Emily Graybill

836 total citations
36 papers, 556 citations indexed

About

Emily Graybill is a scholar working on Clinical Psychology, Education and Social Psychology. According to data from OpenAlex, Emily Graybill has authored 36 papers receiving a total of 556 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Clinical Psychology, 16 papers in Education and 15 papers in Social Psychology. Recurrent topics in Emily Graybill's work include Child and Adolescent Psychosocial and Emotional Development (11 papers), Bullying, Victimization, and Aggression (8 papers) and LGBTQ Health, Identity, and Policy (7 papers). Emily Graybill is often cited by papers focused on Child and Adolescent Psychosocial and Emotional Development (11 papers), Bullying, Victimization, and Aggression (8 papers) and LGBTQ Health, Identity, and Policy (7 papers). Emily Graybill collaborates with scholars based in United States, Canada and Philippines. Emily Graybill's co-authors include Joel Meyers, Kris Varjas, Sherrie L. Proctor, Megan L. Marshall, Andrew T. Roach, Brian J. Dew, Laurel B. Watson, Anneliese A. Singh, Stephen D. Truscott and Erin Vinoski Thomas and has published in prestigious journals such as Journal of School Psychology, School Psychology Review and Maternal and Child Health Journal.

In The Last Decade

Emily Graybill

32 papers receiving 505 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Emily Graybill United States	15	316	222	177	112	100	36	556
Tim Grothaus United States	11	301 1.0×	194 0.9×	99 0.6×	61 0.5×	104 1.0×	25	441
Catherine Griffith United States	12	223 0.7×	119 0.5×	106 0.6×	50 0.4×	69 0.7×	23	411
Christian D. Chan United States	13	297 0.9×	187 0.8×	68 0.4×	29 0.3×	135 1.4×	45	483
Kris Tunac De Pedro United States	14	326 1.0×	285 1.3×	202 1.1×	16 0.1×	120 1.2×	27	618
Richard Q. Shin United States	15	290 0.9×	225 1.0×	223 1.3×	17 0.2×	208 2.1×	34	647
JoAnn Hsueh United States	15	190 0.6×	201 0.9×	362 2.0×	83 0.7×	208 2.1×	47	779
Theodore P. Remley United States	13	451 1.4×	336 1.5×	97 0.5×	64 0.6×	68 0.7×	45	686
Alan M. Schwitzer United States	14	280 0.9×	288 1.3×	268 1.5×	23 0.2×	109 1.1×	60	654
Angela Helena Marin Brazil	13	126 0.4×	204 0.9×	175 1.0×	20 0.2×	60 0.6×	93	557
Lindsey J. Thomas United States	15	213 0.7×	200 0.9×	38 0.2×	26 0.2×	188 1.9×	27	501

Countries citing papers authored by Emily Graybill

Since Specialization

Citations

This map shows the geographic impact of Emily Graybill'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 Emily Graybill with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Emily Graybill more than expected).

Fields of papers citing papers by Emily Graybill

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Emily Graybill. 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 Emily Graybill. The network helps show where Emily Graybill may publish in the future.

Co-authorship network of co-authors of Emily Graybill

This figure shows the co-authorship network connecting the top 25 collaborators of Emily Graybill. A scholar is included among the top collaborators of Emily Graybill 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 Emily Graybill. Emily Graybill is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Graybill, Emily, et al.. (2025). Universal Behavior Screening and Early Warning System Indicators in Middle Schools. Psychology in the Schools. 62(9). 2955–2968.

Roach, Andrew T., et al.. (2024). School psychologists' perceptions, roles, and training regarding sexual health education for students with intellectual and developmental disabilities. Psychology in the Schools. 61(9). 3514–3539.

