M. Hemmeter

Education · 2001–2016

A researcher in the Science corpus: 16 papers; trusts 24 researchers and is trusted by 12 researchers here, as inferred from the citation graph.

Subfields

• Education — 92 citations into it; #2,098 of 11,309 by trust here, #800 by citations
• Clinical Psychology — 83 citations into it; #2,119 of 8,024 by trust here, #1,110 by citations
• Developmental and Educational Psychology — 82 citations into it; #2,387 of 8,223 by trust here, #638 by citations
• Cognitive Neuroscience — 27 citations into it
• Social Psychology — 19 citations into it
• Psychiatry and Mental health — 9 citations into it
• Safety Research — 9 citations into it

Whom M. Hemmeter trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. L. Fox
2. Patricia A. Snyder
3. Melissa Stormont
4. T. Achenbach
5. A. Vanderheyden
6. H. Walker
7. G. Dunlap
8. Cathy Huaqing Qi
9. G. Sugai
10. Terrance M. Scott

Who trusts M. Hemmeter overall

1. L. Fox
2. Patricia A. Snyder
3. Christine Li Grining
4. W. Reinke
5. R. Schachter
6. K. Diamond
7. G. Dunlap
8. Catriona Elek
9. C. Raver
10. Melissa Stormont

Papers from M. Hemmeter's perspective

Ordered by how strongly the researchers M. Hemmeter trusts endorse each paper. Same corpus, a different order for every researcher.

1. Applying Positive Behavior Support and Functional Behavioral Assessment in Schools
2. The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education
3. Prevention and Intervention with Young Children's Challenging Behavior: Perspectives regarding Current Knowledge
4. Preventing Conduct Problems, Promoting Social Competence: A Parent and Teacher Training Partnership in Head Start (Journal of Clinical Child Psychology)
5. Behavior Problems of Preschool Children From Low-Income Families
6. Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention
7. The Impact of Professional Development and Coaching on Early Language and Literacy Instructional Practices
8. Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies
9. Externalizing Behavior Problems in Young Children: Contributing Factors and Early Intervention.
10. The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children

Their papers

• Evaluating the Implementation of the Pyramid Model for Promoting Social-Emotional Competence in Early Childhood Classrooms (2016) — 204 citations
• Supporting Implementation of Evidence-Based Practices Through Practice-Based Coaching (2015) — 312 citations
• Effects of Training and Coaching With Performance Feedback on Teachers’ Use of Pyramid Model Practices (2015) — 87 citations
• Naturalistic Instructional Approaches in Early Learning (2015) — 94 citations
• Impact of Performance Feedback Delivered via Electronic Mail on Preschool Teachers' Use of Descriptive Praise. (2011) — 192 citations
• Coaching Early Childhood Special Educators to Implement a Comprehensive Model for Promoting Young Children’s Social Competence (2011) — 206 citations
• Professional Development in Early Childhood Intervention (2011) — 130 citations
• Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies ☆ (2009) — 115 citations
• Response to Intervention and the Pyramid Model (2009) — 219 citations
• Preparing Early Childhood Educators to Address Young Children's Social-Emotional Development and Challenging Behavior (2008) — 139 citations
• A Program-Wide Model of Positive Behavior Support in Early Childhood Settings (2007) — 134 citations
• Prevention and Intervention with Young Children's Challenging Behavior: Perspectives regarding Current Knowledge (2006) — 296 citations
• Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention (2006) — 320 citations
• Blended Practices for Teaching Young Children in Inclusive Settings. (2005) — 116 citations
• The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children (2003) — 400 citations
• Predictors of developmentally appropriate classroom practices in kindergarten through third grade (2001) — 155 citations