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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Social-Emotional Learning Program to Promote Prosocial and Academic Skills Among Middle School Students With Disabilities
Dorothy L. Espelage, Chad A. Rose, Joshua R. Polanin
Remedial and Special Education (2016) Vol. 37, Iss. 6, pp. 323-332
Closed Access | Times Cited: 63

Showing 1-25 of 63 citing articles:

Assessment of School Anti-Bullying Interventions
David Fraguas, Covadonga M. Díaz‐Caneja, Miriam Ayora, et al.
JAMA Pediatrics (2020) Vol. 175, Iss. 1, pp. 44-44
Open Access | Times Cited: 119
Exploring the Involvement of Bullying Among Students With Disabilities Over Time
Chad A. Rose, Nicholas A. Gage
Exceptional Children (2016) Vol. 83, Iss. 3, pp. 298-314
Closed Access | Times Cited: 113
Supporting Student Social Emotional Learning and Development
Eui Kyung Kim, Justin P. Allen, Shane R. Jimerson
School Psychology Review (2024) Vol. 53, Iss. 3, pp. 201-207
Open Access | Times Cited: 9
Universal design of educational psychology? Improving theory and application by focusing on students with disabilities
Samantha G. Daley
Educational Psychologist (2025), pp. 1-13
Closed Access | Times Cited: 1
Pro-social behavior is predictive of academic success via peer acceptance: A study of Chinese primary school children
Qingke Guo, Jing Zhou, Linlin Feng
Learning and Individual Differences (2018) Vol. 65, pp. 187-194
Closed Access | Times Cited: 49
A systematic review and meta-analysis of the effects of universal school-based SEL programs in the United States: Considerations for marginalized students
Christina Cipriano, Cheyeon Ha, Miranda Wood, et al.
Social and Emotional Learning Research Practice and Policy (2024) Vol. 3, pp. 100029-100029
Open Access | Times Cited: 5
Bullying and Students With Disabilities
David E. Houchins, Wendy Peia Oakes, Zachary G Johnson
Remedial and Special Education (2016) Vol. 37, Iss. 5, pp. 259-273
Closed Access | Times Cited: 43
Suicidality and Intersectionality Among Students Identifying as Nonheterosexual and With a Disability
Matthew T. King, Gabriel J. Merrin, Dorothy L. Espelage, et al.
Exceptional Children (2017) Vol. 84, Iss. 2, pp. 141-158
Closed Access | Times Cited: 42
Restorative practices and the integration of social emotional learning as a path to positive school climates
Kristina Hulvershorn, Shaila Mulholland
Journal of Research in Innovative Teaching & Learning (2018) Vol. 11, Iss. 1, pp. 110-123
Open Access | Times Cited: 40
Are school-based violence prevention interventions inclusive and effective for children with disabilities? A systematic review of global evidence
Emily Eldred, Karen Devries, Anja Zinke-Allmang, et al.
EClinicalMedicine (2025) Vol. 80, pp. 103060-103060
Closed Access
How can adolescent aggression be reduced? A multi-level meta-analysis
Laura Castillo-Eito, Christopher J. Armitage, Paul Norman, et al.
Clinical Psychology Review (2020) Vol. 78, pp. 101853-101853
Open Access | Times Cited: 27
Students With Disabilities in Social and Emotional Learning Interventions: A Systematic Review
Samantha G. Daley, Michael F. McCarthy
Remedial and Special Education (2020) Vol. 42, Iss. 6, pp. 384-397
Closed Access | Times Cited: 25
Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review
Sepideh Hassani, Susanne Schwab
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 22
Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance
Susan Crandall Hart, James C. DiPerna, Pui‐Wa Lei, et al.
Educational Researcher (2020) Vol. 49, Iss. 1, pp. 5-19
Closed Access | Times Cited: 23
Effects of Dialectical Behavioral Therapy Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS-A) Program of Rural Ninth-Grade Students
Robert R. Martinez, Marisa E. Marraccini, Steven E. Knotek, et al.
School Mental Health (2021) Vol. 14, Iss. 1, pp. 165-178
Closed Access | Times Cited: 20
What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work
Daniel Falla, Sergio Sánchez, José A. Casas
Sustainability (2021) Vol. 13, Iss. 1, pp. 416-416
Open Access | Times Cited: 18
Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review
Aitana Fernández-Villardón, Pilar Álvarez Cifuentes, Leire Ugalde, et al.
Social Sciences (2020) Vol. 9, Iss. 6, pp. 97-97
Open Access | Times Cited: 18
Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System
Xavier Gasol, María Vicenta Navarro Haro, Isabel Fernández‐Felipe, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 1, pp. 494-494
Open Access | Times Cited: 12
Los Predictores Psicosociales del Bullying Discriminatorio Debido al Estigma Ligado a las Necesidades Educativas Especiales (NEE) y la Discapacidad
Antonio J. Rodríguez‐Hidalgo, Gloria Anabel Alcívar Pincay, Ana María Payán, et al.
Psicologí a Educativa (2021) Vol. 27, Iss. 2, pp. 187-197
Open Access | Times Cited: 15
ASD Symptoms, Social Skills, and Comorbidity: Predictors of Bullying Perpetration
Stephanie S. Fredrick, Amanda B. Nickerson, Lucia Sun, et al.
Journal of Autism and Developmental Disorders (2022) Vol. 53, Iss. 8, pp. 3092-3102
Closed Access | Times Cited: 9
Pilot Evaluation of the Elementary Social-Emotional Learning Program Sources of Strength
Alberto Valido, Luz E. Robinson, Ashley B. Woolweaver, et al.
School Mental Health (2023) Vol. 15, Iss. 2, pp. 528-539
Open Access | Times Cited: 5
Focusing on the Whole Student: An Evaluation of Massachusetts's Wraparound Zone Initiative
Allison Gruner Gandhi, Rachel Slama, So Jung Park, et al.
Journal of Research on Educational Effectiveness (2018) Vol. 11, Iss. 2, pp. 240-266
Closed Access | Times Cited: 16
When Prevention is Not Enough: Students’ Perception of Bullying and School-Wide Positive Behavior Interventions and Supports
Nicholas A. Gage, Chad A. Rose, Dennis A. Kramer
Behavioral Disorders (2018) Vol. 45, Iss. 1, pp. 29-40
Closed Access | Times Cited: 14
Comparing videos and a 3D virtual environment for teaching school-related functional skills and behaviors to students with ADHD or developmental dyslexia, displaying challenging behaviors: a case study
Emmanuel Fokides, Maria-Ioanna Chronopoulou, Polyxeni Kaimara
Research and Practice in Technology Enhanced Learning (2019) Vol. 14, Iss. 1
Open Access | Times Cited: 13
Pedagogy of discomfort to prevent and intervene against bias-based bullying
Wenche Elisabeth Thomassen, Anna Lange Moi, Kjersti Merete Langvik, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
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