereferral Interventions by Ethnicity and Gender (1996) (74)
Serving Students with or At-Risk for Emotional and Behavior Disorders: Future Challenges (2002) (73)
What Is the Role of Intelligence in the Identification of Specific Learning Disabilities? Issues and Clarifications. (2010) (73)
Risk and Protective Factors of Emotional and/or Behavioral Disorders in Children and Adolescents: A Mega-Analytic Synthesis (2007) (71)
Social skills intervention guide : practical strategies for social skills training (1991) (70)
Macro-Social Validation: Referencing Outcomes in Behavioral Disorders to Societal Issues and Problems (1998) (70)
The labyrinth of IDEA: school decisions on referred students with subaverage general intelligence. (1996) (70)
A Treatment Integrity Analysis of Function-Based Intervention (2007) (69)
Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders: Applications in Schools. (2013) (68)
Making Schools Safer and Violence Free (1997) (67)
Establishing the Technical Adequacy of Functional Behavioral Assessment: Conceptual and Measurement Challenges (2003) (66)
Popular, controversial, neglected, and rejected adolescent: Contrasts of social competence and achievement differences (1991) (65)
Sorting Second-Grade Students: Differentiating Those Retained From Those promoted (2004) (65)
Psychometric Fundamentals of the Social Skills Improvement System: Social–Emotional Learning Edition Rating Forms (2018) (65)
Handbook of child behavior therapy. (1998) (64)
Psychological adjustment of children with sickle cell anemia. (1986) (64)
Methodological Issues in Functional Analysis: Generalizability to Other Disability Groups (1999) (63)
Preschoolers' Social Behavior: Teachers' and Parents' Assessments (1989) (62)
Assessing and treating social skills deficits: A case study for the scientist-practitioner (1989) (62)
Social skills assessment and intervention for children and youth (2016) (62)
What's behavioral about behavioral consultation? (1996) (61)
Functional Outcome Analysis: Do the Benefits of Consultation and Prereferral Intervention Justify the Costs?. (1993) (55)
An Analysis of the Status and Stability of the Behaviors of Students with Emotional and Behavioral Difficulties (2008) (55)
Development and Validation of a Social Skills Assessment Measure: The Tross-C (1985) (54)
Social Skills Assessment as a Component of Mainstreaming Placement Decisions (1983) (53)
Behavior Disorder Assessment: Conceptual, Definitional, and Practical Considerations. (1985) (53)
Evaluation of Check In/Check Out for Students With Internalizing Behavior Problems (2014) (52)
Role of social performance in predicting learning problems: Prediction of risk using logistic regression analysis (2012) (51)
Social Skills Training with Children Social Learning and Applied Behavioral Analytic Approaches (1998) (50)
The Present Unwrapped: Change and Challenge in the Field of Behavioral Disorders (1999) (49)
Informant discrepancies in assessments of psychosocial functioning in school-based services and research: Review and directions for future research. (2019) (48)
Intervention Validity of Social Behavior Rating Scales (2008) (47)
Relative Efficacy of Reciprocal and Nonreciprocal Peer Tutoring for Students At-Risk for Academic Failure. (2009) (47)
Competing Paradigms in Learning Disabilities Classification by Schools and the Variations in the Meaning of Discrepant Achievement. (1999) (47)
“Behavioral Earthquakes:” Low Frequency, Salient Behavioral Events that Differentiate Students At-Risk for Behavioral Disorders (1996) (46)
Student Self-Concept Scale (1995) (46)
AN INVESTIGATION OF THE ACCEPTABILITY OF VIDEOCONFERENCING WITHIN A SCHOOL‐BASED BEHAVIORAL CONSULTATION FRAMEWORK (2016) (45)
Peer-mediated check-in/check-out for students at-risk for internalizing disorders. (2015) (44)
Factor structure replication and bias investigation of the teacher rating of social skills (1987) (42)
Test Driving Interventions to Increase Treatment Integrity and Student Outcomes (2012) (42)
School-Based Predictors of Early Adolescent Depression (2010) (41)
Misguided Assumptions of DSM-III-R: Implications for School Psychological Practice. (1992) (40)
Students With or At Risk for Problem Behavior: Betwixt and Between Teacher and Parent Expectations (2005) (40)
Establishing and Evaluating the Substantive Adequacy of Positive Behavioral Support Plans (2007) (40)
CHAPTER 11 – Assessment of Social Skills in Children and Adolescents (2001) (39)
