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Stephen N. Elliott
Researcher at Arizona State University
Publications - 283
Citations - 13589
Stephen N. Elliott is an academic researcher from Arizona State University. The author has contributed to research in topics: Social skills & Academic achievement. The author has an hindex of 61, co-authored 280 publications receiving 12704 citations. Previous affiliations of Stephen N. Elliott include University of South Australia & Monash University.
Papers
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Journal ArticleDOI
Teacher judgments concerning the acceptability of school-based interventions.
Journal ArticleDOI
Development of a modified treatment evaluation inventory
TL;DR: In this article, a 9-item Treatment Evaluation Inventory (TEI-Short Form) with a 5-point scale, consistent anchors on the scale, and simplified text and instructions is presented.
Journal ArticleDOI
Influence of treatment effectiveness information on the acceptability of classroom interventions.
TL;DR: The Behavior Intervention Rating Scale (BIRS) as discussed by the authors was designed to differentiate between the constructs of treatment effectiveness and treatment acceptability and investigate their relationship, and a multivariate analysis of teachers' ratings revealed two significant findings: a main effect for intervention, and an interaction between problem severity and effectiveness information.
Book
Advances in school psychology
TL;DR: In this article, the most recent research, developments, and practical applications in one of contemporary psychology's most active areas is presented. But the most relevant work in other psychological fields, including clinical, counseling, developmental, learning, and educational psychology, reaches beyond the common domain of psychology and education.
Book
Educational Psychology: Effective Teaching, Effective Learning
TL;DR: Elliott et al. as discussed by the authors defined educational psychology as the application of psychology and psychological methods to the study of development, learning, motivation, instruction, assessment, and related issues that influence the interaction of teaching and learning.