| ADHD symptomatology and its relationship to factors associated with college adjustment K Norwalk, JM Norvilitis, MG MacLean Journal of attention disorders 13 (3), 251-258, 2009 | 270 | 2009 |
| Improving the school context of early adolescence through teacher attunement to victimization: Effects on school belonging KE Norwalk, JV Hamm, TW Farmer, KL Barnes The Journal of early adolescence 36 (7), 989-1009, 2016 | 86 | 2016 |
| Deprivation and threat, emotion dysregulation, and psychopathology: Concurrent and longitudinal associations HM Milojevich, KE Norwalk, MA Sheridan Development and Psychopathology 31 (3), 847-857, 2019 | 74 | 2019 |
| Special educators as intervention specialists: Dynamic systems and the complexity of intensifying intervention for students with emotional and behavioral disorders TW Farmer, KS Sutherland, E Talbott, DS Brooks, K Norwalk, M Huneke Journal of Emotional and Behavioral Disorders 24 (3), 173-186, 2016 | 72 | 2016 |
| Geographically representative scholarship and internationalization in school and educational psychology: A bibliometric analysis of eight journals from 2002–2016 JC Begeny, RA Levy, R Hida, K Norwalk, S Field, H Suzuki, ... Journal of school psychology 70, 44-63, 2018 | 46 | 2018 |
| Factor structure of the gender role conflict scale in African American and European American men. KE Norwalk, BJ Vandiver, AM White, M Englar-Carlson Psychology of Men & Masculinity 12 (2), 128, 2011 | 40 | 2011 |
| Converging on quality: Examining multiple measures of teaching effectiveness LE Sandilos, WA Sims, KE Norwalk, LA Reddy Journal of school psychology 74, 10-28, 2019 | 38 | 2019 |
| Examining early literacy skill differences among children in head start via latent profile analysis. KE Norwalk, JC DiPerna, P Lei, Q Wu School Psychology Quarterly 27 (3), 170, 2012 | 31 | 2012 |
| Creating supportive contexts for early adolescents during the first year of middle school: Impact of a developmentally responsive multi-component intervention M Dawes, T Farmer, J Hamm, D Lee, K Norwalk, B Sterrett, K Lambert Journal of youth and adolescence 49, 1447-1463, 2020 | 28 | 2020 |
| Emotional and behavioral risk configurations, students with disabilities, and perceptions of the middle school ecology CC Chen, TW Farmer, JV Hamm, DS Brooks, D Lee, K Norwalk, ... Journal of Emotional and Behavioral Disorders 28 (3), 180-192, 2020 | 23 | 2020 |
| Experimental research in school psychology internationally: An assessment of journal publications and implications for internationalization JC Begeny, RA Levy, R Hida, K Norwalk Psychology in the Schools 55 (2), 120-136, 2018 | 23 | 2018 |
| Characteristics, experiences, and mental health of children who re-enter foster care HP Finster, KE Norwalk Children and Youth Services Review 129, 106165, 2021 | 18 | 2021 |
| Supporting the inclusion of socially vulnerable early adolescents: Theory and illustrations of the BASE model TW Farmer, BI Sterrett, KE Norwalk, CC Chen, M Dawes, JV Hamm, ... Frontiers in Education 5, 587174, 2021 | 18 | 2021 |
| Tier 2 reading fluency interventions with middle school students: A comparison of the HELPS-SG program and a teacher-directed evidence-based intervention SF Vess, JC Begeny, KE Norwalk, RN Ankney Journal of Applied School Psychology 34 (4), 316-337, 2018 | 16 | 2018 |
| Confirmatory factor analysis of the early arithmetic, reading, and learning indicators (EARLI) KE Norwalk, JC DiPerna, PW Lei Journal of School Psychology 52 (1), 83-96, 2014 | 15 | 2014 |
| Peer assisted supervision and support and providers’ use of Triple P-Positive Parenting Program CR Owens, ME Haskett, K Norwalk Journal of child and family studies 28, 1664-1672, 2019 | 13 | 2019 |
| Teachers’ perceptions of middle schoolers’ social concerns: Strategies and barriers to supporting students’ social success M Dawes, BI Sterrett, KE Norwalk, TW Farmer, JV Hamm Social Psychology of Education 24, 465-488, 2021 | 10 | 2021 |
| Teachers’ perceptions of self-and peer-identified victims M Dawes, KE Norwalk, CC Chen, JV Hamm, TW Farmer School Mental Health 11, 819-832, 2019 | 9 | 2019 |
| Differential impacts of the Incredible Years-Teacher Classroom Management program based on young children’s risk profiles SC Neal, KE Norwalk, ME Haskett Early Childhood Research Quarterly 51, 473-482, 2020 | 7 | 2020 |
| An adaptive, correlated constraints model of classroom management: The Behavioral, Academic, and Social Engagement (BASE) program TW Farmer, JV Hamm, DL Lee, B Sterrett, K Rizzo, K Norwalk Handbook of research on emotional and behavioral disorders, 227-244, 2020 | 7 | 2020 |
