Elizabeth E. Biggs

1.5k total citations
40 papers, 904 citations indexed

About

Elizabeth E. Biggs is a scholar working on Clinical Psychology, Occupational Therapy and Safety Research. According to data from OpenAlex, Elizabeth E. Biggs has authored 40 papers receiving a total of 904 indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Clinical Psychology, 21 papers in Occupational Therapy and 19 papers in Safety Research. Recurrent topics in Elizabeth E. Biggs's work include Family and Disability Support Research (31 papers), Assistive Technology in Communication and Mobility (21 papers) and Disability Education and Employment (18 papers). Elizabeth E. Biggs is often cited by papers focused on Family and Disability Support Research (31 papers), Assistive Technology in Communication and Mobility (21 papers) and Disability Education and Employment (18 papers). Elizabeth E. Biggs collaborates with scholars based in United States. Elizabeth E. Biggs's co-authors include Erik W. Carter, Carly B. Gilson, Melinda R. Snodgrass, Matthew E. Brock, Thomas L. Boehm, Sarah N. Douglas, Jenny R. Gustafson, Moon Y. Chung, Michelle C. S. Therrien and Jennifer L. Bumble and has published in prestigious journals such as Journal of Autism and Developmental Disorders, Journal of Speech Language and Hearing Research and Exceptional Children.

In The Last Decade

Elizabeth E. Biggs

38 papers receiving 871 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Elizabeth E. Biggs United States	18	572	383	313	294	227	40	904
Sarah N. Douglas United States	16	503 0.9×	190 0.5×	246 0.8×	266 0.9×	284 1.3×	88	845
Morgen Alwell United States	15	426 0.7×	511 1.3×	300 1.0×	255 0.9×	262 1.2×	17	955
Diane Lea Ryndak United States	22	657 1.1×	884 2.3×	186 0.6×	177 0.6×	783 3.4×	40	1.3k
Nicholas Gelbar United States	13	378 0.7×	362 0.9×	360 1.2×	43 0.1×	277 1.2×	57	840
Elizabeth Evans Getzel United States	16	296 0.5×	780 2.0×	188 0.6×	103 0.4×	446 2.0×	33	1.0k
Pamela S. Wolfe United States	17	299 0.5×	250 0.7×	305 1.0×	79 0.3×	130 0.6×	38	631
Mary Frances Hanline United States	22	674 1.2×	129 0.3×	352 1.1×	142 0.5×	560 2.5×	60	1.2k
Carol Schall United States	18	590 1.0×	715 1.9×	774 2.5×	120 0.4×	154 0.7×	31	1.2k
Anne-Marie Knokey United States	6	269 0.5×	513 1.3×	168 0.5×	90 0.3×	294 1.3×	8	738
June E. Downing United States	18	420 0.7×	442 1.2×	121 0.4×	151 0.5×	542 2.4×	32	921

Countries citing papers authored by Elizabeth E. Biggs

Since Specialization

Citations

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

Fields of papers citing papers by Elizabeth E. Biggs

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Elizabeth E. Biggs. 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 Elizabeth E. Biggs. The network helps show where Elizabeth E. Biggs may publish in the future.

Co-authorship network of co-authors of Elizabeth E. Biggs

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

All Works

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20 of 20 papers shown

Biggs, Elizabeth E., et al.. (2025). Teaching Elementary-Aged Peers Responsive Interaction and Augmentative and Alternative Communication Strategies Within a Peer Network Intervention. Language Speech and Hearing Services in Schools. 56(2). 380–396. 1 indexed citations

Lloyd, Blair P., et al.. (2024). Perspectives of Behavior Analysts and Mental Health Specialists on Collaborating to Support Students with Intensive Intervention Needs. Behavioral Disorders. 49(3). 131–148. 3 indexed citations

Bumble, Jennifer L., et al.. (2024). The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators. Career Development and Transition for Exceptional Individuals. 48(3). 212–226. 2 indexed citations

Biggs, Elizabeth E., Sarah N. Douglas, Michelle C. S. Therrien, & Melinda R. Snodgrass. (2023). Views of Speech-Language Pathologists on Telepractice for Children Who Use Augmentative and Alternative Communication. Intellectual and developmental disabilities. 61(1). 31–48. 2 indexed citations

Biggs, Elizabeth E., et al.. (2023). Nurse perspectives on supporting children and youth who use augmentative and alternative communication (AAC) in the pediatric intensive care unit. Augmentative and Alternative Communication. 40(4). 255–266.

