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Cited by

• 2013Understanding and preventing violence directed against teachers: Recommendations for a national research, practice, and policy agenda.271 cited
• 2012Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers158 cited
• 2009An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools144 cited
• 2006Efficacy of a Function-Based Intervention in Decreasing Off-Task Behavior Exhibited by a Student With ADHD132 cited
• 2009Prevent-Teach-Reinforce124 cited
• 2010Systematic Screenings to Prevent the Development of Learning and Behavior Problems: Considerations for Practitioners, Researchers, and Policy Makers88 cited
• 2008A Comparison of Functional Behavior Assessment Methodologies with Young Children: Descriptive Methods and Functional Analysis87 cited
• 2019Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base72 cited
• 2012Integrating school-wide Positive Behavioral Interventions and Supports with tier 2 coaching to student support teams: The PBIS plus model70 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
• 2008Primary Prevention Programs at the Elementary Level: Issues of Treatment Integrity, Systematic Screening, and Reinforcement