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Cited by

• 2011Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support98 cited
• 2010Systematic Screenings to Prevent the Development of Learning and Behavior Problems: Considerations for Practitioners, Researchers, and Policy Makers88 cited
• 2008A Comparison of Systematic Screening Tools for Emotional and Behavioral Disorders87 cited
• 2012Existing Research and Future Directions for Self-Regulated Strategy Development With Students With and At Risk for Emotional and Behavioral Disorders80 cited
• 2010Self-Regulated Strategies Development for Persuasive Writing in Tandem with Schoolwide Positive Behavioral Support: Effects for Second-Grade Students with Behavioral and Writing Difficulties69 cited
• 2014Comprehensive, Integrated, Three-Tiered Models of Prevention: Why Does My School—and District—Need an Integrated Approach to Meet Students’ Academic, Behavioral, and Social Needs?67 cited
• 2012Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students With and Without Behavioral Challenges56 cited
• 2010Score Reliability and Validity of the Student Risk Screening Scale: A Psychometrically Sound, Feasible Tool for Use in Urban Middle Schools55 cited
• 2013School-wide Systems to Promote Positive Behaviors and Facilitate Instruction53 cited
• 2012Secondary Prevention Efforts at the Middle School Level: An Application of the Behavior Education Program47 cited
• 2014Identifying Students for Secondary and Tertiary Prevention Efforts: How Do We Determine Which Students Have Tier 2 and Tier 3 Needs?