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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:

A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance
David James Royer, Kathleen Lynne Lane, Kristin Diane Dunlap, et al.
Remedial and Special Education (2018) Vol. 40, Iss. 2, pp. 112-128
Closed Access | Times Cited: 131

Showing 1-25 of 131 citing articles:

A Systematic Review of the Effects of Schoolwide Intervention Programs on Student and Teacher Perceptions of School Climate
Cade T. Charlton, Sara E. Moulton, Christian V. Sabey, et al.
Journal of Positive Behavior Interventions (2020) Vol. 23, Iss. 3, pp. 185-200
Closed Access | Times Cited: 66
Meta‐analyses and effect sizes in applied behavior analysis: A review and discussion
Art Dowdy, Corey Peltier, Matt Tincani, et al.
Journal of Applied Behavior Analysis (2021) Vol. 54, Iss. 4, pp. 1317-1340
Open Access | Times Cited: 54
Teacher Praise and Reprimands: The Differential Response of Students at Risk of Emotional and Behavioral Disorders
Kade R. Downs, Paul Caldarella, Ross Larsen, et al.
Journal of Positive Behavior Interventions (2018) Vol. 21, Iss. 3, pp. 135-147
Closed Access | Times Cited: 52
Effects of teachers’ praise-to-reprimand ratios on elementary students’ on-task behaviour
Paul Caldarella, Ross Larsen, Leslie Williams, et al.
Educational Psychology (2020) Vol. 40, Iss. 10, pp. 1306-1322
Open Access | Times Cited: 48
Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base
Robin Parks Ennis, David James Royer, Kathleen Lynne Lane, et al.
Behavioral Disorders (2019) Vol. 45, Iss. 3, pp. 131-147
Closed Access | Times Cited: 43
Behavior-Specific Praise: An Effective, Efficient, Low-Intensity Strategy to Support Student Success
Robin Parks Ennis, David James Royer, Kathleen Lynne Lane, et al.
Beyond Behavior (2018) Vol. 27, Iss. 3, pp. 134-139
Closed Access | Times Cited: 40
The Effect of Teacher Caring Behavior and Teacher Praise on Students’ Engagement in EFL Classrooms
Yadi Sun
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 30
On the Science of Reading: How Social Justice, Behavior Analysis, and Literacy Instruction Converge
Amanda L. Yurick, Morris R. Council, Alana Oif Telesman, et al.
Behavior and Social Issues (2024) Vol. 33, Iss. 1, pp. 563-580
Closed Access | Times Cited: 4
A Systematic Review of Precorrection in PK-12 Settings
Robin Parks Ennis, David James Royer, Kathleen Lynne Lane, et al.
Education and Treatment of Children (2017) Vol. 40, Iss. 4, pp. 465-495
Closed Access | Times Cited: 34
The Impact of Coaching on Teacher-Delivered Behavior-Specific Praise in Pre-K–12 Settings: A Systematic Review
Robin Parks Ennis, David James Royer, Kathleen Lynne Lane, et al.
Behavioral Disorders (2019) Vol. 45, Iss. 3, pp. 148-166
Closed Access | Times Cited: 34
An Observational Study of Student Reading Engagement During UFLI Intensive Intervention*
Fang Xu, Nicholas A. Gage, Holly B. Lane, et al.
Reading & Writing Quarterly (2025), pp. 1-17
Closed Access
Effect of an Instructional Program in Foundational Reading Skills on Early Literacy Development of Students in Kindergarten and First Grade
Holly B. Lane, Valentina A. Contesse, Nicholas A. Gage, et al.
Reading Research Quarterly (2025) Vol. 60, Iss. 1
Closed Access
Short Clips, Big Impacts: Enhancing Preschool Teachers’ Effective Instruction Delivery with Video Modeling Reels
Emily R. DeFouw, Zachary C. LaBrot, Brittany D. Garza, et al.
Journal of Behavioral Education (2025)
Closed Access
Teacher feedback during instruction: An examination of types, rates, and contexts
Terrance M. Scott, Shu-Chen Tsai
Preventing School Failure Alternative Education for Children and Youth (2025), pp. 1-7
Closed Access
Training Staff in a Juvenile Residential Facility to Implement Non-Coercive Behavior Management Procedures
Ashley N. Anderson, Anna Kate Edgemon, Daniel J. Sheridan, et al.
Residential Treatment for Children & Youth (2025), pp. 1-18
Closed Access
The Impact of School‐Based Personnel Delivered Coaching and Performance Feedback on Elementary Teachers' Use of Behavior Specific Praise
Kaci Ellis, Nicholas A. Gage, Ashley S. MacSuga‐Gage, et al.
Psychology in the Schools (2025)
Closed Access
Behavioral Skills Training and Self-Monitoring to Increase and Maintain the Rate and Quality of Parent-Delivered Praise
Kyleigh P. Ivory, Lee Kern
Behavioral Disorders (2025)
Closed Access
Training educators to use eCoaching to deliver behavior specific praise for math instruction: a randomized controlled trial
Selena J. Layden, Kristin A. Gansle, Annemarie L. Horn, et al.
Journal of Research on Technology in Education (2025), pp. 1-17
Closed Access
Thinking systematically: disrupting systems that maintain discipline inequities
Ambra L. Green, Vandana Nandakumar, Rhonda N. T. Nese
Preventing School Failure Alternative Education for Children and Youth (2025), pp. 1-7
Closed Access
High School Students’ Preferences for Praise and Reprimand: A Pilot Study
Ashley Rila, Sarah Wilkinson, Margaret T. Floress
Contemporary School Psychology (2025)
Open Access
Anchored in praise? Potential manifestation of the anchoring bias in feedback reception
Anastasiya A. Lipnevich, Felix Jonas Eßer, Mi Jin Park, et al.
Assessment in Education Principles Policy and Practice (2023) Vol. 30, Iss. 1, pp. 4-17
Open Access | Times Cited: 9
A mixed methods study of teachers’ use of feedback within middle school social studies classrooms to promote reading comprehension
Erin K. Hogan, S. Blair Payne
Learning and Instruction (2024) Vol. 92, pp. 101938-101938
Closed Access | Times Cited: 3
Considerations for systematic screening PK-12: universal screening for internalizing and externalizing behaviors in the COVID-19 era
Kathleen Lynne Lane, Wendy Peia Oakes, Holly Mariah Menzies
Preventing School Failure Alternative Education for Children and Youth (2021) Vol. 65, Iss. 3, pp. 275-281
Closed Access | Times Cited: 19
A Meta-Analysis of Video Modeling Interventions to Enhance Job Skills of Autistic Adolescents and Adults
Leslie Ann Bross, Jason C. Travers, Jonathan M. Huffman, et al.
Autism in Adulthood (2021) Vol. 3, Iss. 4, pp. 356-369
Open Access | Times Cited: 17
Social and Emotional Intervention Research as Justice: A Case for Accountability
Charis L. Wahman, Angel Fettig, Kathleen N. Zimmerman
Remedial and Special Education (2023) Vol. 44, Iss. 5, pp. 423-438
Closed Access | Times Cited: 7
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