Amy D. Spriggs

1.3k total citations
39 papers, 595 citations indexed

About

Amy D. Spriggs is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Safety Research. According to data from OpenAlex, Amy D. Spriggs has authored 39 papers receiving a total of 595 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Developmental and Educational Psychology, 21 papers in Cognitive Neuroscience and 15 papers in Safety Research. Recurrent topics in Amy D. Spriggs's work include Behavioral and Psychological Studies (31 papers), Autism Spectrum Disorder Research (21 papers) and Disability Education and Employment (14 papers). Amy D. Spriggs is often cited by papers focused on Behavioral and Psychological Studies (31 papers), Autism Spectrum Disorder Research (21 papers) and Disability Education and Employment (14 papers). Amy D. Spriggs collaborates with scholars based in United States, Australia and Canada. Amy D. Spriggs's co-authors include Victoria Knight, Emily Sartini, David L. Gast, Belva C. Collins, Kevin M. Ayres, Sally B. Shepley, Jonathan M. Campbell, Pamela J. Mims, Wilhelmina van Dijk and Melinda Jones Ault and has published in prestigious journals such as Journal of Autism and Developmental Disorders, Research in Developmental Disabilities and The Journal of Special Education.

In The Last Decade

Amy D. Spriggs

36 papers receiving 547 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Amy D. Spriggs United States	14	338	327	196	177	138	39	595
Toni Van Laarhoven United States	14	294 0.9×	328 1.0×	175 0.9×	266 1.5×	177 1.3×	23	678
Margot Boles United States	14	349 1.0×	488 1.5×	271 1.4×	92 0.5×	99 0.7×	22	591
Jennifer Holloway Ireland	15	294 0.9×	400 1.2×	280 1.4×	76 0.4×	180 1.3×	46	637
Susan Hedges United States	7	166 0.5×	347 1.1×	194 1.0×	85 0.5×	136 1.0×	10	479
Monica E. Delano United States	11	577 1.7×	567 1.7×	287 1.5×	150 0.8×	310 2.2×	13	788
Lana Collet-Klingenberg United States	8	262 0.8×	352 1.1×	298 1.5×	140 0.8×	135 1.0×	13	555
Christopher A. Tullis United States	11	278 0.8×	277 0.8×	132 0.7×	79 0.4×	45 0.3×	26	413
Elif Tekin-İftar Türkiye	15	410 1.2×	359 1.1×	261 1.3×	83 0.5×	173 1.3×	43	599
Şerife Yücesoy Özkan Türkiye	9	373 1.1×	558 1.7×	409 2.1×	95 0.5×	137 1.0×	37	753
MaryAnn Demchak United States	11	275 0.8×	178 0.5×	201 1.0×	79 0.4×	114 0.8×	50	468

Countries citing papers authored by Amy D. Spriggs

Since Specialization

Citations

This map shows the geographic impact of Amy D. Spriggs'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 Amy D. Spriggs with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Amy D. Spriggs more than expected).

Fields of papers citing papers by Amy D. Spriggs

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Amy D. Spriggs. 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 Amy D. Spriggs. The network helps show where Amy D. Spriggs may publish in the future.

Co-authorship network of co-authors of Amy D. Spriggs

This figure shows the co-authorship network connecting the top 25 collaborators of Amy D. Spriggs. A scholar is included among the top collaborators of Amy D. Spriggs 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 Amy D. Spriggs. Amy D. Spriggs 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

Shepley, Sally B., et al.. (2024). Generalization of Self-Instructional Behaviors to Perform Exercise Routines for Elementary Students With Intellectual Disability. Focus on Autism and Other Developmental Disabilities. 40(1). 15–27.

Antle, Becky F., et al.. (2021). The Impact of Engagement on Child Welfare Families Involved with Family Treatment Drug Courts. Juvenile and Family Court Journal. 72(4). 43–56. 1 indexed citations

Spriggs, Amy D., et al.. (2021). Behavior skills training for teaching and generalizing self-instruction skills for students with intellectual disability. Journal of Intellectual Disabilities. 26(2). 319–336. 3 indexed citations

Love, Abigail M. A., et al.. (2020). Measuring Police Officer Self-efficacy for Working with Individuals with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. 51(4). 1331–1345. 11 indexed citations

Love, Abigail M. A., Michael D. Toland, Ellen L. Usher, Jonathan M. Campbell, & Amy D. Spriggs. (2019). Can I teach students with Autism Spectrum Disorder?: Investigating teacher self-efficacy with an emerging population of students. Research in Developmental Disabilities. 89. 41–50. 22 indexed citations

Ault, Melinda Jones, et al.. (2019). Teaching Students With Moderate and Severe Intellectual Disability to Compare Characters in Adapted Text. The Journal of Special Education. 54(2). 80–89. 4 indexed citations

Ault, Melinda Jones, et al.. (2019). Teaching Algebra with a Functional Application to Students with Moderate Intellectual Disability. Education and training in autism and developmental disabilities. 54(2). 161–174. 2 indexed citations

Knight, Victoria, et al.. (2018). Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability. Journal of Autism and Developmental Disorders. 48(7). 2542–2557. 18 indexed citations

Collins, Belva C., et al.. (2018). An Instructional Package for Teaching Geometric Shapes to Elementary Students with Moderate Intellectual Disability. Journal of Behavioral Education. 28(2). 169–186. 5 indexed citations

10.

Davis, Matthew A., et al.. (2017). The Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid Down Syndrome and Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. 48(6). 1869–1885. 19 indexed citations

11.

Sartini, Emily, Victoria Knight, Amy D. Spriggs, & R. Allan Allday. (2017). Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas. Focus on Autism and Other Developmental Disabilities. 33(3). 150–159. 7 indexed citations

12.

Shepley, Collin, et al.. (2017). Effects of a Training Package to Increase Teachers’ Fidelity of Naturalistic Instructional Procedures in Inclusive Preschool Classrooms. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 41(4). 321–339. 9 indexed citations

13.

Spriggs, Amy D., David L. Gast, & Victoria Knight. (2016). Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD. Journal of Autism and Developmental Disorders. 46(9). 2845–2858. 13 indexed citations

14.

Collins, Belva C., et al.. (2016). Embedded Simultaneous Prompting Procedure to Teach STEM Content to High School Students with Moderate Disabilities in an Inclusive Setting. Education and training in autism and developmental disabilities. 51(1). 41–54. 41 indexed citations

15.

Spriggs, Amy D., et al.. (2015). Using Video Models to Teach Students With Disabilities to Play the Wii. Focus on Autism and Other Developmental Disabilities. 31(4). 312–320. 11 indexed citations

16.

Spriggs, Amy D., et al.. (2014). Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD. Journal of Autism and Developmental Disorders. 45(12). 3846–3861. 52 indexed citations

17.

Knight, Victoria, Emily Sartini, & Amy D. Spriggs. (2014). Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders. 45(1). 157–178. 104 indexed citations

18.

Spriggs, Amy D., et al.. (2013). Effects of Visual Activity Schedules on Independent Classroom Transitions for Students with Autism. International Journal of Disability Development and Education. 60(3). 253–269. 29 indexed citations

19.

Spriggs, Amy D., et al.. (2012). Remote Teacher Observation at the University of Kentucky. Rural Special Education Quarterly. 31(4). 3–8. 13 indexed citations

20.

Spriggs, Amy D., David L. Gast, & Kevin M. Ayres. (2007). Using Picture Activity Schedule Books to Increase On-Schedule and On-Task Behaviors. Education and training in developmental disabilities. 42(2). 209–223. 45 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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