Deborah K. Kundert

660 total citations
27 papers, 382 citations indexed

About

Deborah K. Kundert is a scholar working on Education, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Deborah K. Kundert has authored 27 papers receiving a total of 382 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Education, 10 papers in Developmental and Educational Psychology and 5 papers in Clinical Psychology. Recurrent topics in Deborah K. Kundert's work include Early Childhood Education and Development (12 papers), Parental Involvement in Education (7 papers) and Educational and Psychological Assessments (6 papers). Deborah K. Kundert is often cited by papers focused on Early Childhood Education and Development (12 papers), Parental Involvement in Education (7 papers) and Educational and Psychological Assessments (6 papers). Deborah K. Kundert collaborates with scholars based in United States. Deborah K. Kundert's co-authors include Deborah C. May, Amanda B. Nickerson, Shane R. Jimerson, Kevin P. Quinn, Dianna L. Newman, Kay S. Bull, Raymond S. Dean, David E. McIntosh, Mary Jane Garrett and Mark Ylvisaker and has published in prestigious journals such as Educational and Psychological Measurement, Journal of School Psychology and Archives of Clinical Neuropsychology.

In The Last Decade

Deborah K. Kundert

27 papers receiving 300 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Deborah K. Kundert United States 12 265 101 85 63 29 27 382
Sandra Bochner Australia 11 268 1.0× 184 1.8× 97 1.1× 70 1.1× 63 2.2× 27 495
Elvira Germino Hausken 8 293 1.1× 82 0.8× 80 0.9× 27 0.4× 42 1.4× 12 373
Rebecca A. Marcon United States 10 641 2.4× 123 1.2× 217 2.6× 33 0.5× 32 1.1× 29 713
Jacqueline Huscroft-D’Angelo United States 9 157 0.6× 76 0.8× 157 1.8× 79 1.3× 45 1.6× 33 370
Terrence Tivnan United States 11 277 1.0× 184 1.8× 90 1.1× 22 0.3× 25 0.9× 19 419
John K. McNamara Canada 9 144 0.5× 112 1.1× 83 1.0× 24 0.4× 16 0.6× 28 293
Dawn Marie Decker United States 9 278 1.0× 135 1.3× 156 1.8× 85 1.3× 34 1.2× 13 439
Sally Atkins-Burnett United States 12 445 1.7× 205 2.0× 149 1.8× 31 0.5× 39 1.3× 31 594
Carol H. Ripple United States 9 312 1.2× 56 0.6× 191 2.2× 59 0.9× 42 1.4× 18 438
David A. Sabatino United States 6 129 0.5× 200 2.0× 51 0.6× 50 0.8× 28 1.0× 15 365

Countries citing papers authored by Deborah K. Kundert

Since Specialization
Citations

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

Fields of papers citing papers by Deborah K. Kundert

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Deborah K. Kundert. 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 Deborah K. Kundert. The network helps show where Deborah K. Kundert may publish in the future.

Co-authorship network of co-authors of Deborah K. Kundert

This figure shows the co-authorship network connecting the top 25 collaborators of Deborah K. Kundert. A scholar is included among the top collaborators of Deborah K. Kundert 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 Deborah K. Kundert. Deborah K. Kundert 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.
Kundert, Deborah K., et al.. (2009). Grade retention: Current decision‐making practices and involvement of school psychologists working in public schools. Psychology in the Schools. 46(5). 410–419. 13 indexed citations
2.
Kundert, Deborah K.. (2008). Prader-Willi syndrome.. School Psychology Quarterly. 23(2). 246–257. 6 indexed citations
3.
Jimerson, Shane R., et al.. (2005). Beyond grade retention and social promotion: Promoting the social and academic competence of students. Psychology in the Schools. 43(1). 85–97. 89 indexed citations
4.
May, Deborah C., et al.. (2003). Parental Opinions About Facial Plastic Surgery for Individuals With Down Syndrome. Mental Retardation. 41(1). 29–34. 2 indexed citations
5.
Kundert, Deborah K., et al.. (2002). Comfort with Accommodations at the Community College Level.. Journal of developmental education. 25(3). 12–18. 16 indexed citations
6.
Ylvisaker, Mark, et al.. (2000). The relationship between ADHD theory and practice: A preliminary investigation. Journal of Attention Disorders. 4(3). 161–173. 9 indexed citations
7.
May, Deborah C., et al.. (1999). Adjustment outcomes of developmental placement: A longitudinal study. Psychology in the Schools. 36(6). 495–504. 2 indexed citations
8.
May, Deborah C. & Deborah K. Kundert. (1997). School readiness practices and children at-risk: Examining the issues. Psychology in the Schools. 34(2). 73–84. 42 indexed citations
9.
May, Deborah C. & Deborah K. Kundert. (1996). ARE SPECIAL EDUCATORS PREPARED TO MEET THE SEX EDUCATION NEEDS OF THEIR STUDENTS? A PROGRESS REPORT. The Journal of Special Education. 29(4). 433–441. 17 indexed citations
10.
McIntosh, David E., et al.. (1995). Neuropsychological Characteristics of Learning Disabled/Gifted Children. International Journal of Neuroscience. 83(1-2). 123–130. 4 indexed citations
11.
Kundert, Deborah K., et al.. (1995). A comparison of students who delay kindergarten entry and those who are retained in grades K−5. Psychology in the Schools. 32(3). 202–209. 18 indexed citations
12.
May, Deborah C., et al.. (1995). Does Delayed School Entry Reduce Later Grade Retentions and Use of Special Education Services?. Remedial and Special Education. 16(5). 288–294. 40 indexed citations
13.
May, Deborah C., et al.. (1994). School Readiness. Journal of Early Intervention. 18(3). 290–301. 16 indexed citations
14.
May, Deborah C., et al.. (1994). Are We Preparing Special Educators for the Issues Facing Schools in the 1990s?. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 17(3). 192–199. 8 indexed citations
15.
May, Deborah C. & Deborah K. Kundert. (1993). Pre-first placements: How common and how informed?. Psychology in the Schools. 30(2). 161–167. 5 indexed citations
16.
May, Deborah C. & Deborah K. Kundert. (1992). Do Extra-Year Classes Pay Off?.. ˜The œExecutive educator. 14(3). 25–27. 5 indexed citations
17.
Kundert, Deborah K., et al.. (1991). A study of neuropsychological impairment among school-indentified learning-disabled students. Journal of School Psychology. 29(4). 353–360. 1 indexed citations
18.
Bull, Kay S., et al.. (1987). The Effects of Knowledge of Item Arrangement, Gender, and Statistical and Cognitive Item Difficulty on Test Performance. Educational and Psychological Measurement. 47(4). 865–879. 7 indexed citations
19.
Dean, Raymond S. & Deborah K. Kundert. (1981). Intelligence and teachers' ratings as predictors of abstract and concrete learning. Journal of School Psychology. 19(1). 78–85. 3 indexed citations
20.
Dean, Raymond S. & Deborah K. Kundert. (1981). The effects of abstractness in mediation with learning‐problem children. Journal of Clinical Child Psychology. 10(3). 173–176. 4 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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