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 2021-08-01 to 2025-08-01.)
ArticleCitations
A Content and Quality Evaluation of Mobile Classroom Behavior Management Applications17
The Effects of Varied and Non-Varied Praise on Student On-Task Behaviors14
Contextual Adaptations to Implement SWPBS With Fidelity: The Case of Cyprus13
A Parametric Single-Case Analysis and Social Validation of the High-Probability Request Sequence9
Student Perspectives on Implementation and Impact of Positive Behavioral Interventions and Supports (PBIS) in Their Middle Schools8
Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework8
Effects and Social Validation of Remote Parent Training and Implementation of the Cool Versus Not Cool Behavior Intervention8
School Teams’ Reported Implementation of Family–School Partnerships in PBIS: Current Practices and Opportunities for Growth8
Impact of Challenging Behavior Online Modules on Korean Parents of Children With Developmental Disabilities: A Randomized Controlled Trial7
The Impact of the Missouri School-Wide Positive Behavior Support (MO SW-PBS) on Disciplinary Exclusions6
Examining Use of the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices: A Pilot Study6
Use of Behavior Function and Teacher Practices to Intensify Tier II Intervention: A Comparison of Check-In, Check-Out Adaptations6
Development and Validation of a Tool to Examine Program-Wide Implementation of the Pyramid Model5
Positive Behavioral Interventions and Supports and Substance Misuse in Secondary Schools5
Exploring Directions for Professional Learning to Enhance Behavior Screening Within a Comprehensive, Integrated, Three-Tiered Model of Prevention5
Demographic Reporting of Students and Implementation Teams in School-Based Single-Case Research for Students With Emotional and Behavioral Disorders: A Systematic Review4
Empirically Deriving Cut Scores in the Positive Behavioral Interventions and Supports (PBIS) Tiered Fidelity Inventory (TFI) Through a Bookmarking Process4
Social-Emotional and Behavioral Support for First- and Second-Grade Black Learners at Risk for Emotional and Behavioral Problems4
The Effects of Self Monitoring With I-Connect to Increase On Task Behavior of Students With or at Risk for Emotional and Behavioral Disorders4
The Use of Stimulus Preference Assessments to Determine Procedural Acceptability for Participants3
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
Intensifying Tier 1 Classroom Positive Behavioral Interventions and Supports Practices to Support Students With Disabilities: A Pilot Study3
Coaching School-Based Professionals to Facilitate Implementation of Prevent-Teach-Reinforce With Teachers for Students With Externalizing Behavior3
Improving Implementation Fidelity With Teacher-Directed Self-Monitoring Interventions: A Systematic Review3
The Role of Coaching on the Implementation of Individualized Behavior Supports in Elementary Schools2
Impact of CW-FIT on Student Appropriately Engaged Behavior in Two Co-Taught Middle School Classrooms2
Remote Delivery of Prevent-Teach-Reinforce for Families2
Evaluating Different Magnitudes of Reinforcement Within the Caught Being Good Game2
Roles and Responsibilities of School-Based Behavior Analysts: A Survey2
Effects of Middle School Teachers’ Praise-to-Reprimand Ratios on Students’ Classroom Behavior2
Momentary Impacts of Opportunities to Respond and Praise for Students With Persistent Challenging Behavior2
Examining an Integrated Factor Structure of Schoolwide MTSS Implementation Measures2
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
Finding Common Ground: Using Focus Groups to Define Values Among Prisoners and Staff1
Introduction to the Special Issue: Focus on Families1
Examining Immediate and Sustained Effects of Check-In/Check-Out in Finnish Elementary Schools1
A Systematic Review and Narrative Synthesis of Single-Case Group Contingency Interventions Targeting Prosocial and Antisocial Behavior in School Children1
Using the Caught Being Good Game in the Community: Increasing Prosocial Behaviors Among Children at Risk of Adverse Childhood Experiences1
Re-Examining the Reliability and Validity of the SWPBIS Tiered Fidelity Inventory1
Examining the Effectiveness of Positive Behavioral Interventions and Supports in Reducing Exclusionary Discipline for Students With Disabilities: A Systematic Review of the Literature1
Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap1
Effects of Tiered SWPBIS Fidelity on Exclusionary Discipline Outcomes for Students With Disabilities: A Conceptual Replication1
Addressing Challenging Behavior and Social–Emotional Skills in Home-Based Services: A Systematic Review1
Implementing the Color Wheel System in an Inclusive Middle School Setting1
Effects of the Good Behavior Game on Students’ Academic Engagement in Remote Classrooms During the COVID-19 Pandemic1
Teacher Talk: Assessing the Promise of Teacher Emotional Tone as a Classroom Measure1
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