Problems in Logic and Interpretation with Quantitative Syntheses of Single-Case Research: Mathur and Colleagues (1998) as a Case in Point (1998) (39)
Validity of Social Behavior Assessment in discriminating emotionally disabled from nonhandicapped students (1982) (37)
Current Plight of Borderline Students: Where Do They Belong?. (1998) (37)
Coping Behavior in Hurricane-Affected African American Youth: Psychometric Properties of the Kidcope (2010) (37)
Assessment of Social Skills in Students with Emotional and Behavioral Disorders (2000) (36)
Self-Efficacy Differences Among Mildly Handicapped, Gifted, and Nonhandicapped Students (1988) (36)
Heightened concerns over the 1992 AAMR definition: advocacy versus precision. (1995) (35)
Current Neuropsychological Diagnosis of Learning Problems: A Leap of Faith (1989) (35)
"What's wrong in this picture?": Response to Motta et al.'s review of human figure drawings. (1993) (33)
Critical Analysis of the 1992 AAMR Definition: Implications for School Psychology. (1995) (32)
Social interactions as predictors of children's likability and friendship patterns: A multiple regression analysis (1982) (32)
Interdependent and independent group contingencies with immediate and delayed reinforcement for controlling classroom behavior (1985) (31)
Generalizability of Multiple Measures of Treatment Integrity: Comparisons Among Direct Observation, Permanent Products, and Self-Report (2017) (30)
Multitrait-Multimethod Approach to Multifactored Assessment: Theoretical Rationale and Practical Application. (1983) (30)
Social skills: A review of cognitive-behavioral training procedures with children (1983) (29)
Behavioral and Functional Assessment (1998) (29)
Social skills instruction for exceptional children (1982) (29)
Social Skills Assessment Technology for LD Students (1989) (29)
Development and initial validation of a social emotional learning assessment for universal screening (2017) (29)
Whatever Happened to Functional Analysis in Behavioral Consultation (1991) (28)
Agreement between School Study Team Decisions and Authoritative Definitions in Classification of Students At-Risk for Mild Disabilities. (1998) (28)
Stability of Sociometric Assessment: Implications for Uses as Selection and Outcome Measures in Social Skills Training. (1992) (28)
Social Skills Improvement System (2021) (27)
“Old Habits Die Hard:” Past and Current Issues Pertaining to Response-to-Intervention (2008) (25)
Consequences of Differential Diagnostic Criteria on Identification Rates of Children with Emotional or Behavioral Disorders (1998) (25)
Academic and Social Self-Efficacy Scale: Development and Initial Validation (1988) (24)
Treatment Integrity and Therapeutic Change: Commentary on Perepletchikova and Kazdin (2006) (24)
Preschoolers’ Social Skills: Advances in Assessment for Intervention Using Social Behavior Ratings (2011) (23)
Dimensions of children's classroom social behavior: A factor analytic investigation (1983) (23)
Comparison of Response Cost and Timeout in a Special Education Setting (1979) (23)
Sociometric differences between mildly handicapped and nonhandicapped Black and White students. (1987) (23)
Measuring and analyzing treatment integrity data in research. (2014) (23)
The Effects of Peer-Mediated Check-In/Check-Out on the Social Skills of Socially Neglected Students (2016) (23)
Teacher ratings of social skills in popular and rejected males and females. (1991) (22)
Early-career EBD Teacher Knowledge, Ratings of Competency Importance, and Observed Use of Instruction and Management Competencies (2007) (22)
Social Skills Training with Hearing-Impaired Children and Adolescents (1986) (21)
SOCIAL SKILL DEFICITS OF LEARNING‐DISABLED STUDENTS: ISSUES OF DEFINITION, CLASSIFICATION, AND ASSESSMENT (1987) (21)
Cross‐informant agreement of children's social‐emotional skills: An investigation of ratings by teachers, parents, and students from a nationally representative sample (2018) (21)
Teachers as Judges of Social Competence: A Conditional Probability Analysis. (1996) (21)
A model for the behavioral assessment of behavior disorders in children: Measurement considerations and practical application (1982) (20)
Assessing elementary students' bullying and related social behaviors: Cross-informant consistency across school and home environments (2018) (19)
Generalization of Social Skills: Risks of Choosing Form over Function. (1994) (19)
Teachers' Social Validity Ratings of Social Skills: Comparisons between Mildly Handicapped and Nonhandicapped Children (1988) (19)
Social-skills interventions: Research findings and training techniques. (1987) (18)
