| Stigma-based bullying interventions: A systematic review VA Earnshaw, SL Reisner, DD Menino, VP Poteat, LM Bogart, TN Barnes, ... Developmental review 48, 178-200, 2018 | 217 | 2018 |
| School-based cognitive-behavioral interventions in the treatment of aggression in the United States: A meta-analysis TN Barnes, SW Smith, MD Miller Aggression and violent behavior 19 (4), 311-321, 2014 | 157 | 2014 |
| Brief report: Integrating social-emotional learning with literacy instruction: An intervention for children at risk for emotional and behavioral disorders A Daunic, N Corbett, S Smith, T Barnes, L Santiago-Poventud, P Chalfant, ... Behavioral Disorders 39 (1), 43-51, 2013 | 139 | 2013 |
| Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review K McCallops, TN Barnes, I Berte, J Fenniman, I Jones, R Navon, ... International Journal of Educational Research 94, 11-28, 2019 | 89 | 2019 |
| Perceptions of culturally responsive pedagogy in teaching SEL TN Barnes, K McCallops Journal for Multicultural Education 13 (1), 70-81, 2019 | 86 | 2019 |
| Changing the landscape of social emotional learning in urban schools: What are we currently focusing on and where do we go from here? TN Barnes The Urban Review 51 (4), 599-637, 2019 | 84 | 2019 |
| LGBTQ bullying: A qualitative investigation of student and school health professional perspectives VA Earnshaw, DD Menino, LM Sava, J Perrotti, TN Barnes, DL Humphrey, ... Journal of LGBT youth 17 (3), 280-297, 2020 | 64 | 2020 |
| There's no" I" in team: Building a framework for teacher-paraeducator interactions in self-contained special education classrooms C Cipriano, TN Barnes, MC Bertoli, LM Flynn, SE Rivers The Journal of Classroom Interaction 51 (2), 4-19, 2016 | 51 | 2016 |
| Addressing LGBTQ student bullying in Massachusetts schools: Perspectives of LGBTQ students and school health professionals SL Reisner, LM Sava, DD Menino, J Perrotti, TN Barnes, DL Humphrey, ... Prevention science 21, 408-421, 2020 | 50 | 2020 |
| A multilevel approach to understanding student and teacher perceptions of classroom support during early adolescence C Cipriano, TN Barnes, KA Pieloch, SE Rivers, M Brackett Learning Environments Research 22, 209-228, 2019 | 44 | 2019 |
| Learning characteristics of children and adolescents with various psychiatric diagnoses T Barnes, S Forness Severe behavior disorders of children and youth 5, 32-41, 1982 | 39 | 1982 |
| Exploring changes in student engagement through the ruler approach: An examination of students at risk of academic failure C Cipriano, TN Barnes, SE Rivers, M Brackett Journal of Education for Students Placed at Risk (JESPAR) 24 (1), 1-19, 2019 | 31 | 2019 |
| A meta‐analytic review of social problem‐solving interventions in preschool settings TN Barnes, F Wang, KM O'Brien Infant and Child Development 27 (5), e2095, 2018 | 27 | 2018 |
| Examining the relationship between perceptions of teaching self-efficacy, school support and teacher and paraeducator burnout in a residential school setting TN Barnes, C Cipriano, K McCallops, C Cuccuini-Harmon, SE Rivers Emotional and Behavioural Difficulties 23 (3), 284-295, 2018 | 27 | 2018 |
| Validating the emotion-focused interactions scale for teacher–student interactions C Cipriano, TN Barnes, L Kolev, S Rivers, M Brackett Learning Environments Research 22, 1-12, 2019 | 21 | 2019 |
| Applying the classroom assessment scoring system in classrooms serving students with emotional and behavioural disorders C Cipriano, TN Barnes, MC Bertoli, SE Rivers Emotional and behavioural difficulties 23 (4), 343-360, 2018 | 17 | 2018 |
| A quasi-experimental analysis of schoolwide violence prevention programs TN Barnes, W Leite, SW Smith Journal of school violence 16 (1), 49-67, 2017 | 17 | 2017 |
| Cognitive-behavioral interventions to prevent aggression of students with emotional and behavioral disorders SW Smith, GG Taylor, T Barnes, AP Daunic Classroom behavior, contexts, and interventions 25, 47-70, 2012 | 12 | 2012 |
| Cultivating effective teacher–paraprofessional collaboration in the self-contained classroom TN Barnes, C Cipriano, Y Xia Beyond Behavior 30 (2), 107-115, 2021 | 11 | 2021 |
| Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for special education classrooms TN Barnes, C Cipriano, L Flynn, SE Rivers, W Xu The Journal of Experimental Education 87 (3), 415-429, 2019 | 10 | 2019 |
Christina CiprianoAssociate Professor, Yale School of MedicineVerified email at yale.edu
