David Scanlon

1.1k total citations
36 papers, 716 citations indexed

About

David Scanlon is a scholar working on Education, Safety Research and Developmental and Educational Psychology. According to data from OpenAlex, David Scanlon has authored 36 papers receiving a total of 716 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 14 papers in Safety Research and 11 papers in Developmental and Educational Psychology. Recurrent topics in David Scanlon's work include Disability Education and Employment (13 papers), Family and Disability Support Research (9 papers) and Reading and Literacy Development (8 papers). David Scanlon is often cited by papers focused on Disability Education and Employment (13 papers), Family and Disability Support Research (9 papers) and Reading and Literacy Development (8 papers). David Scanlon collaborates with scholars based in United States and Greece. David Scanlon's co-authors include Daryl F. Mellard, Russell Gersten, Scott Baker, Janette K. Klingner, Michael Pressley, B. Keith Lenz, Deanne Unruh, Lauren Lindstrom, Edwin S. Ellis and James Sinclair and has published in prestigious journals such as Journal of Autism and Developmental Disorders, Educational Researcher and Journal of Counseling Psychology.

In The Last Decade

David Scanlon

33 papers receiving 593 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
David Scanlon United States 15 390 296 222 120 78 36 716
Nancy L. Hutchinson Canada 15 352 0.9× 163 0.6× 127 0.6× 130 1.1× 118 1.5× 68 599
Michael Faggella‐Luby United States 14 364 0.9× 433 1.5× 231 1.0× 109 0.9× 66 0.8× 36 749
Rebecca S. Martínez United States 16 384 1.0× 246 0.8× 91 0.4× 151 1.3× 81 1.0× 26 643
Alan R. Frank United States 16 408 1.0× 278 0.9× 375 1.7× 213 1.8× 84 1.1× 45 750
Mary Poplin United States 13 523 1.3× 388 1.3× 137 0.6× 84 0.7× 58 0.7× 37 763
Mark P. Mostert United States 17 343 0.9× 343 1.2× 160 0.7× 236 2.0× 57 0.7× 40 796
Joseph Calvin Gagnon United States 17 536 1.4× 350 1.2× 218 1.0× 221 1.8× 238 3.1× 81 900
Jim Ysseldyke United States 19 669 1.7× 547 1.8× 287 1.3× 244 2.0× 177 2.3× 49 1.2k
Teresa Grossi United States 13 193 0.5× 212 0.7× 295 1.3× 102 0.8× 33 0.4× 22 582
Melinda M. Leko United States 20 707 1.8× 450 1.5× 418 1.9× 240 2.0× 44 0.6× 56 1.1k

Countries citing papers authored by David Scanlon

Since Specialization
Citations

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

Fields of papers citing papers by David Scanlon

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of David Scanlon

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

All Works

20 of 20 papers shown
1.
Scanlon, David, et al.. (2024). General educators’ perceptions of struggling learners in an inaugural project-based learning Capstone. International Journal of Inclusive Education. 29(11). 1875–1903. 2 indexed citations
2.
Scanlon, David, Mary Beth Calhoon, & Sheri Berkeley. (2021). Making FAPE Appropriate Now for Students with Learning Disabilities. Learning Disabilities Research and Practice. 36(4). 287–294. 1 indexed citations
3.
Berkeley, Sheri, et al.. (2020). A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story. Journal of Learning Disabilities. 53(5). 332–342. 35 indexed citations
4.
Bottema‐Beutel, Kristen, et al.. (2019). High School Experiences and Support Recommendations of Autistic Youth. Journal of Autism and Developmental Disorders. 50(9). 3397–3412. 16 indexed citations
5.
Calhoon, Mary Beth, Sheri Berkeley, & David Scanlon. (2018). The Erosion of FAPE for Students with LD. Learning Disabilities Research and Practice. 34(1). 6–13. 3 indexed citations
6.
Scanlon, David, et al.. (2012). An Accommodations Model for the Secondary Inclusive Classroom. Learning Disability Quarterly. 35(4). 212–224. 22 indexed citations
7.
Scanlon, David. (2012). Specific Learning Disability and Its Newest Definition. Journal of Learning Disabilities. 46(1). 26–33. 67 indexed citations
8.
Scanlon, David. (2008). Contexts of Transition. Remedial and Special Education. 29(3). 131–132. 9 indexed citations
9.
Kenny, Maureen E., et al.. (2007). Urban adolescents' constructions of supports and barriers to educational and career attainment.. Journal of Counseling Psychology. 54(3). 336–343. 46 indexed citations
10.
Mellard, Daryl F. & David Scanlon. (2006). Feasibility of Explicit Instruction in Adult Basic Education: Instructor-Learner Interaction Patterns. KU ScholarWorks (The University of Kansas). 16(1). 21–37. 11 indexed citations
11.
Sideridis, Georgios D. & David Scanlon. (2006). Motivational Issues in Learning Disabilities. Learning Disability Quarterly. 29(3). 131–135. 16 indexed citations
12.
Scanlon, David, et al.. (2005). Interactive Staff Development Supports Collaboration When Learning to Teach. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 28(1). 40–51. 3 indexed citations
13.
Klingner, Janette K., David Scanlon, & Michael Pressley. (2005). How to Publish in Scholarly Journals. Educational Researcher. 34(8). 14–20. 56 indexed citations
14.
Scanlon, David & B. Keith Lenz. (2002). Intervention Practices in Adult Literacy Education for Adults with Learning Disabilities.. The Journal of Postsecondary Education and Disability. 16(1). 32–49. 4 indexed citations
15.
Scanlon, David. (2002). PROVE-ing What You Know. Teaching Exceptional Children. 34(4). 48–54. 2 indexed citations
16.
Bulgren, Janis A. & David Scanlon. (1998). Instructional Routines and Learning Strategies That Promote Understanding of Content Area Concepts.. Journal of Adolescent & Adult Literacy. 41(4). 292–302. 15 indexed citations
17.
Lenz, B. Keith & David Scanlon. (1998). SMARTER Teaching: Developing Accommodations To Reduce Cognitive Barriers to Learning for Individuals with Learning Disabilities.. Journal of Gerontological Nursing. 48(11). 37–43. 1 indexed citations
18.
Scanlon, David. (1996). Can a Strategy Be Taught and Learned in Secondary Inclusive Classrooms. Learning Disabilities Research and Practice. 11(1). 41–57. 54 indexed citations
19.
Scanlon, David, Jean B. Schumaker, & Donald D. Deshler. (1994). Collaborative Dialogues Between Teachers and Researchers to Create Educational Interventions: A Case Study. Journal of Educational and Psychological Consultation. 5(1). 69–76. 16 indexed citations
20.
Scanlon, David, et al.. (1992). Interactive Semantic Mapping: An Interactive Approach to Enhancing LD Students' Content Area Comprehension. Learning Disabilities Research and Practice. 7(3). 142–146. 20 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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