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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:

Intensive Interventions for Students With Emotional and Behavioral Disorders
Daniel M. Maggin, Joseph H. Wehby, Thomas W. Farmer, et al.
Journal of Emotional and Behavioral Disorders (2016) Vol. 24, Iss. 3, pp. 127-137
Closed Access | Times Cited: 53

Showing 1-25 of 53 citing articles:

Evidence-Based Assessment in Special Education Research: Advancing the Use of Evidence in Assessment Tools and Empirical Processes
Elizabeth Talbott, Andres De Los Reyes, Devin M. Kearns, et al.
Exceptional Children (2023) Vol. 89, Iss. 4, pp. 467-487
Closed Access | Times Cited: 42
The Needs-to-Goals Gap: How informant discrepancies in youth mental health assessments impact service delivery
Andres De Los Reyes, Elizabeth Talbott, Thomas J. Power, et al.
Clinical Psychology Review (2021) Vol. 92, pp. 102114-102114
Closed Access | Times Cited: 92
Progress and Priorities in Research to Improve Outcomes for Students With or at Risk for Emotional and Behavioral Disorders
Blair P. Lloyd, Allison L. Bruhn, Kevin S. Sutherland, et al.
Behavioral Disorders (2018) Vol. 44, Iss. 2, pp. 85-96
Closed Access | Times Cited: 42
How do pre-school teachers in Turkey make sense of emotional and behavioural disorder risk?
Gamze Apaydın, Banu Karaahmetoğlu, Çığıl Aykut
European Early Childhood Education Research Journal (2025), pp. 1-20
Closed Access
The efficacy and usability of motivational interviewing just‐in‐time trainings for youth mentors
Mackenzie J. Hart, Samuel D. McQuillin, Aidyn L. Iachini, et al.
American Journal of Community Psychology (2025)
Closed Access
The Responsible Inclusion of Students Receiving Special Education Services for Emotional Disturbance: Unraveling the Practice to Research Gap
John McKenna, Michael Solís, Frederick J. Brigham, et al.
Behavior Modification (2018) Vol. 43, Iss. 4, pp. 587-611
Open Access | Times Cited: 33
Social Dynamics Management: What Is It and Why Is It Important for Intervention?
Thomas W. Farmer, Betsy Talbott, Molly Dawes, et al.
Journal of Emotional and Behavioral Disorders (2018) Vol. 26, Iss. 1, pp. 3-10
Open Access | Times Cited: 32
Quality Indicators for Systematic Reviews in Behavioral Disorders
Daniel M. Maggin, Elizabeth Talbott, Eryn Y. Van Acker, et al.
Behavioral Disorders (2017) Vol. 42, Iss. 2, pp. 52-64
Closed Access | Times Cited: 28
Increasing On-Task Behavior Using Technology-Based Self-Monitoring: A Meta-Analysis of I-Connect
Gretchen Scheibel, Kathleen N. Zimmerman, Howard P. Wills
Journal of Special Education Technology (2022) Vol. 38, Iss. 2, pp. 146-160
Closed Access | Times Cited: 12
A Quantitative Synthesis of Intervention Research Published in Flagship EBD Journals: 2010 to 2019
Justin D. Garwood, Corey Peltier, Tracy Sinclair, et al.
Behavioral Disorders (2020) Vol. 47, Iss. 1, pp. 14-27
Closed Access | Times Cited: 16
Examination of the Factor Structure and Measurement Invariance of the SRSS-IE
Kathleen Lynne Lane, Wendy Peia Oakes, Mark Matthew Buckman, et al.
Remedial and Special Education (2023) Vol. 45, Iss. 3, pp. 152-172
Closed Access | Times Cited: 6
Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools
Thomas W. Farmer, Jill V. Hamm, David L. Lee, et al.
Rural Special Education Quarterly (2018) Vol. 37, Iss. 3, pp. 164-175
Closed Access | Times Cited: 17
