Ashley Voggt

483 total citations
11 papers, 296 citations indexed

About

Ashley Voggt is a scholar working on Education, Safety Research and Developmental and Educational Psychology. According to data from OpenAlex, Ashley Voggt has authored 11 papers receiving a total of 296 indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Education, 5 papers in Safety Research and 4 papers in Developmental and Educational Psychology. Recurrent topics in Ashley Voggt's work include Disability Education and Employment (5 papers), Behavioral and Psychological Studies (3 papers) and Family and Disability Support Research (3 papers). Ashley Voggt is often cited by papers focused on Disability Education and Employment (5 papers), Behavioral and Psychological Studies (3 papers) and Family and Disability Support Research (3 papers). Ashley Voggt collaborates with scholars based in United States and South Korea. Ashley Voggt's co-authors include Wen‐Hsuan Chang, David W. Test, Valerie L. Mazzotti, Stephen M. Kwiatek, Catherine Fowler, Dawn A. Rowe, Marcus Poppen, James Sinclair, Zoi A. Traga Philippakos and Virginia L. Walker and has published in prestigious journals such as Journal of Autism and Developmental Disorders, The Journal of Special Education and Reading and Writing.

In The Last Decade

Ashley Voggt

10 papers receiving 292 citations

Peers

Ashley Voggt

EDUCA

DEP

Stephen M. Kwiatek United States

Clare Papay United States

Charlotte Y. Alverson United States

Jennifer L. Bumble United States

Cate Weir United States

Diane S. Bassett United States

Holly N. Whittenburg United States

Sharon deFur United States

Carol A. Kochhar‐Bryant United States

Jane M. Everson United States

Stephen M. Kwiatek United States

Ashley Voggt

264 ×1.1

137 ×1.1

EDUCA

79 ×1.0

60 ×1.1

27 ×0.7

DEP

Citations per year, relative to Ashley Voggt Ashley Voggt (= 1×) peers Stephen M. Kwiatek

Countries citing papers authored by Ashley Voggt

Since Specialization

Citations

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

Fields of papers citing papers by Ashley Voggt

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ashley Voggt. 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 Ashley Voggt. The network helps show where Ashley Voggt may publish in the future.

Co-authorship network of co-authors of Ashley Voggt

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

All Works

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11 of 11 papers shown

Philippakos, Zoi A. Traga, Louis Rocconi, & Ashley Voggt. (2025). Effects of Online Professional Development on First-Grade Writing Instruction: Coaching plus Manual Improves Teachers’ Implementation, Confidence, and Students’ Writing Quality. Written Communication. 42(2). 264–300. 2 indexed citations

Philippakos, Zoi A. Traga, Margaret F. Quinn, Ashley Voggt, & Yujeong Park. (2025). Active Literacy Learning Through a Flipped Classroom Model in Teacher Preparation Programs. Literacy Research and Instruction. 1–20.

Mazzotti, Valerie L., et al.. (2024). Mixed Methods Research in Secondary Transition: A Systematic Literature Review. Career Development and Transition for Exceptional Individuals. 49(1). 7–20. 2 indexed citations

Philippakos, Zoi A. Traga, et al.. (2022). Teachers’ Online Instructional Practices and Challenges during COVID-19: Teacher Preparation and Professional Development. Reading & Writing Quarterly. 39(6). 470–490. 2 indexed citations

Wood, Charles L., et al.. (2021). Effects of Video Self-Modeling and System of Least Prompts on Completion of Transitional Routines for a Student With Extensive Support Needs in Inclusive Settings. Journal of Positive Behavior Interventions. 24(2). 145–155. 5 indexed citations

Philippakos, Zoi A. Traga & Ashley Voggt. (2021). The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers. Reading and Writing. 34(7). 1791–1822. 7 indexed citations

Muharib, Reem, Ashley Voggt, Charles L. Wood, Robert C. Pennington, & Russell Lang. (2021). Further Evaluation of a Multiple Schedule Thinning Procedure Following Functional Communication Training in a School Setting. Advances in Neurodevelopmental Disorders. 5(2). 204–217. 3 indexed citations

Rowe, Dawn A., Valerie L. Mazzotti, Catherine Fowler, et al.. (2020). Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills. Career Development and Transition for Exceptional Individuals. 44(1). 28–46. 79 indexed citations

Mazzotti, Valerie L., Dawn A. Rowe, Stephen M. Kwiatek, et al.. (2020). Secondary Transition Predictors of Postschool Success: An Update to the Research Base. Career Development and Transition for Exceptional Individuals. 44(1). 47–64. 184 indexed citations

10.

Kwiatek, Stephen M., et al.. (2020). Are Online Resources for Evidence-Based Practices Useful?. The Journal of Special Education. 55(4). 191–200. 2 indexed citations

11.

Muharib, Reem, et al.. (2019). Thinning Schedules of Reinforcement Following Functional Communication Training for Children with Intellectual and Developmental Disabilities: A Meta-analytic Review. Journal of Autism and Developmental Disorders. 49(12). 4788–4806. 10 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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