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.
Assessment of depression in childhood and adolescence: an evaluation of the Center for Epidemiological Studies Depression Scale for Children (CES-DC)
1986500 citationsMichael E. Faulstich, Frank M. Gresham et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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Countries citing papers authored by Frank M. Gresham
Since
Specialization
Citations
This map shows the geographic impact of Frank M. Gresham'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 Frank M. Gresham with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Frank M. Gresham more than expected).
Fields of papers citing papers by Frank M. Gresham
This network shows the impact of papers produced by Frank M. Gresham. 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 Frank M. Gresham. The network helps show where Frank M. Gresham may publish in the future.
Co-authorship network of co-authors of Frank M. Gresham
This figure shows the co-authorship network connecting the top 25 collaborators of Frank M. Gresham.
A scholar is included among the top collaborators of Frank M. Gresham 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 Frank M. Gresham. Frank M. Gresham is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Gresham, Frank M., et al.. (2020). Theoretical Bases of "Social-Emotional Learning Intervention Programs" for Preschool Children.. 7(4). 1517–1531.2 indexed citations
Walker, Hill M. & Frank M. Gresham. (2013). Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders: Applications in Schools.. Guilford Press eBooks.86 indexed citations
Gresham, Frank M.. (2005). Response to Intervention: An Alternative Means of Identifying Students as Emotionally Disturbed.. Education and Treatment of Children. 28(4). 328–344.130 indexed citations
12.
Walker, Hill M., Elizabeth Ramsey, & Frank M. Gresham. (2004). Antisocial behavior in school : evidence-based practices.290 indexed citations
13.
Lane, Kathleen Lynne, Frank M. Gresham, & Tam E. O'Shaughnessy. (2002). Serving Students with or At-Risk for Emotional and Behavior Disorders: Future Challenges. Education and Treatment of Children. 25(4). 507–521.39 indexed citations
14.
Lane, Kathleen Lynne, Frank M. Gresham, Donald L. MacMillan, & Kathleen M. Bocian. (2001). Early Detection of Students with Antisocial Behavior and Hyperactivity Problems. Education and Treatment of Children. 24(3). 294–308.8 indexed citations
MacMillan, Donald L., et al.. (1998). Current Plight of Borderline Students: Where Do They Belong?.. Education and training in mental retardation and developmental disabilities. 33(2). 83–94.26 indexed citations
17.
Gresham, Frank M.. (1987). Los errores de la corriente de integración: el caso para el entrenamiento de habilidades sociales con niños deficientes. Revista de educación. 173–192.3 indexed citations
Gresham, Frank M. & Stephen N. Elliott. (1984). Assessment and Classification of Children's Social Skills: A Review of Methods and Issues.. School Psychology Review. 13(3). 292–301.159 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.