Rhonda N. T. Nese

951 total citations
35 papers, 550 citations indexed

About

Rhonda N. T. Nese is a scholar working on Developmental and Educational Psychology, Clinical Psychology and Education. According to data from OpenAlex, Rhonda N. T. Nese has authored 35 papers receiving a total of 550 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Developmental and Educational Psychology, 15 papers in Clinical Psychology and 11 papers in Education. Recurrent topics in Rhonda N. T. Nese's work include Behavioral and Psychological Studies (25 papers), Child and Adolescent Psychosocial and Emotional Development (12 papers) and Bullying, Victimization, and Aggression (9 papers). Rhonda N. T. Nese is often cited by papers focused on Behavioral and Psychological Studies (25 papers), Child and Adolescent Psychosocial and Emotional Development (12 papers) and Bullying, Victimization, and Aggression (9 papers). Rhonda N. T. Nese collaborates with scholars based in United States, Canada and Chile. Rhonda N. T. Nese's co-authors include Kent McIntosh, Sterett H. Mercer, Robert H. Horner, Robert Hoselton, Keith Smolkowski, Erik J. Girvan, M. Kathleen Strickland–Cohen, Joseph F. T. Nese, Sara C. McDaniel and Kenneth W. Merrell and has published in prestigious journals such as Educational Researcher, Journal of School Psychology and Exceptional Children.

In The Last Decade

Rhonda N. T. Nese

29 papers receiving 522 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Rhonda N. T. Nese United States 12 325 280 218 138 108 35 550
Mari‐Anne Sørlie Norway 11 172 0.5× 185 0.7× 213 1.0× 87 0.6× 65 0.6× 26 378
Aria E. Fiat United States 9 140 0.4× 215 0.8× 161 0.7× 117 0.8× 59 0.5× 15 400
José M. Castillo United States 14 344 1.1× 165 0.6× 285 1.3× 235 1.7× 73 0.7× 42 580
Denise K. Whitford United States 13 136 0.4× 277 1.0× 151 0.7× 106 0.8× 30 0.3× 26 460
Angeleque Akin‐Little United States 12 156 0.5× 165 0.6× 195 0.9× 86 0.6× 33 0.3× 27 432
Dawn Marie Decker United States 9 135 0.4× 278 1.0× 156 0.7× 84 0.6× 24 0.2× 13 439
Morgan Chitiyo United States 14 148 0.5× 232 0.8× 230 1.1× 51 0.4× 39 0.4× 45 517
Mariëlle J. L. Prevoo Netherlands 10 181 0.6× 158 0.6× 241 1.1× 74 0.5× 36 0.3× 24 527
M. Kathleen Strickland–Cohen United States 13 356 1.1× 126 0.5× 231 1.1× 46 0.3× 114 1.1× 26 470
Ηλίας Κουρκούτας Greece 12 73 0.2× 185 0.7× 218 1.0× 109 0.8× 27 0.3× 46 491

Countries citing papers authored by Rhonda N. T. Nese

Since Specialization
Citations

This map shows the geographic impact of Rhonda N. T. Nese'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 Rhonda N. T. Nese with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Rhonda N. T. Nese more than expected).

Fields of papers citing papers by Rhonda N. T. Nese

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Rhonda N. T. Nese. 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 Rhonda N. T. Nese. The network helps show where Rhonda N. T. Nese may publish in the future.

Co-authorship network of co-authors of Rhonda N. T. Nese

This figure shows the co-authorship network connecting the top 25 collaborators of Rhonda N. T. Nese. A scholar is included among the top collaborators of Rhonda N. T. Nese 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 Rhonda N. T. Nese. Rhonda N. T. Nese 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
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Sáez, Leilani, et al.. (2024). Reading Prosody: A Listening Guide for Teachers. The Reading Teacher. 78(4). 243–251.
4.
McDaniel, Sara C., et al.. (2022). District-wide outcomes from a bullying prevention programming. Preventing School Failure Alternative Education for Children and Youth. 66(3). 276–284. 1 indexed citations
5.
McIntosh, Kent, et al.. (2021). Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial.. School Psychology. 36(6). 433–444. 49 indexed citations
6.
Nese, Rhonda N. T., et al.. (2021). Improving a universal intervention for reducing exclusionary discipline practices using student and teacher guidance. Psychology in the Schools. 59(10). 2042–2061. 6 indexed citations
7.
Mercer, Sterett H., et al.. (2021). Development and Validation of a Measure Assessing Sustainability of Tier 2 and 3 Behavior Support Systems. Journal of School Psychology. 85. 140–154. 6 indexed citations
8.
Nese, Rhonda N. T., et al.. (2020). Preliminary Analysis of an Instructional Alternative to Exclusionary Discipline.. Scholars' Bank (University of Oregon). 23(1). 1–14. 5 indexed citations
9.
Nese, Rhonda N. T., et al.. (2020). Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies. Journal of Positive Behavior Interventions. 23(3). 137–148. 10 indexed citations
10.
Nese, Rhonda N. T., et al.. (2020). Using stakeholder feedback to improve online professional development opportunities. Journal of Research on Technology in Education. 52(2). 148–162. 9 indexed citations
11.
Nese, Rhonda N. T., et al.. (2018). Predicting Latency of Reaching Adequate Implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports. Journal of Positive Behavior Interventions. 21(2). 106–116. 20 indexed citations
12.
Nese, Rhonda N. T., et al.. (2016). Predicting Abandonment of School-Wide Behavior Support Interventions.. Grantee Submission. 42(1). 261–270. 2 indexed citations
13.
Buchanan, Rohanna, et al.. (2016). Stakeholders’ Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings. Behavioral Disorders. 41(3). 135–147. 7 indexed citations
14.
Nese, Rhonda N. T., Kent McIntosh, Joseph F. T. Nese, et al.. (2016). Predicting Abandonment of School-wide Positive Behavioral Interventions and Supports. Behavioral Disorders. 42(1). 261–270. 30 indexed citations
15.
Mercer, Sterett H., et al.. (2016). Examining Barriers to Sustained Implementation of School-Wide Prevention Practices. Assessment for Effective Intervention. 42(1). 6–17. 25 indexed citations
16.
Nese, Rhonda N. T., et al.. (2016). Effects of a video feedback parent training program during child welfare visitation. Children and Youth Services Review. 71. 266–276. 5 indexed citations
17.
Smolkowski, Keith, Erik J. Girvan, Kent McIntosh, Rhonda N. T. Nese, & Robert H. Horner. (2016). Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students. Behavioral Disorders. 41(4). 178–195. 106 indexed citations
18.
Buchanan, Rohanna, et al.. (2015). Refining an intervention for students with emotional disturbance using qualitative parent and teacher data. Children and Youth Services Review. 58. 41–49. 2 indexed citations
19.
McIntosh, Kent, Sterett H. Mercer, Rhonda N. T. Nese, M. Kathleen Strickland–Cohen, & Robert Hoselton. (2015). Predictors of Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports. Journal of Positive Behavior Interventions. 18(4). 209–218. 60 indexed citations
20.
Nese, Rhonda N. T., et al.. (2014). Decreasing bullying behaviors in middle school: Expect Respect.. School Psychology Quarterly. 29(3). 272–286. 20 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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