The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
The Contingent Use of Teacher Attention and Praise in Reducing Classroom Behavior Problems
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Citations
Cites
Effects of Social Reinforcement on Isolate Behavior of a Nursery School Child1
Allen, K. E., Hart, B., Buell, J. S., Harris, F. R., & Wolf, M. M. (1964) · Child Development · doi:10.1111/j.1467-8624.1964.tb05188.x · Cited by 348
Hawkins, R. P., Peterson, R. F., Schweid, E., & Bijou, S. W. (1966) · Journal of Experimental Child Psychology · doi:10.1016/0022-0965(66)90054-3 · Cited by 283
Mothers as behavior therapists for their own children
Wahler, R. G., Winkel, G. H., Peterson, R. F., & Morrison, D. C. (1965) · Behaviour Research and Therapy · doi:10.1016/0005-7967(65)90015-x · Cited by 246
Cited by
The Evolution of Discipline Practices: School-Wide Positive Behavior Supports
Sugai, G., & Horner, R. (2002) · Child & Family Behavior Therapy · doi:10.1300/j019v24n01_03 · Cited by 945
Bijou, S. W., Peterson, R. F., & Ault, M. H. (1968) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1968.1-175 · Cited by 769
Empirically supported psychosocial treatments for attention deficit hyperactivity disorder
Pelham Jr, W. E., Wheeler, T., & Chronis, A. (1998) · Journal of Clinical Child Psychology · doi:10.1207/s15374424jccp2702_6 · Cited by 755
Major Depression and Conduct Disorder in Prepuberty
PUIG-ANTICH, J. (1982) · Journal of the American Academy of Child Psychiatry · doi:10.1016/s0002-7138(09)60910-9 · Cited by 381
Teacher classroom management practices: effects on disruptive or aggressive student behavior
Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011) · Campbell Systematic Reviews · doi:10.4073/csr.2011.4 · Cited by 286
Metadata
- Authors
- Becker, W. C., Madsen, C. H., Arnold, C. R., & Thomas, D. R.
- Venue
- The Journal of Special Education
- Publisher
- SAGE Publications
- Published
- 1967-01
- Volume
- 1
- Issue
- 3
- Pages
- 287-307
- ISSN
- 0022-4669 (ISSN-L)
- 1538-4764
- OpenAlex
- W2124932642
- Cited by
- 334
- References
- 3
- FWCI
- 35.49
- Type
- journal article
- Language
- en
- Open access
- closed
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: The Contingent Use of Teacher Attention and Praise in Reducing Classroom Behavior Problems. https://app.cochat.ai/papers/10.1177/002246696700100307
- The paper
- Becker, W. C., Madsen, C. H., Arnold, C. R., & Thomas, D. R. (1967). The Contingent Use of Teacher Attention and Praise in Reducing Classroom Behavior Problems. The Journal of Special Education. https://doi.org/10.1177/002246696700100307
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
