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D-Index & Metrics

Psychology

D-Index
51
Citations
10924
World Ranking
5201
National Ranking
2857

Overview

Joseph C. Witt is affiliated with Louisiana State University in the United States. Their academic profile reflects an ongoing engagement in research without specific areas of recent publication or detailed records of individual papers publicly available.

Their research contributions cannot be detailed through specific topics, subfields, or main fields of study given the lack of recorded data in these categories. Similarly, no documented collaborations with frequent co-authors or recurring publication venues have been noted.

No book publications are associated with their name, and there is no available information on awards received.

Overall, Joseph C. Witt is a researcher linked to a major American university, though publicly accessible bibliographic and collaborative details are minimal or absent at this time.

Best Publications

  • Teacher judgments concerning the acceptability of school-based interventions.

    Brian K. Martens;Joseph C. Witt;Stephen N. Elliott;Dion X. Darveaux

  • Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies

    George H. Noell;Joseph C. Witt;Natalie J. Slider;James E. Connell

  • A Multi-Year Evaluation of the Effects of a Response to Intervention (RTI) Model on Identification of Children for Special Education.

    Amanda M. VanDerHeyden;Joseph C. Witt;Donna Gilbertson

  • Increasing teacher intervention implementation in general education settings through consultation and performance feedback.

    George H. Noell;Joseph C. Witt;Donna N. Gilbertson;Deborah D. Ranier

  • Assessing the acceptability of behavioral interventions used in classrooms

    Joseph C. Witt;Brian K Martens

  • Factors affecting teachers' judgments of the acceptability of behavioral interventions: Time involvement, behavior problem severity, and type of intervention

    Joseph C. Witt;B.K. Martens;Stephen N. Elliott

  • Acceptability of positive and reductive behavioral interventions: Factors that influence teachers' decisions

    Stephen N. Elliott;Joseph C. Witt;Gloria A. Galvin;Reece Peterson

  • Increasing intervention implementation in general education following consultation: a comparison of two follow-up strategies.

    George H. Noell;Joseph C. Witt;Lynn H. LaFleur;Bruce P. Mortenson

  • TEACHER USE OF INTERVENTIONS IN GENERAL EDUCATION SETTINGS: MEASUREMENT AND ANALYSIS OF THE INDEPENDENT VARIABLE

    Joseph C. Witt;George H. Noell;Lynn H. Lafleur;Bruce P. Mortenson

  • A Model for Conducting a Functional Analysis of Academic Performance Problems

    Edward J. Daly;Brian K. Martens;Joseph C. Witt;Eric J. Dool

  • An analysis of treatment integrity in school-based behavioral consultation.

    Katherine F. Wickstrom;Kevin M. Jones;Lynn H. LaFleur;Joseph C. Witt

  • The Use of Weekly Performance Feedback to Increase Teacher Implementation of a Prereferral Academic Intervention

    Bruce P. Mortenson;Joseph C. Witt

  • Application of a Three-Tiered Response To Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services

    Scott P. Ardoin;Joseph C. Witt;James E. Connell;Jennifer L. Koenig

  • Varying Intervention Delivery in Response to Intervention: Confronting and Resolving Challenges With Measurement, Instruction, and Intensity

    Edward J. Daly;Brian K. Martens;David Barnett;Joseph C. Witt

  • Development and Validation of a Process for Screening Referrals to Special Education.

    Amanda M. VanDerHeyden;Joseph C. Witt;Gale Naquin

  • Teachers' resistance to the use of school-based interventions

    Joseph C. Witt

  • The effect of saying the same thing in different ways: The problem of language and jargon in school-based consultation

    Joseph C. Witt;Glenn Moe;Terry B. Gutkin;Lester Andrews

  • The Emergence and Possible Futures of Response to Intervention.

    Amanda M. VanDerHeyden;Joseph C. Witt;David W. Barnett

  • Handbook of behavior therapy in education

    Joseph C. Witt;Stephen N. Elliott;Frank M. Gresham

  • Examining the Incremental Benefits of Administering a Maze and Three versus One Curriculum-Based Measurement Reading Probes When Conducting Universal Screening.

    Scott P. Ardoin;Joseph C. Witt;Shannon M. Suldo;James E. Connell

Frequent Co-Authors

George H. Noell
George H. Noell Louisiana State University
Brian K. Martens
Brian K. Martens Syracuse University
Stephen N. Elliott
Stephen N. Elliott Arizona State University
Amanda M. VanDerHeyden
Amanda M. VanDerHeyden University of California, Santa Barbara
Frank M. Gresham
Frank M. Gresham Louisiana State University
Terry B. Gutkin
Terry B. Gutkin University of Nebraska–Lincoln
Shannon M. Suldo
Shannon M. Suldo University of South Florida
Thomas R. Kratochwill
Thomas R. Kratochwill University of Wisconsin–Madison

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