Journal of Emotional and Behavioral Disorders

Papers
(The TQCC of Journal of Emotional and Behavioral Disorders is 4. 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 2021-06-01 to 2025-06-01.)
ArticleCitations
Research and Development of Short-Term Interventions for K–3 Students Having Externalizing and Internalizing Behavior Disorders36
Adventures in Naming EBD Realities: How Words Matter for Special Education35
School Refusal in Adolescence: Personality Traits and Their Influence on Treatment Outcome27
Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students With Disabilities16
Changing or Acknowledging Cognitions: A Meta-Analysis of Reducing Depression in Adolescence14
Teacher Responsiveness and Instruction for Verbal Aggression Victimization: Survey Results of Secondary Students With Emotional and Behavioral Disorders13
School Leadership, Climate, and Professional Isolation as Predictors of Special Education Teachers’ Stress and Coping Profiles11
Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders9
Professional Development: Improving Teachers’ Knowledge and Self-Efficacy Related to Emotional and Behavioral Disorders8
Introduction to Special Series : Supporting Teachers of Students with Emotional and Behavioral Disorders8
Evaluating the Effectiveness of a Training Program for Treatment Foster Parents in an Urban Community8
Caregiver and Teacher Perspectives on Home–School Partnerships Within a Tier 2 Intervention8
Stress Management Programs for Special Education Teachers7
The Teachers’ Role in Behavioral Problems of Pupils With EBD in Special Education: Teacher–Child Relationships Versus Structure7
A Novel Look at Peer Problems: Examining Predictors of Children’s Sociometric Ratings of Classmates With ADHD Symptoms7
The Relationship Between Treatment Prescription and Standardized Assessment for Youth With Identified Trauma, Behavior Problems, or Substance Use6
Experiences of Working Conditions Among Special Education Teachers of Color Serving Students With EBD6
The Role of Parental Involvement in Narrowing the Academic Achievement Gap for High School Students With Elevated Emotional and Behavioral Risks6
Effects of Modularized Workshop Trainings on Youth Clinical Progress in a Public Mental Health System6
Influence of Child Externalizing Behavior on Friendship Centrality and Reciprocity in Kindergarten Classrooms5
Development of Brief Rating Scales for Progress Monitoring Internalizing Behavior5
“Stuck in a Loop”: A Qualitative Examination of Challenges for Children and Adolescents With Attention-Deficit/Hyperactivity Disorder and Anxiety4
Special Education Teachers of Color Burnout, Working Conditions, and Recommendations for EBD Research4
The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism4
The School Interference Questionnaire: Examining a Novel Measure of Mental Health–Related Academic Functional Impairment in Youth4
Understanding the Relationship Between Race and Career Intent of Teachers Serving Students With Emotional and Behavior Disorders4
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