Douglas Cheney

1.3k total citations
36 papers, 820 citations indexed

About

Douglas Cheney is a scholar working on Developmental and Educational Psychology, Clinical Psychology and Education. According to data from OpenAlex, Douglas Cheney has authored 36 papers receiving a total of 820 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Developmental and Educational Psychology, 19 papers in Clinical Psychology and 13 papers in Education. Recurrent topics in Douglas Cheney's work include Behavioral and Psychological Studies (19 papers), Child and Adolescent Psychosocial and Emotional Development (15 papers) and Autism Spectrum Disorder Research (11 papers). Douglas Cheney is often cited by papers focused on Behavioral and Psychological Studies (19 papers), Child and Adolescent Psychosocial and Emotional Development (15 papers) and Autism Spectrum Disorder Research (11 papers). Douglas Cheney collaborates with scholars based in United States. Douglas Cheney's co-authors include Federico R. Waitoller, Alfredo J. Artiles, Scott A. Stage, Bridget Walker, Craig Blum, Andrea Flower, Robert H. Horner, Tran Nguyen Templeton, Leanne S. Hawken and David Hagner and has published in prestigious journals such as American Journal of Orthopsychiatry, School Psychology Review and Journal of Child and Family Studies.

In The Last Decade

Douglas Cheney

36 papers receiving 698 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Douglas Cheney United States 17 451 445 351 207 142 36 820
Philip D. Nordness United States 11 424 0.9× 418 0.9× 428 1.2× 136 0.7× 184 1.3× 26 838
Melissa A. Sreckovic United States 12 296 0.7× 465 1.0× 347 1.0× 399 1.9× 188 1.3× 20 848
Barry L. McCurdy United States 17 562 1.2× 294 0.7× 265 0.8× 259 1.3× 107 0.8× 29 817
Edward J. Sabornie United States 19 439 1.0× 420 0.9× 436 1.2× 198 1.0× 251 1.8× 37 916
Robert H. Zabel United States 15 271 0.6× 276 0.6× 398 1.1× 85 0.4× 123 0.9× 60 728
David L. Westling United States 15 324 0.7× 321 0.7× 430 1.2× 179 0.9× 333 2.3× 47 881
Lucille Eber United States 14 887 2.0× 775 1.7× 472 1.3× 398 1.9× 203 1.4× 28 1.3k
Martha J. Coutinho United States 18 421 0.9× 466 1.0× 750 2.1× 101 0.5× 309 2.2× 28 1.1k
Caroline Bond United Kingdom 15 192 0.4× 467 1.0× 291 0.8× 216 1.0× 75 0.5× 78 699
Ann P. Daunic United States 16 255 0.6× 293 0.7× 391 1.1× 77 0.4× 85 0.6× 27 649

Countries citing papers authored by Douglas Cheney

Since Specialization
Citations

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

Fields of papers citing papers by Douglas Cheney

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Douglas Cheney

This figure shows the co-authorship network connecting the top 25 collaborators of Douglas Cheney. A scholar is included among the top collaborators of Douglas Cheney 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 Douglas Cheney. Douglas Cheney 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.
Wood, Leah, et al.. (2022). A Comparison of Science Vocabulary Acquisition Using Keyword Mnemonics via Technology and Flash Cards. Journal of Special Education Technology. 38(3). 301–313. 3 indexed citations
2.
Bullis, Michael & Douglas Cheney. (2017). Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders. Focus on Exceptional Children. 31(7). 3 indexed citations
3.
Bruns, Eric J., Mylien T. Duong, Aaron R. Lyon, et al.. (2016). Fostering SMART partnerships to develop an effective continuum of behavioral health services and supports in schools.. American Journal of Orthopsychiatry. 86(2). 156–170. 57 indexed citations
4.
Cheney, Douglas, et al.. (2014). RE-AIM Checklist for Integrating and Sustaining Tier 2 Social-Behavioral Interventions. Intervention in School and Clinic. 50(1). 39–44. 2 indexed citations
5.
Cheney, Douglas, et al.. (2013). ESSENTIAL FEATURES OF TIER 2 SOCIAL–BEHAVIORAL INTERVENTIONS. Psychology in the Schools. 50(8). 844–861. 6 indexed citations
6.
7.
Cheney, Douglas. (2012). Transition Tips for Educators Working With Students With Emotional and Behavioral Disabilities. Intervention in School and Clinic. 48(1). 22–29. 9 indexed citations
8.
Cheney, Douglas, et al.. (2012). Positive Behavior Supports and Students with Emotional and Behavioral Disorders.. 3 indexed citations
9.
McDaniel, Sara C., Andrea Flower, & Douglas Cheney. (2011). Put Me in, Coach! A Powerful and Efficient Tier 2 Behavioral Intervention for Alternative Settings.. Beyond Behavior. 20(1). 18–24. 3 indexed citations
10.
Cheney, Douglas, et al.. (2011). Social Expectations and Behavioral Indicators in School-Wide Positive Behavior Supports. Journal of Positive Behavior Interventions. 14(3). 153–161. 16 indexed citations
11.
Cheney, Douglas, et al.. (2011). The Impact of the Adult–Child Relationship on School Adjustment for Children at Risk of Serious Behavior Problems. Journal of Emotional and Behavioral Disorders. 20(2). 105–114. 23 indexed citations
12.
13.
Cheney, Douglas, et al.. (2002). Providing Ongoing Skill Development and Support for Educators and Parents of Students with Emotional and Behavioral Disabilities. Journal of Child and Family Studies. 11(1). 79–89. 6 indexed citations
14.
Stage, Scott A., Douglas Cheney, Bridget Walker, & Michelle LaRocque. (2002). A Preliminary Discriminant and Convergent Validity Study of the Teacher Functional Behavioral Assessment Checklist. School Psychology Review. 31(1). 71–93. 14 indexed citations
15.
Hagner, David, et al.. (1999). Career-Related Outcomes of a Model Transition Demonstration for Young Adults with Emotional Disturbance.. Rehabilitation Counseling Bulletin. 42(3). 22 indexed citations
16.
Cheney, Douglas, et al.. (1998). Personal Futures Planning for Youth with EBD.. 2(4). 25–29. 5 indexed citations
17.
Cheney, Douglas, et al.. (1998). What Do Teachers and Parents Want in their Communication Patterns?. Middle School Journal. 29(5). 48–55. 2 indexed citations
18.
Cheney, Douglas, et al.. (1997). Project Destiny Engaging Families of Students with Emotional and Behavioral Disabilities. Teaching Exceptional Children. 30(1). 24–29. 4 indexed citations
19.
Cheney, Douglas, et al.. (1994). From segregation to inclusion: one district's program changes for students with emotional/behavioral disorders. Education and Treatment of Children. 17(3). 332–346. 10 indexed citations
20.
Cheney, Douglas, et al.. (1984). An Examination of the Social Behavior of Mentally Retarded Workers.. Education and training of the mentally retarded. 19(3). 18 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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