| Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise ML Hemmeter, P Snyder, K Kinder, K Artman Early childhood research quarterly 26 (1), 96-109, 2011 | 260 | 2011 |
| Applying an evidence-based framework to the early childhood coaching literature K Artman-Meeker, A Fettig, EE Barton, A Penney, S Zeng Topics in Early Childhood Special Education 35 (3), 183-196, 2015 | 208 | 2015 |
| Characterizing key features of the early childhood professional development literature P Snyder, ML Hemmeter, KA Meeker, K Kinder, C Pasia, T McLaughlin Infants & Young Children 25 (3), 188-212, 2012 | 202 | 2012 |
| Effects of training and feedback on teachers’ use of classroom preventive practices KM Artman-Meeker, ML Hemmeter Topics in early childhood special education 33 (2), 112-123, 2013 | 97 | 2013 |
| Effects of distance coaching on teachers' use of pyramid model practices: A pilot study K Artman-Meeker, ML Hemmeter, P Snyder Infants & Young Children 27 (4), 325-344, 2014 | 87 | 2014 |
| Moving right along... planning transitions to prevent challenging behavior ML Hemmeter, MM Ostrosky, KM Artman, KA Kinder YC Young Children 63 (3), 18, 2008 | 63 | 2008 |
| Finding your feedback fit: Strategies for designing and delivering performance feedback systems EE Barton, K Kinder, AM Casey, KM Artman Young Exceptional Children 14 (1), 29-46, 2011 | 60 | 2011 |
| Group coaching on pre-school teachers’ implementation of pyramid model strategies: A program description A Fettig, K Artman-Meeker Topics in early childhood special education 36 (3), 147-158, 2016 | 57 | 2016 |
| The effects of bug-in-ear coaching on pre-service behavior analysts’ use of functional communication training K Artman-Meeker, N Rosenberg, N Badgett, X Yang, A Penney Behavior Analysis in Practice 10, 228-241, 2017 | 41 | 2017 |
| The effects of a bug-in-ear coaching package on implementation of incidental teaching by paraprofessionals in a K-12 school NE Rosenberg, K Artman-Meeker, E Kelly, X Yang Journal of Behavioral Education 29, 409-432, 2020 | 39 | 2020 |
| By the book: Using literature to discuss disability with children and teens K Artman-Meeker, TO Grant, X Yang TEACHING Exceptional Children 48 (3), 151-158, 2016 | 35 | 2016 |
| Embracing our visual inspection tradition: Graphing interobserver agreement data. K Artman, M Wolery, P Yoder Remedial and Special Education 33, 71-77, 2012 | 30 | 2012 |
| Grandparents of children with intellectual and developmental disabilities: Navigating roles and relationships X Yang, K Artman-Meeker, CA Roberts Intellectual and Developmental Disabilities 56 (5), 354-373, 2018 | 27 | 2018 |
| Multi-tiered system of supports in early childhood: Identifying gaps, considerations for application, and solutions A Wackerle-Hollman, TD Spencer, K Artman-Meeker, ES Kelley, L Durán, ... Early Childhood Research Quarterly 56, 201-212, 2021 | 25 | 2021 |
| Essentials of practice-based coaching: Supporting effective practices in early childhood P Snyder (No Title), 2022 | 19 | 2022 |
| The effects of graphing a second observer’s data on judgments of functional relations in A–B–A–B graphs JR Ledford, M Wolery, KA Meeker, JH Wehby Journal of Behavioral Education 21, 350-364, 2012 | 17 | 2012 |
| Effects of distance coaching on teachers' use of a tiered model of intervention and relationships with child behavior and social skills KMA Meeker Vanderbilt University, 2010 | 17 | 2010 |
| Promoting a person-centered approach to strengthening early childhood practices that support social-emotional development A Fettig, K Artman-Meeker, L Jeon, HC Chang Early education and development 33 (1), 75-91, 2022 | 15 | 2022 |
| A qualitative examination of family and educator perspectives on early childhood behavior supports EM Kelly, SG Harbin, SA Spaulding, CA Roberts, K Artman-Meeker Topics in Early Childhood Special Education 42 (2), 162-174, 2022 | 12 | 2022 |
| Implementing multitiered systems of support in preschool: Begin with universal screening K Missall, K Artman-Meeker, C Roberts, S Ludeman Young Exceptional Children 24 (4), 213-224, 2021 | 9 | 2021 |