Graybill, Emily, et al.. (2024). Gender and race measurement invariance of the Strengths and Difficulties Questionnaire in a U.S. base sample. Frontiers in Education. 9. 1 indexed citations

Choe, Elise, Kenneth G. Rice, Kris Varjas, et al.. (2023). The Cultural Humility Scale for Students: Development and initial validation among adolescents. Journal of School Psychology. 99. 101224–101224. 1 indexed citations

Roach, Andrew T., et al.. (2022). To Connect and Educate: Why Families Engage in Family-Professional Partnership Training Experiences. Intellectual and developmental disabilities. 60(4). 316–333. 1 indexed citations

Byars, Jason M., et al.. (2020). Monitoring Social Media and Technology Use to Prevent Youth Suicide and School Violence. Contemporary School Psychology. 24(3). 318–326. 13 indexed citations

Barger, Brian, Emily Graybill, Andrew T. Roach, & Kathleen Lynne Lane. (2020). Differential Item and Test Functioning of the SRSS-IE12 Across Race, Ethnicity, Gender, and Elementary Level. Assessment for Effective Intervention. 47(2). 79–88. 9 indexed citations

Graybill, Emily, et al.. (2020). Predictive Validity of the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) Scores. Journal of Emotional and Behavioral Disorders. 29(2). 105–112. 11 indexed citations

Graybill, Emily, et al.. (2018). Assessing the Feasibility and Acceptability of ePortfolios in an Inclusive, Graduate-Level Interdisciplinary Training Program.. 8(2). 91–101. 1 indexed citations

10.

Thomas, Erin Vinoski, et al.. (2018). Comparing Traditional Versus Retrospective Pre-/Post-assessment in an Interdisciplinary Leadership Training Program. Maternal and Child Health Journal. 23(2). 191–200. 40 indexed citations

11.

Truscott, Stephen D., et al.. (2017). Improving Culturally Congruent Health Care for Children With Disabilities: Stakeholder Perspectives of Cultural Competence Training in an Interdisciplinary Leadership Training Program. Journal of Transcultural Nursing. 29(1). 101–111. 3 indexed citations

12.

Graybill, Emily, et al.. (2017). An analysis of social justice research in school psychology. International Journal of School & Educational Psychology. 6(2). 77–89. 35 indexed citations

13.

Thomas, Erin Vinoski, Emily Graybill, & Andrew T. Roach. (2016). Building Self-Determination Through Inclusive Extracurricular Programs. Teaching Exceptional Children. 48(5). 258–265. 6 indexed citations

14.

Graybill, Emily & Sherrie L. Proctor. (2015). Lesbian, gay, bisexual, and transgender youth: Limited representation in school support personnel journals. Journal of School Psychology. 54. 9–16. 34 indexed citations

15.

Graybill, Emily, Kris Varjas, Joel Meyers, Daphne Greenberg, & Andrew T. Roach. (2013). Using a Participatory Culture-Specific Model to Increase the Effectiveness of Social Justice Courses in School Psychology. International Journal of School & Educational Psychology. 1(4). 217–230. 4 indexed citations

16.

Meyers, Adena B., et al.. (2012). Ecological Approaches to Organizational Consultation and Systems Change in Educational Settings. Journal of Educational and Psychological Consultation. 22(1-2). 106–124. 51 indexed citations

17.

Graybill, Emily, Kris Varjas, Joel Meyers, Laurel B. Watson, & George G. Bear. (2009). Content-Specific Strategies to Advocate for Lesbian, Gay, Bisexual, and Transgender Youth: An Exploratory Study. School Psychology Review. 38(4). 570–584. 40 indexed citations

18.

Varjas, Kris, et al.. (2008). Bullying in Schools Towards Sexual Minority Youth. Journal of School Violence. 7(2). 59–86. 61 indexed citations

19.

Varjas, Kris, Brian J. Dew, Joel Meyers, et al.. (2006). School and Community Service Providers' Perspectives on Gay, Lesbian and Questioning Bullying. Journal of LGBTQ Issues in Counseling. 1(2). 45–66. 15 indexed citations

20.

Varjas, Kris, Joel Meyers, Christopher C. Henrich, et al.. (2006). Using a Participatory Culture-Specific Intervention Model to Develop a Peer Victimization Intervention. Journal of Applied School Psychology. 22(2). 35–57. 31 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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