| A Systematic Review of the Literature on Mathematics Manipulatives to Support Students with Disabilities |
16 |
| Efficacy of Coaching Preschool Teachers to Manage Challenging Behavior |
8 |
| Effects of TWA on Science Text Comprehension of Students with Emotional and Behavior Disorders in a Special Day School |
5 |
| Systematic Review of Cultural Adaptations of School-based Social, Emotional, and Behavioral Interventions for Students of Color |
4 |
| Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers |
4 |
| A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior |
4 |
| Effects of Function-Based Crisis Intervention on the Severe Challenging Behavior of Students with Autism |
3 |
| Evaluation of Behavior Skills Training for Teaching Work Skills to a Student with Autism Spectrum Disorder |
3 |
| The Effects of the CW-FIT Group Contingency on Class-wide and Individual Behavior in an Urban First Grade Classroom |
2 |
| Using Data to Support Educators' Implementation of Positive Classroom Behavior Support (PCBS) Practices |
2 |
| Improving Behavioral and Academic Outcomes for Students with Autism Spectrum Disorder: Testing an App-based Self-monitoring Intervention |
2 |
| Ranking Graduate Programs Based on Research Productivity of Faculty: A Replication and Extension |
2 |
| Training Educators to Collect Accurate Descriptive-Assessment Data |
2 |
| Special Education Teacher Stress: Coping Strategies |
2 |
| Improving Educators' Knowledge, Confidence, and Usefulness of Functional Assessment-based Interventions: Outcomes of Professional Learning |
2 |
| Rigor, Replication, and Reproducibility: Increasing the Relevance of Behavioral Disorders Research |
2 |
| Can Less Be More for Students At-Risk for Emotional and Behavioral Disorders: Evaluating Components of Check-In/Check-Out |
2 |
| Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Preschool |
2 |
| Open Science in the Field of Emotional and Behavioral Disorders |
1 |
| Reducing Escape-Maintained Behavior Through the Application of Classroom-Wide Practices and Individually Designed Interventions |
1 |
| School Resource Officers in Public Schools: A National Review |
1 |
| The Use of Contingent Acoustical Feedback to Decrease Toe Walking in a Child with Autism |
1 |
| Improvement in Elementary Students' Multiplication Skills and Understanding after Learning Through the Combination of the Concrete-Representational-Abstract Sequence and Strategic Instruction |
1 |
| Building Capacity to Support Students with Autism Spectrum Disorder: A Modular Approach to Intervention |
1 |
| Using Noncontingent Reinforcement to Reduce Perseverative Speech and Increase Engagement during Social Skills Instruction |
1 |
| Increasing the Engagement and Complexity of Block Play in Young Children |
1 |
| Prevent-Teach-Reinforce for Young Children: A Program Description and Demonstration of Implementation in an Early Childhood Setting |
1 |
| Guilford Parent Academy: A Collaborative Effort to Engage Parents in Children's Education |
1 |
| Embedding Tact Instruction During Play for Preschool Children with Autism Spectrum Disorder |
1 |
| Effects of Behavioral Skills Training on Teacher Implementation of a Reading Racetrack Intervention |
0 |
| Reducing Recidivism: Transition and Reentry Practices for Detained and Adjudicated Youth with Disabilities |
0 |
| Assessment and Treatment of Aggression During Public Outings |
0 |
| Increasing Play Skills in Children with Autism Spectrum Disorder via Peer-Mediated Matrix Training |
0 |
| The Concept of the Scientist Practitioner and Its Extension to Behavior Analysis |
0 |
| Case Study: Extension of a Systematic Data-Based Reinforcement System to Increase Independence in Public-School Inclusion Settings to a Student with Down Syndrome and Intellectual Disability |
0 |
| A Science-Based Practitioner Model |
0 |
| A Comparison of Task Analysis Training Procedures |
0 |
| Increasing the Wearing of Multiple Prescription Prosthetic Devices |
0 |
| The Use of Biofeedback to Assess and Treat Problem Behavior Maintained by Escape from Aversive Noise |
0 |
| A Survey of the Current State of the Scientist-Practitioner Model in Applied Behavior Analysis |
0 |
| Collaborative Planning: Cooking Up an Inclusive Service-Learning Project |
0 |
| Meta-Analytic Evaluation of FRIENDS: A Rejoinder of Barrett, Cooper, Stallard, Zeggio, & Gallegos-Guajardo (2017) |
0 |
| Behavior Management Interventions for School Buses: A Systematic Review |
0 |
| A Preliminary Investigation of a Randomized Dependent Group Contingency for Hallway Transitions |
0 |
| Teaching Unison Responding During Small-Group Direct Instruction to Students with Autism Spectrum Disorder Who Exhibit Interfering Behaviors |
0 |
| Effects of a Guided-Notes Intervention Program on the Quiz and Note-Taking Greek History Performance of High School Students with Learning Difficulties in Cyprus |
0 |
| Effects of Noncontingent Attention on the Behavior of Students with Emotional/Behavioral Disorders and Staff in Alternative Settings |
0 |
| Decreasing Toe Walking with Differential Reinforcement of Other Behavior, Verbal Rules, and Feedback |
0 |
| Comparing Numbered Heads Together with and without Peer-Led Opportunities to Respond: A Case Study |
0 |
| Evaluation of Alpha and Beta Commands on Latency to Comply During Transitions with Young Children: A Preliminary Analysis |
0 |
