Teachers’ Knowledge of Evidence-Based Interventions and Available School Resources for Children with Emotional and Behavioral Problems

By Melissa Stormont, W. Reinke, K. Herman. 2011

148 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/8ddf0729031aeb17dd4fc22179acf785b95fd75f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. M. Conroy
2. K. Sutherland
3. Terrance M. Scott
4. Regina G. Hirn
5. Peter J. Alter

In Cognitive Neuroscience

1. M. Conroy

In Developmental and Educational Psychology

1. M. Conroy
2. K. Sutherland
3. Terrance M. Scott
4. B. Cavanaugh
5. Brandi Simonsen
6. J. Wehby
7. Regina G. Hirn
8. Peter J. Alter

Citations in the corpus

• Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior (2014, background): “…increase their use of those practices within their classroom settings and an increase in teachers’ use of these practices is often accompanied by changes in children’s behaviors (see Fox et al., 2011; Fullerton et al., 2009; Hemmeter et al., 2011; Smith et al., 2011; Stormont et al., 2011).”