OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Positive Behavior Interventions 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
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
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	12
Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions	12
Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training	12
Use of a Videoconferencing Intervention and Systematic Hierarchy to Teach Daily Living Skills to Young Adults With Autism Spectrum Disorder	11
A Systematic Review of Tier 1 PBIS Implementation in High Schools	11
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	10
Elementary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models of Prevention	10
A Multidimensional and Multilevel Examination of Student Engagement and Secondary School Teachers’ Use of Classroom Management Practices	9
School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains	9
Teachers’ Use of Specific, Contingent, and Varied Praise	8
Effects of Middle School Teachers’ Praise-to-Reprimand Ratios on Students’ Classroom Behavior	8
The Additive Effects of Implementing Advanced Tiers of SWPBIS With Fidelity on Disciplinary Exclusions	8
An Evaluation of the Caught Being Good Game With an Adolescent Student Population	7
Special Educators as Coaches to Support Paraprofessional Implementation of Functional Communication Training	7
Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies	7
Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework	6
A Systematic Review of General Educator Behavior Management Training	5
Secondary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models	5
A Systematic Review of Dependent Group Contingencies (1970–2019)	5
Optimal Timing for Launching Installation of Tiers 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports	5
The Effect of Computer-Assisted Instruction on Challenging Behavior and Academic Engagement	5

Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap	5
Using Cooperative Physical Activities in Inclusive Settings to Enhance Social Interactions for Preschoolers With Autism Spectrum Disorder in China	5