Margaret T. Floress

724 total citations
30 papers, 456 citations indexed

About

Margaret T. Floress is a scholar working on Developmental and Educational Psychology, Education and Social Psychology. According to data from OpenAlex, Margaret T. Floress has authored 30 papers receiving a total of 456 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Developmental and Educational Psychology, 17 papers in Education and 11 papers in Social Psychology. Recurrent topics in Margaret T. Floress's work include Behavioral and Psychological Studies (23 papers), Bullying, Victimization, and Aggression (10 papers) and Education Discipline and Inequality (8 papers). Margaret T. Floress is often cited by papers focused on Behavioral and Psychological Studies (23 papers), Bullying, Victimization, and Aggression (10 papers) and Education Discipline and Inequality (8 papers). Margaret T. Floress collaborates with scholars based in United States, Tunisia and Hungary. Margaret T. Floress's co-authors include Lyndsay N. Jenkins, Wendy M. Reinke, Ronan S. Bernas, Kimberly A. Zoder‐Martell, William J. Warzak, Amy C. Gross, Brad A. Dufrene, Holly Roberts, Cynthia R. Ellis and Brett R. Kuhn and has published in prestigious journals such as The Journal of Pediatrics, Research in Developmental Disabilities and Psychology in the Schools.

In The Last Decade

Margaret T. Floress

28 papers receiving 445 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Margaret T. Floress United States 12 264 263 140 131 103 30 456
Vrinda Kalia United States 13 129 0.5× 78 0.3× 160 1.1× 84 0.6× 83 0.8× 22 426
Christian Klicpera Austria 13 195 0.7× 186 0.7× 146 1.0× 56 0.4× 141 1.4× 47 471
Katherine C. Morasch United States 8 76 0.3× 126 0.5× 194 1.4× 46 0.4× 73 0.7× 11 332
Maximilian B. Bibok Canada 5 187 0.7× 248 0.9× 266 1.9× 101 0.8× 78 0.8× 6 502
Delyth Lloyd Australia 9 222 0.8× 160 0.6× 222 1.6× 36 0.3× 39 0.4× 11 576
Miriam Sarid Israel 11 126 0.5× 80 0.3× 81 0.6× 34 0.3× 42 0.4× 31 324
Martha Vibbert United States 7 141 0.5× 85 0.3× 65 0.5× 54 0.4× 68 0.7× 14 329
Stacey D. Espinet Canada 9 104 0.4× 65 0.2× 120 0.9× 60 0.5× 193 1.9× 14 436
Anjolii Diaz United States 13 95 0.4× 248 0.9× 263 1.9× 88 0.7× 79 0.8× 31 468
Stephen Ray Flora United States 11 156 0.6× 38 0.1× 53 0.4× 68 0.5× 86 0.8× 29 310

Countries citing papers authored by Margaret T. Floress

Since Specialization
Citations

This map shows the geographic impact of Margaret T. Floress'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 Margaret T. Floress with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Margaret T. Floress more than expected).

Fields of papers citing papers by Margaret T. Floress

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Margaret T. Floress. 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 Margaret T. Floress. The network helps show where Margaret T. Floress may publish in the future.

Co-authorship network of co-authors of Margaret T. Floress

This figure shows the co-authorship network connecting the top 25 collaborators of Margaret T. Floress. A scholar is included among the top collaborators of Margaret T. Floress 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 Margaret T. Floress. Margaret T. Floress is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Floress, Margaret T., et al.. (2024). The Effects of Online Anti-Bias Training on Educators’ Multicultural Competence. Contemporary School Psychology. 29(3). 472–483.
2.
Floress, Margaret T., et al.. (2023). Middle and high school praise: A systematic review of the literature.. School Psychology. 39(1). 31–49. 2 indexed citations
3.
Floress, Margaret T., et al.. (2022). Teacher Stress and Self-Efficacy Relative to Managing Student Behavior. Contemporary School Psychology. 28(2). 257–269. 2 indexed citations
4.
Floress, Margaret T., et al.. (2021). Middle and high school teachers’ praise and reprimand delivery.. School Psychology. 37(1). 15–25. 3 indexed citations
5.
Zoder‐Martell, Kimberly A., et al.. (2021). Teachers’ Willingness to Use a Telepresence Robot for Consultation with Students with Autism Spectrum Disorder. Contemporary School Psychology. 26(2). 263–277. 5 indexed citations
6.
Zoder‐Martell, Kimberly A., et al.. (2020). Technology to Facilitate Telehealth in Applied Behavior Analysis. Behavior Analysis in Practice. 13(3). 596–603. 12 indexed citations
7.
Floress, Margaret T., et al.. (2020). Conceptualizing Fixed-Interval Praise Delivery. Intervention in School and Clinic. 56(2). 84–91. 5 indexed citations
8.
Floress, Margaret T., et al.. (2018). Externalizing behaviors within general, at-risk, and special education preschool classrooms: A preliminary investigation. Preventing School Failure Alternative Education for Children and Youth. 62(4). 279–288. 6 indexed citations
9.
Floress, Margaret T., et al.. (2017). Social skills plus relaxation training with a child with ASD in the schools. Research in Developmental Disabilities. 71. 200–213. 4 indexed citations
10.
Floress, Margaret T., et al.. (2017). THE CATERPILLAR GAME: A CLASSROOM MANAGEMENT SYSTEM. Psychology in the Schools. 54(4). 385–403. 10 indexed citations
11.
Jenkins, Lyndsay N., et al.. (2017). Social and Language Skills as Predictors of Bullying Roles in Early Childhood: A Narrative Summary of the Literature. Education and Treatment of Children. 40(3). 401–417. 21 indexed citations
12.
Floress, Margaret T., et al.. (2017). General Education Teachers’ Natural Rates of Praise: A Preliminary Investigation. Behavioral Disorders. 43(4). 411–422. 49 indexed citations
13.
Floress, Margaret T., et al.. (2017). PRESCHOOL TEACHERS’ USE OF PRAISE IN GENERAL, AT-RISK, AND SPECIAL EDUCATION CLASSROOMS. Psychology in the Schools. 54(5). 519–531. 23 indexed citations
14.
Floress, Margaret T., et al.. (2017). Praise Research Trends and Future Directions: Characteristics and Teacher Training. Behavioral Disorders. 43(1). 227–243. 48 indexed citations
15.
Floress, Margaret T., et al.. (2016). The Caterpillar Game: A SW-PBIS Aligned Classroom Management System. Journal of Applied School Psychology. 33(1). 16–42. 10 indexed citations
16.
Floress, Margaret T. & Lyndsay N. Jenkins. (2015). A Preliminary Investigation of Kindergarten Teachers’ Use of Praise in General Education Classrooms. Preventing School Failure Alternative Education for Children and Youth. 59(4). 253–262. 32 indexed citations
17.
Warzak, William J., et al.. (2010). Caffeine Consumption in Young Children. The Journal of Pediatrics. 158(3). 508–509. 43 indexed citations
18.
Warzak, William J. & Margaret T. Floress. (2009). Time-Out Training Without Put-Backs, Spanks, or Restraint: A Brief Report of Deferred Time-Out. Child & Family Behavior Therapy. 31(2). 134–143. 7 indexed citations
19.
Roberts, Holly, Margaret T. Floress, & Cynthia R. Ellis. (2009). Training school psychologists in psychopharmacology consultation. Psychology in the Schools. 46(9). 827–835. 5 indexed citations
20.
Floress, Margaret T.. (2007). The effectiveness of teacher -child interaction training on behaviorally at-risk preschool children. Journal of Collective Bargaining in the Academy.

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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