| Rates and types of teacher praise: A review and future directions LN Jenkins, MT Floress, W Reinke Psychology in the Schools 52 (5), 463-476, 2015 | 212 | 2015 |
| Praise research trends and future directions: Characteristics and teacher training MT Floress, SL Beschta, KL Meyer, WM Reinke Behavioral Disorders 43 (1), 227-243, 2017 | 130 | 2017 |
| General education teachers’ natural rates of praise: A preliminary investigation MT Floress, LN Jenkins, WM Reinke, L McKown Behavioral Disorders 43 (4), 411-422, 2018 | 113 | 2018 |
| Caffeine consumption in young children WJ Warzak, S Evans, MT Floress, AC Gross, S Stoolman The Journal of pediatrics 158 (3), 508-509, 2011 | 95 | 2011 |
| A preliminary investigation of kindergarten teachers’ use of praise in general education classrooms MT Floress, LN Jenkins Preventing School Failure: Alternative Education for Children and Youth 59 …, 2015 | 82 | 2015 |
| Training teachers to increase behavior-specific praise: A meta-analysis KA Zoder-Martell, MT Floress, RS Bernas, BA Dufrene, SL Foulks Journal of Applied School Psychology 35 (4), 309-338, 2019 | 63 | 2019 |
| PRESCHOOL TEACHERS’USE OF PRAISE IN GENERAL, AT‐RISK, AND SPECIAL EDUCATION CLASSROOMS MT Floress, JR Berlinghof, RA Rader, EK Riedesel Psychology in the Schools 54 (5), 519-531, 2017 | 50 | 2017 |
| Social and language skills as predictors of bullying roles in early childhood: A narrative summary of the literature LN Jenkins, N Mulvey, MT Floress Education and Treatment of Children 40 (3), 401-417, 2017 | 43 | 2017 |
| Technology to facilitate telehealth in applied behavior analysis KA Zoder-Martell, AM Markelz, MT Floress, HA Skriba, LEN Sayyah Behavior analysis in practice 13, 596-603, 2020 | 31 | 2020 |
| Teachers’ use of specific, contingent, and varied praise A Markelz, B Riden, MT Floress, K Balint-Langel, J Heath, S Pavelka Journal of Positive Behavior Interventions 24 (2), 110-121, 2022 | 28 | 2022 |
| The caterpillar game: A SW-PBIS aligned classroom management system MT Floress, AL Jacoby Journal of Applied School Psychology 33 (1), 16-42, 2017 | 28 | 2017 |
| Exploring secondary teachers’ actual and perceived praise and reprimand use MT Floress, MM Beaudoin, RS Bernas Journal of Positive Behavior Interventions 24 (1), 46-57, 2022 | 26 | 2022 |
| The caterpillar game: A classroom management system MT Floress, AL Rock, A Hailemariam Psychology in the Schools 54 (4), 385-403, 2017 | 22 | 2017 |
| An analysis of general education teachers’ use of diverse praise MT Floress, SL Beschta Psychology in the Schools 55 (10), 1188-1204, 2018 | 21 | 2018 |
| Training school psychologists in psychopharmacology consultation HJ Roberts, MT Floress, CR Ellis Psychology in the Schools 46 (9), 827-835, 2009 | 21 | 2009 |
| Time-out training without put-backs, spanks, or restraint: A brief report of deferred time-out WJ Warzak, MT Floress Child & Family Behavior Therapy 31 (2), 134-143, 2009 | 17 | 2009 |
| Externalizing behaviors within general, at-risk, and special education preschool classrooms: A preliminary investigation MT Floress, RA Rader, JR Berlinghof, PC Fanok Preventing School Failure: Alternative Education for Children and Youth 62 …, 2018 | 16 | 2018 |
| Social skills plus relaxation training with a child with ASD in the schools MT Floress, K Zoder-Martell, R Schaub Research in Developmental Disabilities 71, 200-213, 2017 | 16 | 2017 |
| Nightmare prevalence, distress, and anxiety among young children. MT Floress, BR Kuhn, RS Bernas, M Dandurand Dreaming 26 (4), 280, 2016 | 15 | 2016 |
| Research forum-trends in time-out research: Are we focusing our efforts where our efforts are needed? WJ Warzak, MT Floress, M Kellen, JS Kazmerski, S Chopko Behavior Therapist 35 (2), 30, 2012 | 14 | 2012 |
Lyndsay JenkinsFlorida State University在 fsu.edu 的电子邮件经过验证
