Emily Gregori

682 total citations
26 papers, 444 citations indexed

About

Emily Gregori is a scholar working on Cognitive Neuroscience, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Emily Gregori has authored 26 papers receiving a total of 444 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Cognitive Neuroscience, 24 papers in Developmental and Educational Psychology and 12 papers in Clinical Psychology. Recurrent topics in Emily Gregori's work include Autism Spectrum Disorder Research (26 papers), Behavioral and Psychological Studies (23 papers) and Family and Disability Support Research (10 papers). Emily Gregori is often cited by papers focused on Autism Spectrum Disorder Research (26 papers), Behavioral and Psychological Studies (23 papers) and Family and Disability Support Research (10 papers). Emily Gregori collaborates with scholars based in United States, Türkiye and Japan. Emily Gregori's co-authors include Stephanie Gerow, Mandy Rispoli, Kristi L. Morin, Margaret Foster, Jennifer B. Ganz, Leslie Neely, Catharine Lory, Matthew T. Brodhead, Tonya N. Davis and Kimberly J. Vannest and has published in prestigious journals such as Journal of Autism and Developmental Disorders, Teaching and Teacher Education and Journal of Applied Behavior Analysis.

In The Last Decade

Emily Gregori

23 papers receiving 438 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Emily Gregori United States	12	337	274	193	134	77	26	444
Christopher A. Tullis United States	11	277 0.8×	278 1.0×	132 0.7×	94 0.7×	75 1.0×	26	413
Margot Boles United States	14	488 1.4×	349 1.3×	271 1.4×	122 0.9×	86 1.1×	22	591
Fara D. Goodwyn United States	10	376 1.1×	263 1.0×	180 0.9×	181 1.4×	89 1.2×	12	459
Theresa L. Earles-Vollrath United States	8	313 0.9×	183 0.7×	192 1.0×	187 1.4×	49 0.6×	13	426
Christina Fragale United States	13	351 1.0×	292 1.1×	185 1.0×	52 0.4×	118 1.5×	17	429
MaryAnn Demchak United States	11	178 0.5×	275 1.0×	201 1.0×	101 0.8×	75 1.0×	50	468
Síglia Pimentel Höher Camargo Brazil	14	502 1.5×	393 1.4×	305 1.6×	95 0.7×	128 1.7×	27	676
Annemiek Palmen Netherlands	8	312 0.9×	186 0.7×	179 0.9×	56 0.4×	89 1.2×	12	386
Berenice de la Cruz United States	5	265 0.8×	253 0.9×	124 0.6×	112 0.8×	59 0.8×	8	372
Stephanie Gerow United States	16	600 1.8×	420 1.5×	393 2.0×	176 1.3×	167 2.2×	41	733

Countries citing papers authored by Emily Gregori

Since Specialization

Citations

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

Fields of papers citing papers by Emily Gregori

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Emily Gregori

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Gregori, Emily, et al.. (2024). A brief systematic review of the single-case research on Prevent-Teach-Reinforce. International Journal of Developmental Disabilities. 1–12.

Lory, Catharine & Emily Gregori. (2024). Comparison of the What Works Clearinghouse Standards for Single-Case Research: Applications for Systematic Reviews. Behavioral Disorders. 50(1). 34–45.

Lory, Catharine, et al.. (2024). Interventions for challenging behavior of autistic students in general education settings: A systematic literature review. Research in autism spectrum disorders. 114. 102385–102385. 2 indexed citations

Mason, Richard, et al.. (2022). School-Based Interventions Targeting Challenging Behavior of Adolescents with Developmental Disabilities: A Meta-Analysis. Journal of Developmental and Physical Disabilities. 35(1). 17–46. 6 indexed citations

Lory, Catharine, et al.. (2020). A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings. Journal of Autism and Developmental Disorders. 50(4). 1221–1237. 21 indexed citations

Raulston, Tracy J., et al.. (2020). A comparison of single-case evaluation tools applied to functional communication training with augmentative and alternative communication supports for students with developmental disabilities. Research in Developmental Disabilities. 107. 103803–103803. 5 indexed citations

Lory, Catharine, et al.. (2020). Reducing Escape-Maintained Challenging Behavior in Children with Autism Spectrum Disorder through Visual Activity Schedule and Instructional Choice. Education and Treatment of Children. 43(2). 201–217. 10 indexed citations

Rispoli, Mandy, et al.. (2020). A Quality Review of School-Based Challenging Behavior Interventions for Adolescents with Developmental Disabilities. Review Journal of Autism and Developmental Disorders. 8(2). 145–169. 4 indexed citations

Rispoli, Mandy, et al.. (2018). The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. 48(10). 3608–3622. 25 indexed citations

10.

Morin, Kristi L., Jennifer B. Ganz, Emily Gregori, et al.. (2018). A systematic quality review of high-tech AAC interventions as an evidence-based practice. Augmentative and Alternative Communication. 34(2). 104–117. 63 indexed citations

11.

Gerow, Stephanie, et al.. (2018). Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD. Focus on Autism and Other Developmental Disabilities. 34(1). 29–40. 14 indexed citations

12.

Neely, Leslie, Mandy Rispoli, Margot Boles, et al.. (2018). Interventionist Acquisition of Incidental Teaching Using Pyramidal Training via Telehealth. Behavior Modification. 43(5). 711–733. 29 indexed citations

13.

Gerow, Stephanie, et al.. (2018). Functional Communication Training: The Strength of Evidence Across Disabilities. Exceptional Children. 85(1). 86–103. 8 indexed citations

14.

Ganz, Jennifer B., Kristi L. Morin, Margaret Foster, et al.. (2017). High-technology augmentative and alternative communication for individuals with intellectual and developmental disabilities and complex communication needs: a meta-analysis. Augmentative and Alternative Communication. 33(4). 224–238. 75 indexed citations

15.

Gerow, Stephanie, Mandy Rispoli, Jennifer Ninci, Emily Gregori, & Shanna Hagan–Burke. (2017). Teaching Parents to Implement Functional Communication Training for Young Children With Developmental Delays. Topics in Early Childhood Special Education. 38(2). 68–81. 14 indexed citations

16.

Rispoli, Mandy, Matthew T. Brodhead, Katie Wolfe, & Emily Gregori. (2017). Trial-Based Functional Analysis Informs Treatment for Vocal Scripting. Behavior Modification. 42(3). 441–465. 11 indexed citations

17.

Gregori, Emily, Mandy Rispoli, Stephanie Gerow, & Catharine Lory. (2017). Treatment of Self-Injurious Behavior in Adults with Intellectual and Developmental Disabilities: A Systematic Review. Journal of Developmental and Physical Disabilities. 30(1). 111–139. 14 indexed citations

18.

Rispoli, Mandy, Leslie Neely, Olive Healy, & Emily Gregori. (2016). Training Public School Special Educators to Implement Two Functional Analysis Models. Journal of Behavioral Education. 25(3). 249–274. 21 indexed citations

19.

Rispoli, Mandy, et al.. (2016). A systematic review of teacher self-monitoring on implementation of behavioral practices. Teaching and Teacher Education. 63. 58–72. 38 indexed citations

20.

Boles, Margot, Jennifer B. Ganz, Emily Gregori, et al.. (2016). Quality Review of Single-Case Studies Concerning Employment Skill Interventions for Individuals with Developmental Disabilities. 5 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.

Explore authors with similar magnitude of impact