Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

THE EFFICACY OF ALL‐POSITIVE MANAGEMENT AS A FUNCTION OF THE PRIOR USE OF NEGATIVE CONSEQUENCES

5 references·6 citing·49 second hop

FromToDepth

this work references cited by second hop

References

1983Coercive family process2,386 cited
1975NATURAL RATES OF TEACHER APPROVAL AND DISAPPROVAL IN THE CLASSROOM275 cited
1984The importance of prudent negative consequences for maintaining the appropriate behavior of hyperactive students123 cited
1974REWARD VERSUS COST TOKEN SYSTEMS: AN ANALYSIS OF THE EFFECTS ON STUDENTS AND TEACHER111 cited
1982AN ANALYSIS OF SOME VARIABLES INFLUENCING THE EFFECTIVENESS OF REPRIMANDS101 cited

Cited by

2000Promoting Positive Interactions Between Teachers and Students With Emotional/Behavioral Disorders92 cited
1995Promoting Academic Performance in Inattentive Children91 cited
2000Token reinforcement and response cost procedures: Reducing the disruptive behavior of preschool children with attention-deficit/hyperactivity disorder.84 cited
1992Behavioral Treatment of Attention-Deficit Hyperactivity Disorder in the Classroom70 cited
2017Rates of Common Classroom Behavior Management Strategies and Their Associations With Challenging Student Behavior in Elementary School68 cited
2010Daily Behavior Report Cards with and without Home-Based Consequences: Improving Classroom Behavior in Low Income, African American Children with ADHD37 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work