Darlene H. Anderson

636 total citations
16 papers, 395 citations indexed

About

Darlene H. Anderson is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Social Psychology. According to data from OpenAlex, Darlene H. Anderson has authored 16 papers receiving a total of 395 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Developmental and Educational Psychology, 7 papers in Cognitive Neuroscience and 6 papers in Social Psychology. Recurrent topics in Darlene H. Anderson's work include Behavioral and Psychological Studies (10 papers), Autism Spectrum Disorder Research (7 papers) and Bullying, Victimization, and Aggression (4 papers). Darlene H. Anderson is often cited by papers focused on Behavioral and Psychological Studies (10 papers), Autism Spectrum Disorder Research (7 papers) and Bullying, Victimization, and Aggression (4 papers). Darlene H. Anderson collaborates with scholars based in United States. Darlene H. Anderson's co-authors include Mary Anne Prater, Tina Taylor Dyches, Michelle Marchant, Paul Caldarella, Howard P. Wills, Dawnsha R. Mushonga, Benjamin A. Mason, Leslie Williams, K. Richard Young and Halaevalu F. Ofahengaue Vakalahi and has published in prestigious journals such as Focus on Autism and Other Developmental Disabilities, Journal of Positive Behavior Interventions and Journal of Black Psychology.

In The Last Decade

Darlene H. Anderson

16 papers receiving 359 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Darlene H. Anderson United States 11 220 169 163 124 66 16 395
Suzanne Woods‐Groves United States 12 217 1.0× 205 1.2× 85 0.5× 185 1.5× 115 1.7× 34 459
Dennis McDougall United States 13 290 1.3× 205 1.2× 123 0.8× 97 0.8× 117 1.8× 36 518
Eric Alan Common United States 13 319 1.4× 197 1.2× 179 1.1× 231 1.9× 92 1.4× 37 495
Rachel E. Robertson United States 13 336 1.5× 259 1.5× 195 1.2× 241 1.9× 123 1.9× 34 591
Mary Lou Duffy United States 9 122 0.6× 205 1.2× 95 0.6× 78 0.6× 83 1.3× 21 353
Brenda Scheuermann United States 11 342 1.6× 197 1.2× 253 1.6× 258 2.1× 89 1.3× 21 547
Justin D. Garwood United States 13 349 1.6× 379 2.2× 121 0.7× 223 1.8× 131 2.0× 56 652
Mickey Losinski United States 16 349 1.6× 278 1.6× 133 0.8× 134 1.1× 103 1.6× 48 585
Barbara C. Glaeser United States 8 194 0.9× 192 1.1× 91 0.6× 160 1.3× 190 2.9× 17 466
Brittany L. Hott United States 11 126 0.6× 149 0.9× 58 0.4× 99 0.8× 76 1.2× 43 319

Countries citing papers authored by Darlene H. Anderson

Since Specialization
Citations

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

Fields of papers citing papers by Darlene H. Anderson

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Darlene H. Anderson. 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 Darlene H. Anderson. The network helps show where Darlene H. Anderson may publish in the future.

Co-authorship network of co-authors of Darlene H. Anderson

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

All Works

16 of 16 papers shown
1.
Mushonga, Dawnsha R., et al.. (2020). And Still I Rise: Resilience Factors Contributing to Posttraumatic Growth in African American Women. Journal of Black Psychology. 47(2-3). 151–176. 14 indexed citations
2.
Caldarella, Paul, et al.. (2019). Improving Student Behavior in Middle School Art Classrooms: Initial Investigation of CW-FIT Tier 1. Journal of Positive Behavior Interventions. 22(1). 38–50. 8 indexed citations
3.
Wills, Howard P., et al.. (2019). Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention. Journal of Positive Behavior Interventions. 21(4). 213–227. 23 indexed citations
4.
Caldarella, Paul, Howard P. Wills, Darlene H. Anderson, & Leslie Williams. (2019). Managing Student Behavior in the Middle Grades Using Class-wide Function-Related Intervention Teams. RMLE Online. 42(7). 1–15. 18 indexed citations
5.
Mushonga, Dawnsha R., et al.. (2018). Mentor-shape: exploring the mentoring relationships of Black women in doctoral programs. Mentoring & Tutoring Partnership in Learning. 26(1). 50–69. 26 indexed citations
6.
Anderson, Darlene H., et al.. (2017). Increasing Positive Playground Interaction for Kindergarten Students at Risk for Emotional and Behavioral Disorders. Early Childhood Education Journal. 46(5). 487–496. 10 indexed citations
7.
Caldarella, Paul, et al.. (2016). Addressing Problem Behavior at Recess Using Peer Praise Notes. Journal of Positive Behavior Interventions. 19(2). 115–126. 10 indexed citations
8.
Prater, Mary Anne, et al.. (2014). Teaching Adolescent Students With Learning Disabilities to Self-Advocate for Accommodations. Intervention in School and Clinic. 49(5). 298–305. 20 indexed citations
9.
Anderson, Darlene H., et al.. (2013). Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability. Focus on Autism and Other Developmental Disabilities. 28(2). 67–77. 155 indexed citations
10.
Marchant, Michelle & Darlene H. Anderson. (2012). Improving Social and Academic Outcomes for All Learners through the Use of Teacher Praise. Beyond Behavior. 21(3). 22–28. 18 indexed citations
11.
Marchant, Michelle, et al.. (2012). Effects of Tiered Training on General Educators' Use of Specific Praise. Education and Treatment of Children. 35(4). 521–546. 54 indexed citations
12.
Anderson, Darlene H., Julie A. Nelson, Michael Richardson, Natalie J. Webb, & Ellie L. Young. (2011). Using Dialogue Journals to Strengthen the Student-Teacher Relationship: A Comparative Case Study. College student journal. 45(2). 269–96. 8 indexed citations
13.
Marchant, Michelle, et al.. (2009). Schoolwide Screening and Programs of Positive Behavior Support: Informing Universal Interventions. Preventing School Failure Alternative Education for Children and Youth. 53(3). 131–144. 9 indexed citations
14.
Anderson, Darlene H., et al.. (2008). Teaching Organizational Skills to Promote Academic Achievement in Behaviorally Challenged Students. Teaching Exceptional Children. 40(4). 6–13. 12 indexed citations
15.
Anderson, Darlene H., et al.. (2006). The Cool Card Intervention: A Positive Support Strategy for Managing Anger.. Beyond Behavior. 16(1). 3–13. 3 indexed citations
16.
Anderson, Darlene H. & Benjamin Lignugaris Kraft. (2006). Video-Case Instruction for Teachers of Students with Problem Behaviors in General and Special Education Classrooms. Journal of Special Education Technology. 21(2). 31–45. 7 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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