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• 1991Paradigmatic Distinctions between Instructionally Relevant Measurement Models394 cited
• 2005Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Plans293 cited
• 2009Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior265 cited
• 1997A Model for Conducting a Functional Analysis of Academic Performance Problems249 cited
• 2008Culturally Responsive Classrooms for Culturally Diverse Students with and at Risk for Disabilities237 cited
• 2005The Relationship Between Teacher and Student Behavior in Classrooms for Students with Emotional and Behavioral Disorders: Transactional Processes194 cited
• 1999A BRIEF EXPERIMENTAL ANALYSIS FOR IDENTIFYING INSTRUCTIONAL COMPONENTS NEEDED TO IMPROVE ORAL READING FLUENCY191 cited
• 1988The Use of Peer Tutoring Strategies in Classroom Management and Educational Instruction176 cited
• 1992CHANGES IN STUDENT AND TEACHER RESPONSES IN OBSERVED AND GENERALIZED SETTINGS AS A FUNCTION OF SUPERVISOR OBSERVATIONS169 cited
• 1994EFFECTS OF RESPONSE CARDS ON STUDENT PARTICIPATION AND ACADEMIC ACHIEVEMENT: A SYSTEMATIC REPLICATION WITH INNER‐CITY STUDENTS DURING WHOLE‐CLASS SCIENCE INSTRUCTION150 cited
• 2006Assessing pre-service teachers' training in empirically-validated behavioral instruction practices.144 cited
• 1998Preventing Academic Skills Deficits140 cited