Erna Alant

1.2k total citations
71 papers, 776 citations indexed

About

Erna Alant is a scholar working on Developmental and Educational Psychology, Occupational Therapy and Education. According to data from OpenAlex, Erna Alant has authored 71 papers receiving a total of 776 indexed citations (citations by other indexed papers that have themselves been cited), including 41 papers in Developmental and Educational Psychology, 29 papers in Occupational Therapy and 20 papers in Education. Recurrent topics in Erna Alant's work include Assistive Technology in Communication and Mobility (28 papers), Hearing Impairment and Communication (17 papers) and Language Development and Disorders (13 papers). Erna Alant is often cited by papers focused on Assistive Technology in Communication and Mobility (28 papers), Hearing Impairment and Communication (17 papers) and Language Development and Disorders (13 papers). Erna Alant collaborates with scholars based in South Africa, United States and Sweden. Erna Alant's co-authors include Shakila Dada, Tony Emmett, Juan Bornman, Michal Harty, Lyle L. Lloyd, Kerstin Tönsing, Paulo Tan, Kobie Boshoff, Esther May and Mats Granlund and has published in prestigious journals such as SHILAP Revista de lepidopterología, Disability and Rehabilitation and Research in Developmental Disabilities.

In The Last Decade

Erna Alant

68 papers receiving 717 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Erna Alant South Africa 16 338 307 276 223 115 71 776
Michael Arthur‐Kelly Australia 17 262 0.8× 394 1.3× 230 0.8× 231 1.0× 262 2.3× 59 857
Mary Blake Huer United States 14 360 1.1× 288 0.9× 193 0.7× 140 0.6× 72 0.6× 31 611
John McCarthy United States 14 361 1.1× 163 0.5× 182 0.7× 261 1.2× 107 0.9× 76 706
Penny Parnes Canada 10 466 1.4× 209 0.7× 288 1.0× 155 0.7× 29 0.3× 14 664
Elizabeth E. Biggs United States 18 294 0.9× 572 1.9× 200 0.7× 313 1.4× 227 2.0× 40 904
Jack J. Hourcade United States 16 227 0.7× 259 0.8× 182 0.7× 81 0.4× 530 4.6× 59 941
Idor Svensson Sweden 16 100 0.3× 187 0.6× 343 1.2× 81 0.4× 207 1.8× 52 768
Mary Frances Hanline United States 22 142 0.4× 674 2.2× 483 1.8× 352 1.6× 560 4.9× 60 1.2k
Jason C. Travers United States 20 77 0.2× 486 1.6× 432 1.6× 583 2.6× 257 2.2× 45 1.0k
Lewis Polsgrove United States 13 79 0.2× 249 0.8× 329 1.2× 110 0.5× 308 2.7× 29 675

Countries citing papers authored by Erna Alant

Since Specialization
Citations

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

Fields of papers citing papers by Erna Alant

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Erna Alant

This figure shows the co-authorship network connecting the top 25 collaborators of Erna Alant. A scholar is included among the top collaborators of Erna Alant 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 Erna Alant. Erna Alant 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.
Tan, Paulo & Erna Alant. (2016). Using peer-mediated instruction to support communication involving a student with autism during mathematics activities: A case study. Assistive Technology. 30(1). 9–15. 22 indexed citations
2.
Alant, Erna, et al.. (2015). Developing Empathetic Skills among Teachers and Learners in High Schools in Tshwane: An Inter-Generational Approach Involving People with Dementia.. SHILAP Revista de lepidopterología. 33(3). 141–158. 5 indexed citations
3.
Tönsing, Kerstin, Shakila Dada, & Erna Alant. (2014). Teaching Graphic Symbol Combinations to Children with Limited Speech During Shared Story Reading. Augmentative and Alternative Communication. 30(4). 279–297. 22 indexed citations
4.
Dada, Shakila, et al.. (2014). Children's identification of graphic symbols representing four basic emotions: Comparison of Afrikaans-speaking and Sepedi-speaking children. Journal of Communication Disorders. 52. 1–15. 12 indexed citations
5.
Alant, Erna, Wenjing Zheng, Michal Harty, & Lyle L. Lloyd. (2013). Translucency Ratings of Blissymbols over Repeated Exposures by Children with Autism. Augmentative and Alternative Communication. 29(3). 272–283. 9 indexed citations
6.
Johnson, Ensa, Juan Bornman, & Erna Alant. (2010). Parents' perceptions of home reading activities : comparing children with and without learning disability. Perspectives in Education. 28(1). 34–43. 6 indexed citations
7.
Alant, Erna, et al.. (2010). The Effect of Sequential Exposure of Color Conditions on Time and Accuracy of Graphic Symbol Location. Augmentative and Alternative Communication. 26(1). 41–47. 10 indexed citations
8.
Alant, Erna, et al.. (2008). Which Graphic Symbols do 4-Year-Old Children Choose to Represent Each of the Four Basic Emotions?. Augmentative and Alternative Communication. 24(4). 302–312. 15 indexed citations
9.
Bornman, Juan, Erna Alant, & Lyle L. Lloyd. (2007). A Beginning Communication Intervention Protocol: In-Service Training of Health Workers. Education and training in developmental disabilities. 42(2). 190–208. 6 indexed citations
10.
Dada, Shakila, Mats Granlund, & Erna Alant. (2006). A discussion of individual variability, in activity‐based interventions, using the niche concept. Child Care Health and Development. 33(4). 424–431. 9 indexed citations
11.
Alant, Erna, et al.. (2006). The challenge of cross-cultural assessment—The Test of Ability To Explain for Zulu-speaking Children. Journal of Communication Disorders. 39(2). 109–138. 9 indexed citations
12.
Alant, Erna, et al.. (2005). Assessment concessions for learners with impairments. South African Journal of Education. 25(3). 185–189. 11 indexed citations
13.
Alant, Erna, et al.. (2005). The iconicity and ease of learning of picture communication symbols: A study with Afrikaans-speaking children. South African Journal of Communication Disorders. 52(1). 4–12. 14 indexed citations
14.
Alant, Erna, et al.. (2005). A comparison of two strategies of sight word instruction in children with mental disability. Research in Developmental Disabilities. 27(1). 43–55. 15 indexed citations
15.
Alant, Erna, et al.. (2004). Play-based assessment of communication-related skills in young children with disabilities : the validation of an assessment tool : research article. Perspectives in Education. 22(2). 115–128. 2 indexed citations
16.
Alant, Erna, et al.. (2003). The coping responses of the adolescent siblings of children with severe disabilities. Disability and Rehabilitation. 25(9). 441–454. 70 indexed citations
17.
Alant, Erna, et al.. (2003). Associations with Minspeak™ icons. Journal of Communication Disorders. 37(3). 255–274. 2 indexed citations
18.
19.
Alant, Erna, et al.. (2002). Die effek van prentgrootte en prentplasing op geheue van geskrewe woorde by kinders met min of geen voorgeletterdheidsvaardighede. South African Journal of Education. 22(1). 40–46. 1 indexed citations
20.
Alant, Erna, et al.. (2001). Blissymbol learning as a tool for facilitating language and literacy development. South African Journal of Education. 21(4). 339–343. 3 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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