Amy M. Briesch

4.0k total citations · 1 hit paper
108 papers, 2.5k citations indexed

About

Amy M. Briesch is a scholar working on Developmental and Educational Psychology, Clinical Psychology and Education. According to data from OpenAlex, Amy M. Briesch has authored 108 papers receiving a total of 2.5k indexed citations (citations by other indexed papers that have themselves been cited), including 83 papers in Developmental and Educational Psychology, 59 papers in Clinical Psychology and 40 papers in Education. Recurrent topics in Amy M. Briesch's work include Behavioral and Psychological Studies (76 papers), Child and Adolescent Psychosocial and Emotional Development (55 papers) and Bullying, Victimization, and Aggression (25 papers). Amy M. Briesch is often cited by papers focused on Behavioral and Psychological Studies (76 papers), Child and Adolescent Psychosocial and Emotional Development (55 papers) and Bullying, Victimization, and Aggression (25 papers). Amy M. Briesch collaborates with scholars based in United States, Mexico and Germany. Amy M. Briesch's co-authors include Sandra M. Chafouleas, Robert J. Volpe, T. Chris Riley‐Tillman, Brandi Simonsen, Sarah Fairbanks, Diane Myers, George Sugai, Daniel M. Maggin, Brian Daniels and Jacquelyn M. Briesch and has published in prestigious journals such as American Educational Research Journal, Journal of School Psychology and Research in Developmental Disabilities.

In The Last Decade

Amy M. Briesch

103 papers receiving 2.4k citations

Hit Papers

Evidence-based Practices in Classroom Management: Conside... 2008 2026 2014 2020 2008 100 200 300 400 500
What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

  1. Evidence-based Practices in Classroom Management: Considerations for Research to Practice
    2008 599 citations Amy M. Briesch et al. Education and Treatment of Children profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Amy M. Briesch United States 24 1.8k 1.1k 963 734 519 108 2.5k
T. Chris Riley‐Tillman United States 28 1.7k 0.9× 1.5k 1.3× 712 0.7× 544 0.7× 519 1.0× 82 2.4k
Melissa Stormont United States 25 1.4k 0.8× 1.5k 1.4× 1.4k 1.5× 488 0.7× 551 1.1× 105 2.8k
Kevin S. Sutherland United States 28 1.8k 1.0× 1.2k 1.1× 1.6k 1.6× 593 0.8× 526 1.0× 85 2.9k
Daniel M. Maggin United States 28 1.7k 0.9× 855 0.8× 688 0.7× 914 1.2× 297 0.6× 74 2.4k
Timothy J. Lewis United States 29 2.3k 1.3× 1.3k 1.2× 1.1k 1.1× 1.3k 1.7× 521 1.0× 79 2.9k
J. Ron Nelson United States 32 2.2k 1.2× 1.2k 1.1× 1.4k 1.4× 744 1.0× 368 0.7× 95 3.2k
Melissa A. Bray United States 27 1.1k 0.6× 954 0.9× 576 0.6× 695 0.9× 436 0.8× 127 2.1k
Lisa M. Hagermoser Sanetti United States 28 1.5k 0.9× 1.1k 1.0× 672 0.7× 607 0.8× 282 0.5× 72 2.3k
George H. Noell United States 29 2.0k 1.1× 981 0.9× 909 0.9× 800 1.1× 217 0.4× 67 2.6k
John W. Maag United States 24 1.2k 0.6× 939 0.9× 774 0.8× 537 0.7× 398 0.8× 105 2.2k

Countries citing papers authored by Amy M. Briesch

Since Specialization
Citations

This map shows the geographic impact of Amy M. Briesch's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Amy M. Briesch with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amy M. Briesch more than expected).

Fields of papers citing papers by Amy M. Briesch

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amy M. Briesch. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Amy M. Briesch. The network helps show where Amy M. Briesch may publish in the future.

