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Cited by

• 2007Effects and Implications of Self-Management for Students With Autism156 cited
• 2005Social Skills Training for Youth With Emotional and Behavioral Disorders and Learning Disabilities: Problems, Conclusions, and Suggestions127 cited
• 2004Extrinsic Reinforcement in the Classroom: Bribery or Best Practice104 cited
• 2003Bringing Research to Bear on Practice: Effecting Evidence-Based Instruction for Students with Emotional or Behavioral Disorders101 cited
• 2008Emotional and behavioural difficulties (EBD): the special educational need justifying exclusion84 cited
• 2000Effects of Teacher Self-Monitoring on Implementation of Curriculum-Based Measurement and Mathematics Computation Achievement of Students with Disabilities83 cited
• 2010Critical Educational Program Components for Students With Emotional and Behavioral Disorders: Science, Policy, and Practice78 cited
• 2008Collaboration to Promote Social Competence for Students With Mild Disabilities in the General Classroom73 cited
• 2009Forty Years Later —The Value of Praise, Ignoring, and Rules for Preschoolers at Risk for Behavior Disorders71 cited
• 2004Inclusion of Students with Behavior Disorders in General Education Settings: Research and Measurement Issues69 cited
• 2005Social Skills Instruction for Students With High-Incidence Disabilities: A School-Based Intervention to Address Acquisition Deficits66 cited
• 2006Progress Monitoring: Legal Issues and Recommendations for IEP Teams