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 2020-05-01 to 2024-05-01.)

Article	Citations
A Systematic Review of the Effects of Schoolwide Intervention Programs on Student and Teacher Perceptions of School Climate	38
“Stop Doing That!”: Effects of Teacher Reprimands on Student Disruptive Behavior and Engagement	14
Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback	13
Use of a Videoconferencing Intervention and Systematic Hierarchy to Teach Daily Living Skills to Young Adults With Autism Spectrum Disorder	13
Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training	12
Exploring Secondary Teachers’ Actual and Perceived Praise and Reprimand Use	12
Treatment Components and Participant Characteristics Associated With Outcomes in Self-Monitoring Interventions	12
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	11
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
Effects of Middle School Teachers’ Praise-to-Reprimand Ratios on Students’ Classroom Behavior	9
School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains	9
Teachers’ Use of Specific, Contingent, and Varied Praise	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	8
Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies	7
Special Educators as Coaches to Support Paraprofessional Implementation of Functional Communication Training	7
Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework	6
Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices	5
A Systematic Review of Dependent Group Contingencies (1970–2019)	5
Impact of Challenging Behavior Online Modules on Korean Parents of Children With Developmental Disabilities: A Randomized Controlled Trial	5
Secondary Teachers’ Self-Efficacy During Initial Implementation of Comprehensive, Integrated, Three-Tiered Models	5
Relationships Between Systematically Observed Movement Integration and Classroom Management in Elementary Schools	5
Benchmarks of Equality? School-Wide Positive Behavioral Interventions and Supports and the Discipline Gap	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
Does the Immediacy of Feedback Matter in Game-Based Classroom Management? Analysis of the Caught Being Good Game With Adolescent Students	5
A Systematic Review of General Educator Behavior Management Training	5
Culturally Focused Classroom Staff Training to Increase Praise for Students With Autism Spectrum Disorder in Ghana	5
Using Cooperative Physical Activities in Inclusive Settings to Enhance Social Interactions for Preschoolers With Autism Spectrum Disorder in China	5