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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:

Comprehensive Meta-Analysis of Attention-Deficit/Hyperactivity Disorder Psychosocial Treatments Investigated Within Between Group Studies
Gregory A. Fabiano, Nicole K. Schatz, Ariel M. Aloe, et al.
Review of Educational Research (2021) Vol. 91, Iss. 5, pp. 718-760
Closed Access | Times Cited: 26

Showing 1-25 of 26 citing articles:

Cognitive and Affective Brain–Computer Interfaces for Improving Learning Strategies and Enhancing Student Capabilities: A Systematic Literature Review
Nuraini Jamil, Abdelkader Nasreddine Belkacem, Sofía Ouhbi, et al.
IEEE Access (2021) Vol. 9, pp. 134122-134147
Open Access | Times Cited: 50
What Four Decades of Meta-Analysis Have Taught Us About Youth Psychotherapy and the Science of Research Synthesis
John R. Weisz, Katherine E. Venturo‐Conerly, Olivia M. Fitzpatrick, et al.
Annual Review of Clinical Psychology (2023) Vol. 19, Iss. 1, pp. 79-105
Open Access | Times Cited: 16
The Multidimensional Dynamic Feedback Model: A Comprehensive Framework for Understanding and Managing Attention-Deficit/Hyperactivity Disorder
Yuying Wang, Yuan Zhao, Luming Hu, et al.
Children (2025) Vol. 12, Iss. 3, pp. 303-303
Open Access
Diversity and representation in ADHD psychosocial treatment research: A comprehensive synthesis with data from over 10,000 participants
Brittany M. Merrill, Megan M. Hare, Jennifer Piscitello, et al.
Clinical Psychology Review (2024) Vol. 112, pp. 102461-102461
Closed Access | Times Cited: 3
Supporting Parents of Children with ADHD During COVID-19 School Closures: A Multiple-Baseline Trial of Behavioral Parent Training for Home Learning
Brittany M. Merrill, W. John Monopoli, Emilea Rejman, et al.
School Mental Health (2023) Vol. 15, Iss. 2, pp. 370-383
Open Access | Times Cited: 8
Reconceptualizing the approach to supporting students with attention-deficit/hyperactivity disorder in school settings
Gregory A. Fabiano, Kellina Lupas, Brittany M. Merrill, et al.
Journal of School Psychology (2024) Vol. 104, pp. 101309-101309
Closed Access | Times Cited: 2
Improving the efficacy and effectiveness of evidence-based psychosocial interventions for attention-deficit/hyperactivity disorder (ADHD) in children and adolescents
Anil Chacko, Brittany M. Merrill, Michael Kofler, et al.
Translational Psychiatry (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 2
A Meta-Analysis of Common Factors in Child Therapy Interventions
Lindsey Warwick, A. Stephen Lenz, Marianna L. Branch, et al.
Journal of Child and Adolescent Counseling (2023) Vol. 9, Iss. 2, pp. 170-191
Closed Access | Times Cited: 6
Mind-Wandering and Childhood ADHD: Experimental Manipulations across Laboratory and Naturalistic Settings
Brittany M. Merrill, Joseph S. Raiker, Aaron T. Mattfeld, et al.
Research on Child and Adolescent Psychopathology (2022) Vol. 50, Iss. 9, pp. 1139-1149
Open Access | Times Cited: 10
An evaluation of intervention appropriateness from the perspective of parents: A peer‐mediated, play‐based intervention for children with ADHD
Sarah Wilkes‐Gillan, Lauren Parsons, Dave Parsons, et al.
Australian Occupational Therapy Journal (2024) Vol. 71, Iss. 6, pp. 1015-1027
Open Access | Times Cited: 1
Special Education for Children with ADHD: Services Received and a Comparison to Children with ADHD in General Education
Gregory A. Fabiano, Justin Naylor, William E. Pelham, et al.
School Mental Health (2022) Vol. 14, Iss. 4, pp. 818-830
Closed Access | Times Cited: 7
Análisis sistémico de la educación a distancia escolar peruana en el entorno de la COVID-19
Mauro Marino‐Jiménez, Lizlaleyne Ramírez-Rodríguez
American Journal of Distance Education (2022) Vol. 36, Iss. 2, pp. 150-165
Closed Access | Times Cited: 6
Parental Practices Contribution to Organizational Skills’ Improvement Following an Intervention Among ADHD Youths
Julie Girard-Lapointe, Sylvie Normandeau, Lily Hechtman
Journal of Psychopathology and Behavioral Assessment (2023) Vol. 45, Iss. 3, pp. 659-670
Closed Access | Times Cited: 2
Single and Combined Effects of Multiple Intensities of Behavioral Modification and Methylphenidate for Children with ADHD in the Home Setting
Brittany M. Merrill, Fiona L. Macphee, Lisa Burrows-MacLean, et al.
Research on Child and Adolescent Psychopathology (2023) Vol. 51, Iss. 10, pp. 1481-1495
Closed Access | Times Cited: 2
Clinical Change Mechanisms in the Treatment of College Students With ADHD: Trajectories and Associations With Outcomes
Joshua M. Langberg, Melissa R. Dvorsky, Paul J. Silvia, et al.
Behavior Therapy (2022) Vol. 54, Iss. 3, pp. 444-460
Closed Access | Times Cited: 3
A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties: A Pilot Study
Garrett J. Roberts, Philip Capin, Anna Handy, et al.
Journal of Learning Disabilities (2024)
Closed Access
Promote-Parents Program adapted for guardians of children and adolescents with ADHD
Anaísa Leal Barbosa Abrahão, Luciana Carla dos Santos Elias, Alessandra Turini Bolsoni-Silva
Pro-Posições (2024) Vol. 35
Open Access
Programa Promove-Pais adaptado para responsáveis de crianças e adolescentes com TDAH
Anaísa Leal Barbosa Abrahão, Luciana Carla dos Santos Elias, Alessandra Turini Bolsoni-Silva
Pro-Posições (2024) Vol. 35
Open Access
Determining Solutions to Challenges in the Career Transition of Students With ADHD

Advances in higher education and professional development book series (2024), pp. 363-404
Closed Access
Education and Technology: Construction of a Distance Education System Beyond the COVID-19 Crisis
Mauro Marino‐Jiménez, Fany Rojas-Noa, Karina Sullón-Acosta, et al.
International Journal of Educational Reform (2024)
Closed Access
School-Based Care for Youth with Disabilities
Kate A. Helbig, Miranda Zahn
Primary Care Clinics in Office Practice (2024) Vol. 51, Iss. 4, pp. 591-602
Closed Access
Impact of an 8-week, intensive Summer Treatment Program (STP) on improving coercive caregiver-child interactions among children with and without Callous Unemotional Traits
Jennifer Piscitello, Emily Robertson, M. Irene Renaud, et al.
Behavior Therapy (2024) Vol. 56, Iss. 2, pp. 276-289
Closed Access
Adapting the Summer Treatment Program Components to Engage and Treat Male Caregivers of Children with Attention-Deficit/hyperactivity Disorder
Gregory A. Fabiano, Brittany M. Merrill, Sophia Frontale, et al.
Evidence-Based Practice in Child and Adolescent Mental Health (2024), pp. 1-12
Closed Access
Content Analysis of Individualized Education Programs for Children with Attention-Deficit/Hyperactivity Disorder
Jennifer Sikov, Gregory A. Fabiano, Nicole K. Schatz, et al.
School Psychology Review (2024), pp. 1-19
Closed Access
The intersection of learning difficulties and behavior problems – a scoping review of intervention research
Taina Gabriel, Moritz Börnert-Ringleb
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 1
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