Biggs, Elizabeth E., et al.. (2023). Home Literacy Environment and Interventions for Children With Intellectual and Developmental Disabilities: A Scoping Review. Journal of Speech Language and Hearing Research. 66(6). 2118–2140. 4 indexed citations

Therrien, Michelle C. S., et al.. (2022). Augmentative and alternative communication services during the COVID-19 pandemic: impact on children, their families and service providers. Augmentative and Alternative Communication. 38(4). 197–208. 10 indexed citations

Douglas, Sarah N., et al.. (2022). Building Family Capacity: supporting multiple family members to implement aided Language modeling. Journal of Autism and Developmental Disorders. 53(7). 2587–2599. 12 indexed citations

Biggs, Elizabeth E., Michelle C. S. Therrien, Melinda R. Snodgrass, & Sarah N. Douglas. (2022). Voices From the Field: Strategies for Effective Telepractice for Children With Autism Who Use Augmentative and Alternative Communication. Perspectives of the ASHA Special Interest Groups. 7(2). 324–337. 7 indexed citations

10.

Snodgrass, Melinda R., Hedda Meadan, Moon Y. Chung, & Elizabeth E. Biggs. (2021). Graphing the Intersection of Rate and Fidelity in Single-Case Research. Behavior Analysis in Practice. 15(1). 284–294. 3 indexed citations

11.

Biggs, Elizabeth E., et al.. (2021). Engaging stakeholders to improve social validity: intervention priorities for students with complex communication needs. Augmentative and Alternative Communication. 37(1). 25–38. 18 indexed citations

12.

Biggs, Elizabeth E., Erik W. Carter, & Carly B. Gilson. (2019). A Scoping Review of the Involvement of Children's Communication Partners in Aided Augmentative and Alternative Communication Modeling Interventions. American Journal of Speech-Language Pathology. 28(2). 743–758. 33 indexed citations

13.

Biggs, Elizabeth E., Carly B. Gilson, & Erik W. Carter. (2018). “Developing That Balance”: Preparing and Supporting Special Education Teachers to Work With Paraprofessionals. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 42(2). 117–131. 36 indexed citations

14.

Biggs, Elizabeth E., Erik W. Carter, & Carly B. Gilson. (2018). Systematic Review of Interventions Involving Aided AAC Modeling for Children With Complex Communication Needs. American Journal on Intellectual and Developmental Disabilities. 123(5). 443–473. 79 indexed citations

15.

Asmus, Jennifer M., Erik W. Carter, Colleen K. Moss, et al.. (2017). Efficacy and Social Validity of Peer Network Interventions for High School Students With Severe Disabilities. American Journal on Intellectual and Developmental Disabilities. 122(2). 118–137. 43 indexed citations

16.

Gilson, Carly B., Erik W. Carter, & Elizabeth E. Biggs. (2017). Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students With Intellectual and Developmental Disabilities. Research and Practice for Persons with Severe Disabilities. 42(2). 89–107. 75 indexed citations

17.

Biggs, Elizabeth E., Erik W. Carter, & Jenny R. Gustafson. (2017). Efficacy of Peer Support Arrangements to Increase Peer Interaction and AAC Use. American Journal on Intellectual and Developmental Disabilities. 122(1). 25–48. 45 indexed citations

18.

Biggs, Elizabeth E., Carly B. Gilson, & Erik W. Carter. (2016). Accomplishing More Together. Research and Practice for Persons with Severe Disabilities. 41(4). 256–272. 39 indexed citations

19.

Biggs, Elizabeth E. & Erik W. Carter. (2015). Quality of Life for Transition-Age Youth with Autism or Intellectual Disability. Journal of Autism and Developmental Disorders. 46(1). 190–204. 91 indexed citations

20.

Brock, Matthew E., et al.. (2015). Implementation and Generalization of Peer Support Arrangements for Students With Severe Disabilities in Inclusive Classrooms. The Journal of Special Education. 49(4). 221–232. 47 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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