Predictors of hyperactive-impulsive-inattention and conduct problems: A comparative follow-back investigation (2005) (18)
Relative Effectiveness of DRO and Self-Monitoring in a General Education Classroom (2012) (18)
Behavioral Profiles of Children At-Risk for Emotional and Behavioral Disorders: Implications for Assessment and Classification. (1998) (18)
Denial and Defensiveness in the Place of Fact and Reason: Rejoinder to Smith and Lovaas (1997) (18)
Test-retest reliability and concurrent validity of the Morrow Assessment of Nausea and Emesis (MANE) for the assessment of cancer chemotherapy-related nausea and vomiting (1988) (17)
Social Skills Rating System (2021) (17)
Functional Assessment-Based Interventions for Children At-Risk for Emotional and Behavioral Disorders (2007) (17)
A comparison of problem identification interviews conducted face-to-face and via videoconferencing using the consultation analysis record. (2017) (17)
Social Skills Training with a Deaf Adolescent: Implications for Placement and Programming. (1984) (16)
Behavioral Interviews in School Psychology: Issues in Psychometric Adequacy and Research. (1984) (16)
School-based Interventions for Students with or at Risk for Depression: A Review of the Literature (2008) (16)
Using response to intervention for identification of specific learning disabilities. (2009) (16)
Screening, Assessment, Treatment, and Outcome Evaluation of Behavioral Difficulties in an RTI Model (2013) (16)
Behavioral Consultation in a Secondary Class: Using DRL to Decrease Negative Verbal Interactions. (1982) (15)
Designs for Evaluating Behavior Change Conceptual Principles of Single Case Methodology (1998) (15)
School‐Related Behavior Disorders (2003) (15)
Interpretation of Intelligence Test Scores in Atkins Cases: Conceptual and Psychometric Issues (2009) (14)
What Is So Special About IQ? (1998) (14)
Differential Effects of the Mystery Motivator Intervention Using Student-Selected and Mystery Rewards (2014) (13)
CRISIS PREPAREDNESS IN SCHOOLS: EVALUATING STAFF PERSPECTIVES AND PROVIDING RECOMMENDATIONS FOR BEST PRACTICE (2017) (13)
Methodological Issues in Evaluating Cognitive-Behavioral Treatments for Students with Behavioral Disorders (2005) (13)
Prevalence of DSM-III conduct and adjustment disorders for adolescent psychiatric inpatients. (1986) (13)
Assessment and Treatment of Deficits in Social Skills Functioning and Social Anxiety in Children Engaging in School Refusal Behaviors (2013) (12)
Student Internalizing and Externalizing Behavior Screeners: Evidence for Reliability, Validity, and Usability in Elementary Schools (2017) (12)
Fundamental Agreements and Epistemological Differences in Differentiating What Was Said from What Was Done in Behavioral Consultation. (1998) (12)
Evaluation of learning disorders in children with a psychiatric disorder: An example from the Multimodal Treatment Study for ADHD (MTA Study). (2000) (12)
Differential Effectiveness of Interdependent and Dependent Group Contingencies in Reducing Disruptive Classroom Behavior (2016) (11)
Moving Beyond Statistical Significance in Reporting Consultation Outcome Research (1991) (11)
Early Detection of Students with Antisocial Behavior and Hyperactivity Problems (2001) (11)
Designs for Evaluating Behavior Change (1998) (10)
Introduction to the Mini-Series: Issues and Procedures for Implementing Functional Behavior Assessments in Schools (2001) (10)
Social Skills and Learning Disabilities as a Type III Error (1993) (10)
Social Behavioral Assessment and Intervention: Observations and Impressions (2011) (10)
Current Perspectives on School-Based Behavioral Interventions: Introduction to the Mini-Series (2004) (10)
Quantitative Research Methods and Designs in Consultation (2014) (10)
On the malleability of intelligence: Unnecessary assumptions, reifications, and occlusion. (1986) (10)
Standard of practice and Flynn Effect testimony in death penalty cases. (2011) (10)
Conceptualization and Treatment of Social Withdrawal in the Schools (1987) (9)
The Politics of Learning Disabilities: A Rejoinder (1998) (9)
Caveat Emptor: Considerations before Buying in to the “New” Medical Model (2002) (9)
Research Methodology and Measurement (1988) (9)
Treating School Phobia Using Behavioral Consultation: A Case Study. (1981) (8)
Use of a Home-Based Dependent Group Contingency System in Controlling Destructive Behavior: A Case Study. (1983) (8)
A Multiple-Sequence Variant of the Multiple-Baseline Design: A Strategy for Analysis of Sequence Effects and Treatment Comparison. (2001) (7)