Predictive Validity of Student Risk Screening Scale—Internalizing and Externalizing (SRSS-IE) Scores in Elementary Schools
Kathleen Lynne Lane, Wendy Peia Oakes, Emily D. Cantwell, et al.
Journal of Emotional and Behavioral Disorders (2018) Vol. 27, Iss. 4, pp. 221-234
Closed Access | Times Cited: 17
Reforming research to support culturally and ecologically responsive and developmentally meaningful practice in schools
Thomas W. Farmer
Educational Psychologist (2020) Vol. 55, Iss. 1, pp. 32-39
Closed Access | Times Cited: 15
Brief Report: Ordinate Scaling and Axis Proportions of Single-Case Graphs in Two Prominent EBD Journals From 2010 to 2019
Corey Peltier, John McKenna, Tracy Sinclair, et al.
Behavioral Disorders (2021) Vol. 47, Iss. 2, pp. 134-148
Closed Access | Times Cited: 13
Teachers’ Attitudes towards Including Students with Emotional and Behavioural Difficulties in Mainstream School: A Systematic Research Synthesis
Ulrika Gidlund
International Journal of Learning Teaching and Educational Research (2018) Vol. 17, Iss. 2, pp. 45-63
Open Access | Times Cited: 15
A Systematic Review of Teacher-Mediated Interventions to Improve the Mathematical Performance of Students with Emotional and Behavioral Disorders
Corey Peltier, Kimberly J. Vannest, Kristi L. Morin, et al.
Exceptionality (2020) Vol. 28, Iss. 2, pp. 121-141
Closed Access | Times Cited: 14
Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice
John McKenna, Xiaoxia A. Newton, Frederick J. Brigham, et al.
Journal of Emotional and Behavioral Disorders (2021) Vol. 30, Iss. 1, pp. 29-43
Closed Access | Times Cited: 12
A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices
Gena Nelson, Sara Cothren Cook, Kary Zarate, et al.
Remedial and Special Education (2021) Vol. 43, Iss. 5, pp. 344-358
Closed Access | Times Cited: 12
Predictive Validity of Student Risk Screening Scale for Internalizing and Externalizing Scores in Secondary Schools
Kathleen Lynne Lane, Wendy Peia Oakes, Emily D. Cantwell, et al.
Journal of Emotional and Behavioral Disorders (2018) Vol. 27, Iss. 2, pp. 86-100
Closed Access | Times Cited: 14
Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology
Chin‐Chih Chen, Thomas W. Farmer, Jill V. Hamm, et al.
Journal of Emotional and Behavioral Disorders (2019) Vol. 28, Iss. 3, pp. 180-192
Closed Access | Times Cited: 13
Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives
Thomas W. Farmer, Karen L. Bierman, Cristin M. Hall, et al.
Journal of Emotional and Behavioral Disorders (2020) Vol. 29, Iss. 1, pp. 3-13
Closed Access | Times Cited: 12
Auf die Lehrperson und ihren Unterricht kommt es an. Zehn Jahre empirische Professions- und Unterrichtsforschung im IZeF der Universität zu Köln

Waxmann Verlag GmbH eBooks (2024)
Open Access | Times Cited: 1
Take CHARGE!A Randomized Controlled Trial of a Social Problem-Solving Curriculum to Support Students With Emotional and Behavioral Disorders
Christopher L. Van Loan, Justin D. Garwood, Stephen W. Smith, et al.
Journal of Emotional and Behavioral Disorders (2018) Vol. 27, Iss. 3, pp. 143-153
Closed Access | Times Cited: 12
Is technology-enhanced feedback encouraging for all in Finnish basic education? A person-centered approach
Sanna Oinas, Mari‐Pauliina Vainikainen, Risto Hotulainen
Learning and Instruction (2018) Vol. 58, pp. 12-21
Closed Access | Times Cited: 12
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