OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Positive Behavior Interventions is 2. 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 2020-03-01 to 2024-03-01.)

Article	Citations
A Systematic Review of the Effects of Schoolwide Intervention Programs on Student and Teacher Perceptions of School Climate	36
“Stop Doing That!”: Effects of Teacher Reprimands on Student Disruptive Behavior and Engagement	13
Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions	12
Exploring Secondary Teachers’ Actual and Perceived Praise and Reprimand Use	12
Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback	11
Use of a Videoconferencing Intervention and Systematic Hierarchy to Teach Daily Living Skills to Young Adults With Autism Spectrum Disorder	11
Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training	11
A Systematic Review of Tier 1 PBIS Implementation in High Schools	11
Elementary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models of Prevention	10
Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children	10
A Meta-Analysis of Paraprofessional-Delivered Interventions to Address Challenging Behavior Among Students With Disabilities	9
A Multidimensional and Multilevel Examination of Student Engagement and Secondary School Teachers’ Use of Classroom Management Practices	9
Evaluating the Effect of Positive Parent Contact on Elementary Students’ On-Task Behavior	9
The Additive Effects of Implementing Advanced Tiers of SWPBIS With Fidelity on Disciplinary Exclusions	8
Effects of Middle School Teachers’ Praise-to-Reprimand Ratios on Students’ Classroom Behavior	8
Teachers’ Use of Specific, Contingent, and Varied Praise	8
Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies	7
An Evaluation of the Caught Being Good Game With an Adolescent Student Population	7
School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains	7
Special Educators as Coaches to Support Paraprofessional Implementation of Functional Communication Training	6
Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework	6
Impact of CW-FIT on Student and Teacher Behavior in a Middle School	6
Optimal Timing for Launching Installation of Tiers 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports	5
Evaluating the Effectiveness of Prevent–Teach–Reinforce for High School Students With Emotional and Behavioral Disorders	5
A Systematic Review of General Educator Behavior Management Training	5

The Effect of Computer-Assisted Instruction on Challenging Behavior and Academic Engagement	5
A Systematic Review of Dependent Group Contingencies (1970–2019)	5
Secondary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models	5
Combining Preferred Activities With Peer Support to Increase Social Interactions Between Preschoolers With ASD and Typically Developing Peers	4
Impact of Challenging Behavior Online Modules on Korean Parents of Children With Developmental Disabilities: A Randomized Controlled Trial	4
Development and Technical Adequacy of the District Capacity Assessment	4
Does the Immediacy of Feedback Matter in Game-Based Classroom Management? Analysis of the Caught Being Good Game With Adolescent Students	4
Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap	4
Culturally Focused Classroom Staff Training to Increase Praise for Students With Autism Spectrum Disorder in Ghana	4
Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices	4
Relationships Between Systematically Observed Movement Integration and Classroom Management in Elementary Schools	4
Building Professionals’ Capacity: The Cascading Coaching Model	4
Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions	3
Improving Conversational Fluidity in Young Adults With Autism Spectrum Disorder Using a Video-Feedback Intervention	3
The Effects of Aggression Subtypes on Burnout and Caregiver Instability in Direct Support Professionals	3
The Effects of Different Rates of Behavior-Specific Praise in Secondary Classrooms	3
An Ex Post Facto Study Examining Implementation of Positive Behavioral Interventions and Supports Across School and Community Variables From an Inclusive Innovation Perspective	3
Using Cooperative Physical Activities in Inclusive Settings to Enhance Social Interactions for Preschoolers With Autism Spectrum Disorder in China	3
Exploring Directions for Professional Learning to Enhance Behavior Screening Within a Comprehensive, Integrated, Three-Tiered Model of Prevention	3
Instructional Approaches That Promote Positive Social Outcomes for Young Children: A Historical Review of Single-Case Design Research	2
Schedule Thinning During Functional Communication Training in the Home for Young Children With Autism	2
Effects of the Power Card Strategy on Social Commenting of Children with Autism During Gameplay: Strength-Based Intervention	2
Early Childhood Teachers’ Inclusion in Their Elementary School’s Social-Emotional Multitiered System of Supports: A Mixed Methods Study	2
Understanding Educators’ Implementation of an Equity-Focused PBIS Intervention: A Qualitative Study of Critical Incidents	2
Multi-Tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management	2
Teaching Board Game Play to Young Children With Disabilities	2