The Effectiveness and Efficiency of Behavioral Consultation: Differing Perspectives About Epistemology and What We Know (1996) (7)
Teacher and Self-Ratings of Popular and Rejected Adolescent Boys' Behavior (1989) (7)
Factor structure of the WAIS-R for an incarcerated population (1986) (7)
Topography of human intelligence across race: factorial comparison of black-white WAIS-R profiles for criminal offenders. (1987) (7)
Measuring Teachers’ Perceptions of Student Behavior Using the Systematic Screening for Behavior Disorders in Middle School Students (2019) (7)
Social Skills Improvement System Social Emotional Learning Edition Rating Forms (2020) (7)
Curing Mental Retardation and Causing Learning Disabilities: Consequences of Using Various WISC-III IQs to Estimate Aptitude of Hispanic Students (1998) (7)
The Work and Social Adjustment Scale for Youth: Psychometric properties of the teacher version and evidence of contextual variability in psychosocial impairments. (2022) (6)
Response to Intervention: Conceptual Foundations and Evidence-Based Practices (2011) (6)
Issues Related to Identifying and Implementing Evidence-Based Social Skills Interventions for Students with High-Incidence Disabilities (2012) (6)
Risk Factors Associated with the Co-Occurrence of Hyperactivity-Impulsivity-Inattention and Conduct Problems (2001) (5)
Alternative psychometrics for authentic assessment (1991) (5)
Educating Students with Behavioral Challenges. (2007) (4)
A modeling‐based approach to teacher consultation: A case study (1979) (4)
Current Issues in Child Behavior Therapy (1998) (4)
Recent Developments in Electrophysiological Measurement: Implications for School Psychology. (1979) (4)
Preliminary Evidence on Use of DRL Schedules in Treating Childhood Enuresis: A Case Study VIA Parental Consultation (1980) (3)
The School‐Related Behavior Disorders Field: A Source of Innovation and Best Practices for School Personnel Who Serve Students With Emotional and Behavioral Disorders (2012) (3)
What We Have Here Is Failure to Communicate: A Rejoinder to Ferguson and Ferguson (1997) (2)
Risk and Urban School Transition in Early Adolescence. (2007) (2)
Discrepancy and LD 1 Running head: DISCREPANCY AND LEARNING DISABILITIES IQ-Achievement Discrepancy in the Identification of Reading Disabilities: Conceptual, Measurement, and Policy Issues (2004) (2)
Misological or Misconstrued? Rejoinder to Reynolds and Hynd. (1992) (2)
Treatment Evaluation Inventory—Short Form (2016) (2)
SSIS SEL (2021) (1)
Terminological Accuracy Versus Political Correctness: a Rejoinder To Leone (2001) (1)
Social Emotional Learning Screening Assessment (2021) (1)
Social skills and interpersonal problem solving skills in suicidal adolescents. (1986) (1)
Handbook of Assessment in Childhood Psychopathology (Book) (1989) (1)
ASSESSMENT AND INTERVENTION FOR HYPERACTIVITY DISORDER IN THE SCHOOLS ATTENTION-DEFICIT/ (1999) (1)
List of Reviewers 2014 (2014) (0)
Forthcoming Special Series (2009) (0)
Brief Behavior Rating Scale (2010) (0)
Accepted Manuscripts for Forthcoming Issues (2010) (0)
Semi-Structured Interview for Social Validation (2011) (0)
Teacher Rating of Social Skills--Children (2012) (0)
The Role of Assessment in Qualifying Students as Eligible for Special Education: What Is and What's Supposed To Be. (2017) (0)
Behavioral Profiles of Students Considered At-Risk Using School Records. (1994) (0)
Forthcoming Special Series (2010) (0)
Intervention Response to Intervention and Emotional and Behavioral Disorders : Best Practices in Assessment for (2010) (0)
School Psychology: A Diversity of Fields. (1985) (0)
A review of Handbook of Psychotherapy With Children and Adolescents. (1996) (0)
Academic and Social Self-Efficacy Scale (2012) (0)
Conceptual Principles of Single Case Methodology (0)
Not enough space devoted to complex topics. (1996) (0)
Accepted Manuscripts for Forthcoming Issues (2009) (0)
Toward positive classroom discipline: Clarizo, H.F. (3rd ed.) New York: John Wiley & Sons, 1980. Pp. VII + 246 (1981) (0)
Referencing Outcomes in Behavioral Disorders to Societal Issues and Problems (2016) (0)
Selected Social-Emotional Learning Interventions (2019) (0)
Research Into Practice Test Driving Interventions to Increase Treatment Integrity and Student Outcomes (2012) (0)

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Frank M. Gresham's Published Works

Published Works

What Schools Are Affiliated With Frank M. Gresham?

Frank M. Gresham's AcademicInfluence.com Rankings