Journal of Positive Behavior Interventions

Papers
(The median citation count of Journal of Positive Behavior Interventions is 1. 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 2022-06-01 to 2026-06-01.)
ArticleCitations
A Content and Quality Evaluation of Mobile Classroom Behavior Management Applications12
The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors11
Contextual Adaptations to Implement SWPBS With Fidelity: The Case of Cyprus11
An Estimation of Trend Variability and Change Sensitivity of Direct Behavior Rating–Single Item Scales10
Use of Behavior Function and Teacher Practices to Intensify Tier II Intervention: A Comparison of Check-In, Check-Out Adaptations10
School Teams’ Reported Implementation of Family–School Partnerships in PBIS: Current Practices and Opportunities for Growth8
Effects and Social Validation of Remote Parent Training and Implementation of the Cool Versus Not Cool Behavior Intervention8
Self-Management Strategies and Academic Engagement for Autistic Students: A Multilevel Meta-Analysis of Single-Case Experimental Designs8
The Impact of the Missouri School-Wide Positive Behavior Support (MO SW-PBS) on Disciplinary Exclusions6
The Impact of the Temporal Location of Performance Feedback on Teachers’ Use of Classroom Management Practices6
Examining Rural School Staff Perspectives on PBIS Sustainment6
The Effects of the Good Behavior Game on Students With Extensive Support Needs in Inclusive Elementary Classrooms6
Paraeducator Training to Support Students’ Behavioral Needs: Administrator, Teacher, and Paraeducator Perspectives6
Examining Use of the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices: A Pilot Study5
Positive Behavioral Interventions and Supports and Substance Misuse in Secondary Schools5
Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems4
Demographic Reporting of Students and Implementation Teams in School-Based Single-Case Research for Students With Emotional and Behavioral Disorders: A Systematic Review4
The Effectiveness of 9th Grade Social Skill Lessons in Positive Behavior Supports and Interventions4
The Effects of Self Monitoring With I-Connect to Increase On Task Behavior of Students With or at Risk for Emotional and Behavioral Disorders4
Vulnerable Decision Points in School Discipline for Teachers of Latino/a/e Students4
Co-construction of a Positive Behavior Interventions and Supports Model in a Residential Care Setting for Autistic Adults: Exploring Implementation Barriers and Facilitators4
Check-In/Check-Out Participation Patterns Within U.S. Schools3
Behavioral Parent Training Via Telehealth for Autistic Children in Rural Appalachia: A Mixed Methods Feasibility Study3
Empirically Deriving Cut Scores in the Positive Behavioral Interventions and Supports (PBIS) Tiered Fidelity Inventory (TFI) Through a Bookmarking Process3
Improving Implementation Fidelity With Teacher-Directed Self-Monitoring Interventions: A Systematic Review3
Coaching School-Based Professionals to Facilitate Implementation of Prevent-Teach-Reinforce With Teachers for Students With Externalizing Behavior3
An Evaluation of Reward Contingencies and Rule Statements Within the Good Behavior Game3
Intensifying Tier 1 Classroom Positive Behavioral Interventions and Supports Practices to Support Students With Disabilities: A Pilot Study3
Behavioral Interventions for Increasing Group Engagement in K-12 Classrooms: A Systematic Review and Meta-Analysis2
Impact of CW-FIT on Student Appropriately Engaged Behavior in Two Co-Taught Middle School Classrooms2
Examining an Integrated Factor Structure of Schoolwide MTSS Implementation Measures2
Evaluating Different Magnitudes of Reinforcement Within the Caught Being Good Game2
Roles and Responsibilities of School-Based Behavior Analysts: A Survey2
School Wide-Positive Behavioral Interventions and Supports in Europe: A Scoping Review2
Momentary Impacts of Opportunities to Respond and Praise for Students With Persistent Challenging Behavior2
Teaching Young Children With Autism: When Not to Cooperate With Instructions2
Teacher Acceptability and Preferences for Praise and Reprimand Across Grades (K-12): A Preliminary Investigation2
Remote Delivery of Prevent-Teach-Reinforce for Families1
A Systematic Review and Narrative Synthesis of Single-Case Group Contingency Interventions Targeting Prosocial and Antisocial Behavior in School Children1
Addressing Challenging Behavior and Social–Emotional Skills in Home-Based Services: A Systematic Review1
Effects of Tiered SWPBIS Fidelity on Exclusionary Discipline Outcomes for Students With Disabilities: A Conceptual Replication1
Mechanisms of Effective Coaching: Using Prompting and Performance Feedback to Improve Teacher and Student Outcomes1
The Changing Role of the District PBIS Coordinator Throughout the Stages of Implementation1
Examining Immediate and Sustained Effects of Check-In/Check-Out in Finnish Elementary Schools1
The Role of Coaching on the Implementation of Individualized Behavior Supports in Elementary Schools1
Using the Caught Being Good Game in the Community: Increasing Prosocial Behaviors Among Children at Risk of Adverse Childhood Experiences1
Implementing the Color Wheel System in an Inclusive Middle School Setting1
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