Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities
2009576 citationsDavid W. Test, Valerie L. Mazzotti et al.profile →
Author Peers
Peers are selected by citation overlap in the author's most active subfields.
citations ·
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This map shows the geographic impact of David W. Test'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 W. Test with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites David W. Test more than expected).
This network shows the impact of papers produced by David W. Test. 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 W. Test. The network helps show where David W. Test may publish in the future.
Co-authorship network of co-authors of David W. Test
This figure shows the co-authorship network connecting the top 25 collaborators of David W. Test.
A scholar is included among the top collaborators of David W. Test 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 W. Test. David W. Test is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Test, David W., et al.. (2018). Effects of a Self-Monitoring Checklist as a Component of the Self-Directed IEP. Education and training in autism and developmental disabilities. 53(1). 73–83.15 indexed citations
6.
Test, David W., et al.. (2012). Evidence-Based Secondary Transition Practices for Rehabilitation Counselors. Journal of rehabilitation. 78(2). 30.18 indexed citations
7.
Walker, Allison R., et al.. (2007). Resources for Involving Students in Their IEP Process. 3(4).1 indexed citations
Test, David W., et al.. (2005). The Effects of LAP Fractions on Addition and Subtraction of Fractions with Students with Mild Disabilities. Education and Treatment of Children. 28(1). 11–24.35 indexed citations
10.
Konrad, Moira, et al.. (2005). An Evaluation of IEP Transition Components and Post-School Outcomes in Two States.. The Journal for Vocational Special Needs Education. 27(2). 4–18.3 indexed citations
Wood, Wendy M., Kay Miller, & David W. Test. (1998). Using Distance Learning to Prepare Supported Employment Professionals. Journal of rehabilitation. 64(3). 48.4 indexed citations
13.
Test, David W. & Fred Spooner. (1996). Community-Based Instructional Support. Innovations: AAMR Research to Practice Series, Number 6.. 9(2). 359–66.1 indexed citations
14.
Test, David W., et al.. (1995). Using the One-More-Than Technique to Teach Money Counting to Individuals with Moderate Mental Retardation: A Systematic Replication.. Education and Treatment of Children. 18(4).22 indexed citations
15.
Test, David W.. (1993). Job Satisfaction of Persons in Supported Employment.. Education and training in mental retardation. 28(1). 38–46.36 indexed citations
16.
Test, David W., et al.. (1993). Community Resource Trainers: Meeting the Challenge of Providing Quality Supported Employment Follow-Along Services. Journal of rehabilitation. 59(1). 40.3 indexed citations
17.
Test, David W.. (1993). One-More-Than Technique as a Strategy for Counting Money for Individuals with Moderate Mental Retardation.. Education and training in mental retardation. 28(3).25 indexed citations
18.
Grossi, Teresa, et al.. (1991). Strategies for Hiring, Training and Supervising Job Coaches. Journal of rehabilitation. 57(3). 37.9 indexed citations
Test, David W., et al.. (1989). A Comparison of Constant Time Delay and Most-to-Least Prompting in Teaching Laundry Skills to Students with Moderate Retardation.. Education and training in mental retardation. 24(4).42 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.