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Self-Management and Peer-Monitoring within a group contingency to decrease uncontrolled verbalizations of children with Attention-Deficit/hyperactivity disorder

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References

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Cited by

2017A Meta-Analysis of School-Based Group Contingency Interventions for Students With Challenging Behavior: An Update97 cited
2016The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review92 cited
2014Group Contingency Interventions With Children—1980-201080 cited
2015Class-Wide Function-Related Intervention Teams “CW-FIT” Efficacy Trial Outcomes65 cited
2013Do Functional Behavioral Assessments Improve Intervention Effectiveness for Students Diagnosed with ADHD? A Single-Subject Meta-Analysis55 cited
2016Comparing Versions of the Good Behavior Game54 cited
2004

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Self-Regulation among Students with LD and ADHD

53 cited

2014Peer Management Interventions: A Meta-Analytic Review of Single-Case Research50 cited

2004The Effects of a Peer-Mediated Positive Behavior Support Program on Socially Appropriate Classroom Behavior.46 cited

2022Self-management interventions for reducing challenging behaviors among school-age students: A systematic review43 cited

2007Group contingencies, randomization of reinforcers, and criteria for reinforcement, self-monitoring, and peer feedback on reducing inappropriate classroom behavior.43 cited

2010The Use of Group Contingencies for Preventing and Managing Disruptive Behaviors40 cited

2009Using a random dependent group contingency to increase on‐task behaviors of high school students with high incidence disabilities39 cited

2004Anchor the Boat38 cited

2016The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors34 cited

2015Self-Management for Primary School Students Demonstrating Problem Behavior in Regular Classrooms: Evidence Review of Single-Case Design Research33 cited