Brad A. Dufrene

1.6k total citations
66 papers, 1.0k citations indexed

About

Brad A. Dufrene is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Clinical Psychology. According to data from OpenAlex, Brad A. Dufrene has authored 66 papers receiving a total of 1.0k indexed citations (citations by other indexed papers that have themselves been cited), including 62 papers in Developmental and Educational Psychology, 40 papers in Cognitive Neuroscience and 26 papers in Clinical Psychology. Recurrent topics in Brad A. Dufrene's work include Behavioral and Psychological Studies (58 papers), Autism Spectrum Disorder Research (40 papers) and Child and Adolescent Psychosocial and Emotional Development (16 papers). Brad A. Dufrene is often cited by papers focused on Behavioral and Psychological Studies (58 papers), Autism Spectrum Disorder Research (40 papers) and Child and Adolescent Psychosocial and Emotional Development (16 papers). Brad A. Dufrene collaborates with scholars based in United States, Canada and Ireland. Brad A. Dufrene's co-authors include D. Joe Olmi, Daniel H. Tingstrom, Kimberly A. Zoder‐Martell, Heather E. Sterling, Sterett H. Mercer, Donna Gilbertson, Gary J. Duhon, Virgil Zeigler‐Hill, T. Steuart Watson and George H. Noell and has published in prestigious journals such as Journal of School Psychology, Research in Developmental Disabilities and School Psychology Review.

In The Last Decade

Brad A. Dufrene

63 papers receiving 927 citations

Peers

Brad A. Dufrene

DEP

EDUCA

Daniel H. Tingstrom United States

Diane Myers United States

Barry L. McCurdy United States

Holly Mariah Menzies United States

Sara C. McDaniel United States

Todd Haydon United States

Lindsay M. Fallon United States

K. Richard Young United States

Allison L. Bruhn United States

Deanne A. Crone United States

Daniel H. Tingstrom United States

Brad A. Dufrene

802 ×1.1

DEP

505 ×1.2

482 ×1.3

257 ×0.7

EDUCA

242 ×1.1

Citations per year, relative to Brad A. Dufrene Brad A. Dufrene (= 1×) peers Daniel H. Tingstrom

Countries citing papers authored by Brad A. Dufrene

Since Specialization

Citations

This map shows the geographic impact of Brad A. Dufrene's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Brad A. Dufrene with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Brad A. Dufrene more than expected).

Fields of papers citing papers by Brad A. Dufrene

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Brad A. Dufrene. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Brad A. Dufrene. The network helps show where Brad A. Dufrene may publish in the future.

Co-authorship network of co-authors of Brad A. Dufrene

This figure shows the co-authorship network connecting the top 25 collaborators of Brad A. Dufrene. A scholar is included among the top collaborators of Brad A. Dufrene based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Brad A. Dufrene. Brad A. Dufrene is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

LaBrot, Zachary C., et al.. (2024). In Situ Training to Improve Early Childhood Teachers’ Effective Instruction Delivery. Journal of Educational and Psychological Consultation. 35(4). 457–486.

Dufrene, Brad A., et al.. (2024). Emailed Prompts to Increase Alternative School Educators’ Use of Behavior-Specific Praise. Journal of Behavioral Education. 34(4). 774–797.

Smith, Stephanie D., et al.. (2024). Leveraging Technology to Support Teachers’ Fidelity of Universal Classroom Management Interventions: Lessons Learned and Future Applications. School Mental Health. 16(3). 894–912. 2 indexed citations

Dufrene, Brad A., et al.. (2023). The Effect of Token Economies on Student Behavior in the Preschool Classroom: A Meta-Analysis. Pace Digital Repository (Pace University). 7(1). 2 indexed citations

LaBrot, Zachary C., et al.. (2023). Towards a Practical Behavior Analytic Multitiered Consultation Model for Early Childhood Educators. Pace Digital Repository (Pace University). 7(2). 2 indexed citations

Dufrene, Brad A., et al.. (2023). Interview-Informed Synthesized Contingency Analyses on Challenging Problem Behavior: a Single-Case Meta-analysis. Review Journal of Autism and Developmental Disorders. 11(3). 640–658. 11 indexed citations

Olmi, D. Joe, et al.. (2022). The Effects of Different Rates of Behavior-Specific Praise in Secondary Classrooms. Journal of Positive Behavior Interventions. 25(2). 118–130. 8 indexed citations

Dufrene, Brad A., et al.. (2021). Bug-in-the-Ear Training Increases Teachers’ Effective Instruction Delivery and Student Compliance. Journal of Behavioral Education. 31(4). 771–795. 11 indexed citations

Connell, Carol, et al.. (2020). Development of the Impact of a Preschool Obesity Prevention Intervention Enhanced With Positive Behavioral Supports for Mississippi Head Start Centers. Journal of Nutrition Education and Behavior. 52(12). 1148–1159. 4 indexed citations

10.

Olmi, D. Joe, et al.. (2020). The effects of behavior‐specific praise and public posting in secondary classrooms. Psychology in the Schools. 57(7). 1097–1115. 6 indexed citations

11.

LaBrot, Zachary C., et al.. (2020). Maintenance and Generalization of Preschool Teachers’ Use of Behavior-Specific Praise Following In Situ Training. Journal of Behavioral Education. 30(3). 350–377. 12 indexed citations

12.

LaBrot, Zachary C., et al.. (2019). Targeted and Intensive Consultation for Increasing Head Start and Elementary Teachers’ Behavior-Specific Praise. Journal of Behavioral Education. 29(4). 717–740. 22 indexed citations

13.

Connell, Carol, et al.. (2018). I-POP! Development of a Nutrition Education and Positive Behavioral Support Program in Mississippi Head Start Centers. Journal of the Academy of Nutrition and Dietetics. 118(10). A140–A140. 3 indexed citations

14.

Dufrene, Brad A., et al.. (2015). Self-monitoring as a viable fading option in check-in/check-out. Journal of School Psychology. 53(2). 121–135. 22 indexed citations

15.

Olmi, D. Joe, et al.. (2014). Loud versus quiet praise: A direct behavioral comparison in secondary classrooms. Journal of School Psychology. 52(4). 349–360. 23 indexed citations

16.

LaBrot, Zachary C., et al.. (2014). Functional assessment and treatment of trichotillomania and skin-picking: A case study. Journal of Obsessive-Compulsive and Related Disorders. 3(3). 257–264. 2 indexed citations

17.

Dufrene, Brad A., et al.. (2014). The Effects of Check-In/Check-Out on Problem Behavior and Academic Engagement in Elementary School Students. Journal of Positive Behavior Interventions. 17(1). 28–38. 37 indexed citations

18.

Dufrene, Brad A., et al.. (2013). Promoting Teachers’ Generalization of Intervention Use Through Goal Setting and Performance Feedback. Journal of Behavioral Education. 22(4). 325–347. 26 indexed citations

19.

Mercer, Sterett H., et al.. (2012). Generalizability Theory Analysis of CBM Maze Reliability in Third- Through Fifth-Grade Students. Assessment for Effective Intervention. 37(3). 183–190. 3 indexed citations

20.

Watson, T. Steuart, et al.. (2002). Sibling Thumb Sucking. Behavior Modification. 26(3). 412–423. 4 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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