OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Educational and Psychological Consultation is 3. 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 2022-05-01 to 2026-05-01.)

Article	Citations
“It’s the Teacher’s Responsibility:” Examining Pre-service and In-service Teachers’ Responses to Racial Discrimination	12
Race-Conscious Teacher Coaching: Disrupting Implicit Bias and Improving Teachers’ Relationships with Black Students	11
Equal Ground: Meaningful Collaboration with Culturally and Linguistically Diverse Families of Children with Intellectual and/or Developmental Disabilities	10
English as a Second Language Teachers’ Perspectives on Interprofessional Collaboration with School Counselors: Supporting Emergent Bilingual Students	8
Exploring Sustained Impacts of Double Check Coaching on Teacher and Student Outcomes: Findings from a Randomized Controlled Trial	8
Teacher-Paraeducator Teams: Strategies and Systems to Improve Student Outcomes Through the Art of Collaboration	7
Intervention Plan Quality Matters: Using COMPASS to Collaboratively Develop Student-Centered, Evidence-Based Intervention Plans Using an EBPP Approach	6
Promoting Professional Practice Standards through Consultation Training: Opportunities from a University-School District Partnership	6
Effectiveness of Prompts and Performance Feedback on Teacher’s Use of Behavior Specific Praise and Behavioral Outcomes for Students on the Autism Spectrum	5
School Psychologists and Systems-Level Consultation: A Qualitative Analysis of Barriers and Facilitators	5
Motivational interviewing applications in educational consultation: introduction to the special issue	5
Motivational Interviewing Skills for Coaching: A Feasibility Study Examining Training Fidelity, Satisfaction, and Impact	5
Acknowledgements	5
In Situ Training to Improve Early Childhood Teachers’ Effective Instruction Delivery	4
Commentary on the Special Issue: Services, Consultation, and the Inclusion of Autistic People	4
Coaching Teachers to Implement Equity and Social and Emotional Learning Focused Curricula in the Classroom: Insights from a Randomized Controlled Trial	4
The Development and Pilot of an Observation Tool to Examine Behaviors of Instructional Coaches	4
Reframing Social Skills Practices for Autistic Students: A Responsive Framework for Assessment and Intervention	4
Acknowledgements	4
An Analysis of Teachers’ Equity in Office Discipline Referrals	4
Guidelines for Adapting Mindfulness-Based School Interventions with Youth Who Are Racially and Ethnically Marginalized	3
The Importance of following Legal Requirements: Factors that Lead to Parent Satisfaction with the Individualized Education Program Meeting Process	3
Effect of Paraprofessional AAC Training Package on Staff and Student Communication	3
Structured Peer Observation and Targeted Training to Increase Consistency of Classroom Practices in a Self-Contained School for Students with Emotional and Behavioral Disorders	3
Consultation and Collaboration to Support Meaningful and Socially Valid Outcomes for Autistic People	3

Effects of a Teacher-Implemented Social Skills Intervention for Elementary Students with Autism and Developmental Disabilities