Erin Girio-Herrera

952 total citations
20 papers, 656 citations indexed

About

Erin Girio-Herrera is a scholar working on Clinical Psychology, Psychiatry and Mental health and Developmental and Educational Psychology. According to data from OpenAlex, Erin Girio-Herrera has authored 20 papers receiving a total of 656 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Clinical Psychology, 9 papers in Psychiatry and Mental health and 9 papers in Developmental and Educational Psychology. Recurrent topics in Erin Girio-Herrera's work include Child and Adolescent Psychosocial and Emotional Development (13 papers), Attention Deficit Hyperactivity Disorder (9 papers) and Behavioral and Psychological Studies (9 papers). Erin Girio-Herrera is often cited by papers focused on Child and Adolescent Psychosocial and Emotional Development (13 papers), Attention Deficit Hyperactivity Disorder (9 papers) and Behavioral and Psychological Studies (9 papers). Erin Girio-Herrera collaborates with scholars based in United States and Germany. Erin Girio-Herrera's co-authors include Joshua M. Langberg, Stephen P. Becker, Aaron J. Vaughn, Julie Sarno Owens, Jeffery N. Epstein, Steven W. Evans, Alex S. Holdaway, Lina K. Himawan, Mekibib Altaye and Allison K. Zoromski and has published in prestigious journals such as Psychological Assessment, Behavior Therapy and Journal of Clinical Child & Adolescent Psychology.

In The Last Decade

Erin Girio-Herrera

20 papers receiving 619 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Erin Girio-Herrera United States	14	425	399	322	126	124	20	656
Brandon K. Schultz United States	16	495 1.2×	532 1.3×	389 1.2×	138 1.1×	103 0.8×	32	752
Kathryn M. Karch United States	7	523 1.2×	667 1.7×	278 0.9×	235 1.9×	81 0.7×	7	856
Lauren M. Haack United States	15	404 1.0×	380 1.0×	138 0.4×	156 1.2×	65 0.5×	37	566
Frances A. Wymbs United States	14	627 1.5×	509 1.3×	162 0.5×	199 1.6×	109 0.9×	24	822
Nicole K. Schatz United States	13	407 1.0×	559 1.4×	183 0.6×	232 1.8×	50 0.4×	26	720
Cathy Laver‐Bradbury United Kingdom	11	527 1.2×	518 1.3×	196 0.6×	153 1.2×	60 0.5×	23	704
Ruth Gwernan‐Jones United Kingdom	14	219 0.5×	236 0.6×	157 0.5×	182 1.4×	142 1.1×	20	553
Christine A. P. Walther United States	11	290 0.7×	414 1.0×	115 0.4×	163 1.3×	64 0.5×	24	616
Maribel Matos Puerto Rico	5	296 0.7×	194 0.5×	82 0.3×	116 0.9×	81 0.7×	6	425
Tyler Sasser United States	8	179 0.4×	166 0.4×	135 0.4×	84 0.7×	161 1.3×	16	446

Countries citing papers authored by Erin Girio-Herrera

Since Specialization

Citations

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

Fields of papers citing papers by Erin Girio-Herrera

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Erin Girio-Herrera. 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 Erin Girio-Herrera. The network helps show where Erin Girio-Herrera may publish in the future.

Co-authorship network of co-authors of Erin Girio-Herrera

This figure shows the co-authorship network connecting the top 25 collaborators of Erin Girio-Herrera. A scholar is included among the top collaborators of Erin Girio-Herrera 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 Erin Girio-Herrera. Erin Girio-Herrera 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

Girio-Herrera, Erin, et al.. (2023). Improving Black student outcomes: The multifaceted role of psychology professors in higher education. Theory Into Practice. 62(4). 448–463. 2 indexed citations

Girio-Herrera, Erin, Julie Sarno Owens, Steven W. Evans, et al.. (2021). Teacher Ratings of Acceptability of a Daily Report Card Intervention Prior to and During Implementation: Relations to Implementation Integrity and Student Outcomes. School Mental Health. 13(1). 69–83. 4 indexed citations

Girio-Herrera, Erin, et al.. (2019). Lessons Learned About Barriers to Implementing School-Based Interventions for Adolescents: Ideas for Enhancing Future Research and Clinical Projects. Cognitive and Behavioral Practice. 26(3). 466–477. 16 indexed citations

Owens, Julie Sarno, Erika K. Coles, Steven W. Evans, et al.. (2017). Using Multi-component Consultation to Increase the Integrity with Which Teachers Implement Behavioral Classroom Interventions: A Pilot Study. School Mental Health. 9(3). 218–234. 43 indexed citations

