June L. Preast

431 total citations
20 papers, 221 citations indexed

About

June L. Preast is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, June L. Preast has authored 20 papers receiving a total of 221 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 9 papers in Developmental and Educational Psychology and 6 papers in Social Psychology. Recurrent topics in June L. Preast's work include Bullying, Victimization, and Aggression (5 papers), Child and Adolescent Psychosocial and Emotional Development (5 papers) and Behavioral and Psychological Studies (5 papers). June L. Preast is often cited by papers focused on Bullying, Victimization, and Aggression (5 papers), Child and Adolescent Psychosocial and Emotional Development (5 papers) and Behavioral and Psychological Studies (5 papers). June L. Preast collaborates with scholars based in United States and Ireland. June L. Preast's co-authors include Chad A. Rose, Matthew K. Burns, Cynthia G. Simpson, Ze Wang, Crystal N. Taylor, Andrew Stuart, Melissa Stormont, Bradley S. Bloomfield, Tyler E. Smith and Shannon R. Holmes and has published in prestigious journals such as Ear and Hearing, Journal of School Psychology and School Psychology Review.

In The Last Decade

June L. Preast

18 papers receiving 208 citations

Peers

June L. Preast

EDUCA

DEP

Sophie Jablansky United States

Catherine Lussier United States

Bridget A. Franks United States

Stacy L. Bliss United States

Katharina Kriegbaum Germany

Jan-Henning Ehm Germany

Rebecca D. Eckert Australia

Kerry Hodge Australia

Maike Krannich Switzerland

Ketty M. Sarouphim Lebanon

Sophie Jablansky United States

June L. Preast

165 ×1.4

EDUCA

83 ×1.0

DEP

74 ×0.9

70 ×1.3

19 ×0.7

Citations per year, relative to June L. Preast June L. Preast (= 1×) peers Sophie Jablansky

Countries citing papers authored by June L. Preast

Since Specialization

Citations

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

Fields of papers citing papers by June L. Preast

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by June L. Preast. 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 June L. Preast. The network helps show where June L. Preast may publish in the future.

Co-authorship network of co-authors of June L. Preast

This figure shows the co-authorship network connecting the top 25 collaborators of June L. Preast. A scholar is included among the top collaborators of June L. Preast 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 June L. Preast. June L. Preast 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

Shelton, Stephanie Anne, et al.. (2025). Strategies and examples for applying reflexivity in qualitative research: before, during and after data collection. Qualitative Research Journal.

Shelton, Stephanie Anne, et al.. (2024). Conducting Trauma-Informed Focus Groups with Vulnerable Participants: Research(er) Reflexivity in Juvenile Justice Facilities. 1 indexed citations

Preast, June L., et al.. (2023). Are School-Based Problem-Solving Teams Effective? A Meta-Analysis of Student- and Systems-Level Effects. Journal of Educational and Psychological Consultation. 34(2). 115–139. 2 indexed citations

Smith, Tyler E., et al.. (2020). The Effects of Consultation-based Family-school Engagement on Student and Parent Outcomes: A Meta-analysis. Journal of Educational and Psychological Consultation. 31(3). 278–306. 28 indexed citations

Smith, Tyler E., et al.. (2020). Recent Methodological Advancements in Indirect Service Delivery: An Introduction to the Special Issue. Journal of Educational and Psychological Consultation. 31(3). 269–277. 1 indexed citations

Burns, Matthew K., et al.. (2019). Comparing the effects of incremental rehearsal and traditional drill on retention of mathematics facts and predicting the effects with memory.. School Psychology. 34(5). 521–530. 13 indexed citations

Preast, June L., et al.. (2019). Class-Wide Partner Reading Intervention for Science Comprehension.. 13(1). 29–40. 3 indexed citations

Rose, Chad A., Lisa E. Monda‐Amaya, & June L. Preast. (2018). Pre-service Special and General Educators’ Perceptions of Bullying. 28(2). 8 indexed citations

Preast, June L. & Matthew K. Burns. (2018). Effects of Consultation on Professional Learning Communities. Journal of Educational and Psychological Consultation. 29(2). 206–236. 4 indexed citations

10.

Burns, Matthew K., et al.. (2017). Leadership Theory for School Psychologists: Leading for Systems Change.. Communique. 46(2). 3 indexed citations

11.

Burns, Matthew K., et al.. (2017). Meta-analysis of the effects of academic interventions and modifications on student behavior outcomes.. School Psychology Quarterly. 32(3). 291–305. 13 indexed citations

12.

Burns, Matthew K., et al.. (2017). Factors of Professional Learning Community Implementation and Effect on Student Achievement. Journal of Educational and Psychological Consultation. 28(4). 394–412. 25 indexed citations

13.

Burns, Matthew K., et al.. (2017). EMPIRICAL SYNTHESIS OF THE EFFECT OF STANDARD ERROR OF MEASUREMENT ON DECISIONS MADE WITHIN BRIEF EXPERIMENTAL ANALYSES OF READING FLUENCY. Psychology in the Schools. 54(6). 640–654. 5 indexed citations

14.

Taylor, Crystal N., et al.. (2017). Reliability and Relationship to Retention of Assessing an Acquisition Rate for Sight Words With Kindergarten Students. Journal of Psychoeducational Assessment. 36(8). 798–807. 1 indexed citations

15.

Rose, Chad A., Christopher D. Slaten, & June L. Preast. (2017). Bully Perpetration and Self-Esteem: Examining the Relation Over Time. Behavioral Disorders. 42(4). 159–169. 12 indexed citations

16.

Rose, Chad A., Cynthia G. Simpson, & June L. Preast. (2016). Exploring Psychosocial Predictors of Bullying Involvement for Students With Disabilities. Remedial and Special Education. 37(5). 308–317. 21 indexed citations

17.

Burns, Matthew K., Kathrin E. Maki, Rebecca Kanive, et al.. (2015). Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory. Journal of School Psychology. 53(6). 437–445. 12 indexed citations

18.

Rose, Chad A., et al.. (2015). Bullying and Students With Disabilities: Examination of Disability Status and Educational Placement. School Psychology Review. 44(4). 425–444. 36 indexed citations

19.

Rose, Chad A., et al.. (2014). Peer reactions to early childhood aggression in a preschool setting: Defenders, encouragers, or neutral bystander. Developmental Neurorehabilitation. 19(4). 246–254. 19 indexed citations

20.

Stuart, Andrew & June L. Preast. (2012). Contralateral Suppression of Transient-Evoked Otoacoustic Emissions in Children With Sickle Cell Disease. Ear and Hearing. 33(3). 421–429. 14 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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