Co-authorship network of co-authors of Amy M. Briesch

This figure shows the co-authorship network connecting the top 25 collaborators of Amy M. Briesch. A scholar is included among the top collaborators of Amy M. Briesch based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Amy M. Briesch. Amy M. Briesch is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Lane, Kathleen Lynne, David James Royer, Eric Alan Common, et al.. (2024). Enhancing Ci3T Professional Learning: Initial Lessons Learned from Ci3T Implementers. Education and Treatment of Children. 47(4). 303–323.
2.
Oakes, Wendy Peia, et al.. (2024). Data-Informed Professional Learning and Instruction in Integrated Tiered Systems. Intervention in School and Clinic. 60(1). 39–52. 1 indexed citations
3.
Briesch, Amy M., et al.. (2024). Systematic Review of the Psychometric Evidence Supporting Use of the Depression Anxiety Stress Scales, Short Form (DASS-21) with Youth. Child & Youth Care Forum. 53(5). 1235–1250. 14 indexed citations
4.
5.
Hoffman, Jessica A., Jeffrey A. Burr, Robert J. Volpe, et al.. (2024). The Online Intergenerational Tutoring Program: Older Adults Using Technology to Improve Children’s Early Literacy Skills. Journal of Intergenerational Relationships. 24(1). 55–74.
6.
Didaskalou, Eleni, et al.. (2023). A preliminary investigation of the psychometric properties of the Integrated Teacher Rating Form (ITRF) in Greek school children. International Journal of School & Educational Psychology. 12(1). 1–11. 1 indexed citations
7.
Royer, David James, Wendy Peia Oakes, Amy M. Briesch, et al.. (2022). Ci3T Leadership Team Members’ Perceived Facilitators and Barriers to Implementation. Journal of School Leadership. 32(6). 612–635. 2 indexed citations
8.
Briesch, Amy M., Kathleen Lynne Lane, Eric Alan Common, et al.. (2022). Exploring Views and Professional Learning Needs of Comprehensive, Integrated, Three-Tiered (Ci3T) Leadership Teams Related to Universal Behavior Screening Implementation. Education and Treatment of Children. 45(3). 245–262. 5 indexed citations
9.
Briesch, Amy M., Sandra M. Chafouleas, Wendy Peia Oakes, et al.. (2021). Exploring Directions for Professional Learning to Enhance Behavior Screening Within a Comprehensive, Integrated, Three-Tiered Model of Prevention. Journal of Positive Behavior Interventions. 24(4). 278–288. 6 indexed citations
10.
Common, Eric Alan, Kathleen Lynne Lane, Wendy Peia Oakes, et al.. (2021). Project ENHANCE: Assessing Professional Learning Needs for Implementing Comprehensive, Integrated, Three-Tiered (Ci3T) Models of Prevention. Education and Treatment of Children. 44(3). 125–144. 10 indexed citations
11.
Didaskalou, Eleni, et al.. (2020). Psychometric properties of the classroom observation of engagement, disruptive, and disrespectful behavior (COEDD) in Greek school children. International Journal of School & Educational Psychology. 10(3). 303–315. 4 indexed citations
12.
Casale, Gino, Robert J. Volpe, Thomas Hennemann, et al.. (2019). Konstruktvalidität eines universellen Screenings zur unterrichtsnahen und ökonomischen Diagnostik herausfordernden Verhaltens von Schüler_innen – eine Multitrait-Multimethod-Analyse. Zeitschrift für Pädagogische Psychologie. 33(1). 17–31. 5 indexed citations
13.
Briesch, Amy M., et al.. (2019). Factorial invariance of the Usage Rating Profile for Supporting Students’ Behavioral Needs (URP-NEEDS).. School Psychology. 35(1). 51–60. 6 indexed citations
14.
Briesch, Amy M., et al.. (2018). Factorial Invariance of the Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS).. Grantee Submission. 1 indexed citations
15.
Briesch, Amy M., Gino Casale, Michael Grosche, Robert J. Volpe, & Thomas Hennemann. (2017). Initial Validation of the Usage Rating Profile-Assessment for Use within German Language Schools.. Kölner Universitäts PublikationsServer (Universität zu Köln). 15(2). 193–207. 3 indexed citations
16.
Briesch, Amy M., Hariharan Swaminathan, Megan E. Welsh, & Sandra M. Chafouleas. (2014). Generalizability theory: A practical guide to study design, implementation, and interpretation. Journal of School Psychology. 52(1). 13–35. 99 indexed citations
17.
Briesch, Amy M., et al.. (2014). An evaluation of observational methods for measuring response to classwide intervention.. School Psychology Quarterly. 30(1). 37–49. 51 indexed citations
18.
Daniels, Brian, Robert J. Volpe, Amy M. Briesch, & Gregory A. Fabiano. (2014). Development of a problem-focused behavioral screener linked to evidence-based intervention.. School Psychology Quarterly. 29(4). 438–451. 18 indexed citations
19.
Briesch, Amy M., et al.. (2013). The influence of student characteristics on the dependability of behavioral observation data.. School Psychology Quarterly. 29(2). 171–181. 12 indexed citations
20.
Briesch, Amy M., Sandra M. Chafouleas, Sabina Rak Neugebauer, & T. Chris Riley‐Tillman. (2012). Assessing influences on intervention implementation: Revision of the Usage Rating Profile-Intervention. Journal of School Psychology. 51(1). 81–96. 136 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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