Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools
2009470 citationsRobert H. Horner, George Sugai et al.Journal of Positive Behavior Interventionsprofile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
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This map shows the geographic impact of Lucille Eber'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 Lucille Eber with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Lucille Eber more than expected).
This network shows the impact of papers produced by Lucille Eber. 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 Lucille Eber. The network helps show where Lucille Eber may publish in the future.
Co-authorship network of co-authors of Lucille Eber
This figure shows the co-authorship network connecting the top 25 collaborators of Lucille Eber.
A scholar is included among the top collaborators of Lucille Eber 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 Lucille Eber. Lucille Eber is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Eber, Lucille, et al.. (2013). School-based wraparound for adolescents: The RENEW model for transition-aged youth with or at-risk of EBD. University of New Hampshire Scholars Repository (University of New Hampshire at Manchester).
5.
Algozzine, Bob, Robert H. Horner, George Sugai, et al.. (2010). Evaluation Blueprint for School-Wide Positive Behavior Support..21 indexed citations
6.
Bohanon, Hank, et al.. (2007). Identifying a Roadmap of Support for Secondary Students in School-Wide Positive Behavior Support Applications.. International Journal of Special Education (IJSE). 22(1). 39–52.3 indexed citations
Freeman, Rachel, Lucille Eber, Cynthia M. Anderson, et al.. (2006). Building Inclusive School Cultures Using School-wide PBS: Designing Effective Individual Support Systems for Students with Significant Disabilities.6 indexed citations
Eber, Lucille. (2003). Functional Assessment and Wraparound as Systemic School Processes.1 indexed citations
11.
Eber, Lucille, et al.. (2002). School-Wide Positive Behavior Systems: Improving School Environments for All Students Including Those with EBD..8 indexed citations
Eber, Lucille, et al.. (1997). Applying Wraparound Approaches in Schools: Evaluating Training and Technical Assistance Activities.. The International Journal of Artificial Organs. 23(5). 293–5.1 indexed citations
17.
Eber, Lucille, et al.. (1997). Education's Role in the System of Care: Student/Family Outcomes..1 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.