Craig Blum

652 total citations
15 papers, 407 citations indexed

About

Craig Blum is a scholar working on Education, Developmental and Educational Psychology and Occupational Therapy. According to data from OpenAlex, Craig Blum has authored 15 papers receiving a total of 407 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 9 papers in Developmental and Educational Psychology and 4 papers in Occupational Therapy. Recurrent topics in Craig Blum's work include Child Development and Digital Technology (8 papers), Reading and Literacy Development (5 papers) and Behavioral and Psychological Studies (4 papers). Craig Blum is often cited by papers focused on Child Development and Digital Technology (8 papers), Reading and Literacy Development (5 papers) and Behavioral and Psychological Studies (4 papers). Craig Blum collaborates with scholars based in United States. Craig Blum's co-authors include Howard P. Parette, Douglas Cheney, Bridget Walker, Scott A. Stage, Robert H. Horner, Jack J. Hourcade, Maureen E. Angell and Julia B. Stoner and has published in prestigious journals such as Focus on Autism and Other Developmental Disabilities, Journal of Positive Behavior Interventions and Early Childhood Education Journal.

In The Last Decade

Craig Blum

15 papers receiving 354 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Craig Blum United States	9	248	181	108	85	84	15	407
Robert P. Trussell United States	9	195 0.8×	186 1.0×	74 0.7×	47 0.6×	80 1.0×	15	333
Katherine Mitchem United States	13	248 1.0×	180 1.0×	61 0.6×	40 0.5×	52 0.6×	32	411
Shobana Musti‐Rao United States	15	308 1.2×	359 2.0×	97 0.9×	45 0.5×	124 1.5×	32	546
Cecil Fore United States	13	251 1.0×	280 1.5×	109 1.0×	41 0.5×	105 1.3×	31	527
Gabrielle Rappolt‐Schlichtmann United States	12	211 0.9×	124 0.7×	96 0.9×	24 0.3×	48 0.6×	15	411
Karen H. Larwin United States	11	209 0.8×	66 0.4×	39 0.4×	43 0.5×	47 0.6×	55	340
Shayl F. Griffith United States	10	249 1.0×	61 0.3×	105 1.0×	88 1.0×	32 0.4×	22	373
Jillian Downing Australia	9	248 1.0×	48 0.3×	97 0.9×	61 0.7×	102 1.2×	22	418
Lorna Hamilton United Kingdom	10	370 1.5×	289 1.6×	98 0.9×	47 0.6×	97 1.2×	23	581
Lay Wah Lee Malaysia	14	204 0.8×	212 1.2×	149 1.4×	69 0.8×	130 1.5×	47	523

Countries citing papers authored by Craig Blum

Since Specialization

Citations

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

Fields of papers citing papers by Craig Blum

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Craig Blum

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

All Works

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15 of 15 papers shown

Parette, Howard P., et al.. (2014). A Quantitative Features Analysis of Recommended No- and Low-Cost Preschool E-Books. Early Childhood Education Journal. 43(1). 27–36. 1 indexed citations

Parette, Howard P., et al.. (2014). A Quantitative Features Analysis of Recommended No- and Low-Cost Preschool e-Books. Early Childhood Education Journal. 43(3). 181–190. 5 indexed citations

Parette, Howard P. & Craig Blum. (2014). Using Flexible Participation in Technology-Supported, Universally Designed Preschool Activities. Teaching Exceptional Children. 46(3). 60–67. 6 indexed citations

Parette, Howard P., et al.. (2012). Using VoiceThread to Create Meaningful Receptive and Expressive Learning Activities for Young Children. Early Childhood Education Journal. 40(4). 203–211. 6 indexed citations

Parette, Howard P., et al.. (2012). Technology User Groups and Early Childhood Education: A Preliminary Study. Early Childhood Education Journal. 41(3). 171–179. 14 indexed citations

Angell, Maureen E., et al.. (2011). Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities. Focus on Autism and Other Developmental Disabilities. 26(4). 206–217. 30 indexed citations

Parette, Howard P., Jack J. Hourcade, & Craig Blum. (2011). Using Animation in Microsoft PowerPoint to Enhance Engagement and Learning in Young Learners with Developmental Delay. Teaching Exceptional Children. 43(4). 58–67. 10 indexed citations

Hourcade, Jack J., et al.. (2010). Handy Manny and the Emergent Literacy Technology Toolkit. Early Childhood Education Journal. 37(6). 483–491. 8 indexed citations

Parette, Howard P., et al.. (2009). Missing the Boat with Technology Usage in Early Childhood Settings: A 21st Century View of Developmentally Appropriate Practice. Early Childhood Education Journal. 37(5). 335–343. 135 indexed citations

10.

Parette, Howard P., et al.. (2009). Teaching Word Recognition to Young Children Who Are at Risk Using Microsoft® PowerPoint™ Coupled With Direct Instruction. Early Childhood Education Journal. 36(5). 393–401. 19 indexed citations

11.

Parette, Howard P., et al.. (2009). Evaluating Assistive Technology in Early Childhood Education: The Use of a Concurrent Time Series Probe Approach. Early Childhood Education Journal. 37(1). 5–12. 6 indexed citations

12.

Blum, Craig & Douglas Cheney. (2009). The Validity and Reliability of the Teacher Knowledge and Skills Survey for Positive Behavior Support. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 32(3). 239–256. 3 indexed citations

13.

Parette, Howard P., et al.. (2008). Using Microsoft® PowerPoint™ to Support Emergent Literacy Skill Development for Young Children At-Risk or Who Have Disabilities. Early Childhood Education Journal. 36(3). 233–239. 27 indexed citations

14.

Walker, Bridget, Douglas Cheney, Scott A. Stage, Craig Blum, & Robert H. Horner. (2005). Schoolwide Screening and Positive Behavior Supports. Journal of Positive Behavior Interventions. 7(4). 194–204. 120 indexed citations

15.

Cheney, Douglas, Craig Blum, & Bridget Walker. (2004). An Analysis of Leadership Teams' Perceptions of Positive Behavior Support and the Outcomes of Typically Developing and At-Risk Students in Their Schools. Assessment for Effective Intervention. 30(1). 7–24. 17 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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