OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Emotional and Behavioral Disorders is 5. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)

Article	Citations
Special Educator Burnout and Fidelity in Implementing Behavior Support Plans: A Call to Action	16
Closeness in Student–Teacher Relationships and Students’ Psychological Well-Being: The Mediating Role of Hope	14
Interdisciplinary Inequality Research in the E/BD Field: Animating Intersectionality, Reflexivity, and Equity	13
Too Anxious to Talk: Social Anxiety, Academic Communication, and Students’ Experiences in Higher Education	13
Teaching Students With Emotional/Behavioral Disorders: Teachers’ Burnout Profiles and Classroom Management	12
A Team-Based Collaborative Care Model for Youth With Attention-Deficit Hyperactivity Disorder in Education and Health Care Settings	11
Teaching Explicit Social-Emotional Skills With Contextual Supports for Students With Intensive Intervention Needs	10
Tier 2: Critical Issues in Systems, Practices, and Data	9
Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives	8
Behind the Eight Ball: The Effects of Race and Number of Infractions on the Severity of Exclusionary Discipline Sanctions Issued in Secondary School	8
The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism	8
Middle School Teachers’ Perceptions and Use of Classroom Management Strategies and Associations With Student Behavior	7
Language, Aggression, and Self-Regulation in Young Children	7
A Preliminary Investigation of Teacher-Reported Classroom-Level Adversity and Teacher–Student Interactions	6
The Role of Parental Involvement in Narrowing the Academic Achievement Gap for High School Students With Elevated Emotional and Behavioral Risks	6
Predictive Validity of the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) Scores	6
Children Who Receive Special Education Services for ADHD: Early Indicators and Evidence of Disproportionate Representation in the Early Childhood Longitudinal Study (ECLS-K: 2011)	5
Examining for the Protective Effects of Therapeutic Engagement on Child Aggression	5
Intensifying Interventions for Students With Emotional and Behavioral Difficulties: A Conceptual Synthesis of Practice Elements and Adaptive Expertise	5
Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students With Disabilities	5
Black Girls and School Discipline: The Role of Teacher’s Race, Pubertal Development, and Discipline Philosophy on Discipline Decisions	5
Differential Item Functioning of the Scales for Assessing Emotional Disturbance-3 for White and Hispanic Students	5
Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice	5
School Leadership, Climate, and Professional Isolation as Predictors of Special Education Teachers’ Stress and Coping Profiles	5