Owens, Julie Sarno, Alex S. Holdaway, Jessica M. Smith, et al.. (2017). Rates of Common Classroom Behavior Management Strategies and Their Associations With Challenging Student Behavior in Elementary School. Journal of Emotional and Behavioral Disorders. 26(3). 156–169. 47 indexed citations

Girio-Herrera, Erin & Julie Sarno Owens. (2017). A Pilot Study Examining a School-Based Parent Engagement Intervention Following School Mental Health Screening. School Mental Health. 9(2). 117–131. 5 indexed citations

Langberg, Joshua M., Steven W. Evans, Brandon K. Schultz, et al.. (2016). Trajectories and Predictors of Response to the Challenging Horizons Program for Adolescents With ADHD. Behavior Therapy. 47(3). 339–354. 37 indexed citations

Owens, Julie Sarno, et al.. (2015). Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: Utility and Incremental Validity of Parent Report. School Psychology Review. 44(1). 21–40. 16 indexed citations

Brown, Courtney, Erin Girio-Herrera, Susan N. Sherman, Robert S. Kahn, & Kristen A. Copeland. (2014). Pediatricians May Address Barriers Inadequately When Referring Low-Income Preschool-Aged Children to Behavioral Health Services. Journal of Health Care for the Poor and Underserved. 25(1). 406–424. 7 indexed citations

10.

Girio-Herrera, Erin & Jill Ehrenreich‐May. (2014). Using flexible clinical processes in the Unified Protocol for the Treatment of Emotional Disorders in Adolescence.. Psychotherapy. 51(1). 117–122. 8 indexed citations

11.

Girio-Herrera, Erin, Melissa R. Dvorsky, & Julie Sarno Owens. (2014). Mental health screening in kindergarten youth: A multistudy examination of the concurrent and diagnostic validity of the Impairment Rating Scale.. Psychological Assessment. 27(1). 215–227. 12 indexed citations

12.

Becker, Stephen P., Joshua M. Langberg, Steven W. Evans, Erin Girio-Herrera, & Aaron J. Vaughn. (2014). Differentiating Anxiety and Depression in Relation to the Social Functioning of Young Adolescents With ADHD. Journal of Clinical Child & Adolescent Psychology. 44(6). 1015–1029. 43 indexed citations

13.

Brown, Courtney, Erin Girio-Herrera, Susan N. Sherman, Robert S. Kahn, & Kristen A. Copeland. (2013). Low-Income Parents’ Perceptions of Pediatrician Advice on Early Childhood Education. Journal of Community Health. 38(1). 195–204. 14 indexed citations

14.

Fabiano, Gregory A., William E. Pelham, Antara Majumdar, et al.. (2013). Elementary and Middle School Teacher Perceptions of Attention-Deficit/Hyperactivity Disorder Prevalence. Child & Youth Care Forum. 42(2). 87–99. 36 indexed citations

15.

Langberg, Joshua M., Stephen P. Becker, Jeffery N. Epstein, Aaron J. Vaughn, & Erin Girio-Herrera. (2012). Predictors of Response and Mechanisms of Change in an Organizational Skills Intervention for Students with ADHD. Journal of Child and Family Studies. 22(7). 1000–1012. 36 indexed citations

16.

Girio-Herrera, Erin, Julie Sarno Owens, & Joshua M. Langberg. (2012). Perceived Barriers to Help-Seeking Among Parents of At-Risk Kindergarteners in Rural Communities. Journal of Clinical Child & Adolescent Psychology. 42(1). 68–77. 60 indexed citations

17.

Owens, Julie Sarno, Alex S. Holdaway, Allison K. Zoromski, et al.. (2012). Incremental Benefits of a Daily Report Card Intervention Over Time for Youth With Disruptive Behavior. Behavior Therapy. 43(4). 848–861. 65 indexed citations

18.

Langberg, Joshua M., Jeffery N. Epstein, Stephen P. Becker, Erin Girio-Herrera, & Aaron J. Vaughn. (2012). Evaluation of the Homework, Organization, and Planning Skills (HOPS) Intervention for Middle School Students with Attention Deficit Hyperactivity Disorder as Implemented by School Mental Health Providers. School Psychology Review. 41(3). 342–364. 125 indexed citations

19.

Langberg, Joshua M., Jeffery N. Epstein, Erin Girio-Herrera, et al.. (2011). Materials Organization, Planning, and Homework Completion in Middle-School Students with ADHD: Impact on Academic Performance. School Mental Health. 3(2). 93–101. 50 indexed citations

20.

Langberg, Joshua M., Aaron J. Vaughn, Pamela Williamson, et al.. (2011). Refinement of an Organizational Skills Intervention for Adolescents with ADHD for Implementation by School Mental Health Providers. School Mental Health. 3(3). 143–155. 30 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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