G. Thomas Schanding

545 total citations
24 papers, 358 citations indexed

About

G. Thomas Schanding is a scholar working on Education, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, G. Thomas Schanding has authored 24 papers receiving a total of 358 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Education, 9 papers in Clinical Psychology and 9 papers in Developmental and Educational Psychology. Recurrent topics in G. Thomas Schanding's work include Child and Adolescent Psychosocial and Emotional Development (6 papers), Reading and Literacy Development (5 papers) and LGBTQ Health, Identity, and Policy (4 papers). G. Thomas Schanding is often cited by papers focused on Child and Adolescent Psychosocial and Emotional Development (6 papers), Reading and Literacy Development (5 papers) and LGBTQ Health, Identity, and Policy (4 papers). G. Thomas Schanding collaborates with scholars based in United States, Canada and Greece. G. Thomas Schanding's co-authors include Kerri P. Nowell, Robin P. Goin‐Kochel, Margit Wiesner, Janine M. Jones, Georgette Yetter, Markeda Newell, Bonnie K. Nastasi, Chryse Hatzichristou, Heather E. Sterling‐Turner and Todd A. Savage and has published in prestigious journals such as Journal of Autism and Developmental Disorders, Journal of School Psychology and School Psychology Review.

In The Last Decade

G. Thomas Schanding

22 papers receiving 345 citations

Peers

G. Thomas Schanding
Doris Bischof-Köhler Germany
Lois Cameron United Kingdom
Florian Kießling Germany
Frances Tustin United Kingdom
Jan ter Laak Netherlands
Derek E. Montgomery United States
Lenny van Rosmalen Netherlands
T. V. Joe Layng United States
Marilyn Wilson United States
Evelien Broekhof Netherlands
Doris Bischof-Köhler Germany
G. Thomas Schanding
Citations per year, relative to G. Thomas Schanding G. Thomas Schanding (= 1×) peers Doris Bischof-Köhler

Countries citing papers authored by G. Thomas Schanding

Since Specialization
Citations

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

Fields of papers citing papers by G. Thomas Schanding

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by G. Thomas Schanding. 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 G. Thomas Schanding. The network helps show where G. Thomas Schanding may publish in the future.

Co-authorship network of co-authors of G. Thomas Schanding

This figure shows the co-authorship network connecting the top 25 collaborators of G. Thomas Schanding. A scholar is included among the top collaborators of G. Thomas Schanding 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 G. Thomas Schanding. G. Thomas Schanding 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.
2.
Keller‐Margulis, Milena A., et al.. (2024). A Systematic Review of Early Writing Assessment Tools. Early Childhood Education Journal. 53(6). 1939–1949.
3.
Keller‐Margulis, Milena A., et al.. (2022). A Comparison of Reading Screeners in Kindergarten: The Texas Primary Reading Inventory and Acadience Reading With English Learners and Monolingual English Speakers. Assessment for Effective Intervention. 48(3). 127–137. 2 indexed citations
4.
Elkins, Sara R., et al.. (2022). Too Much of a Good Thing? Associations among Parenting Profiles and Helicopter Parenting. The Family Journal. 31(2). 296–307. 3 indexed citations
5.
Schanding, G. Thomas, et al.. (2021). Who’s Included? Diversity, Equity, and Inclusion of Students in School Psychology Literature Over the Last Decade. School Psychology Review. 52(4). 408–420. 6 indexed citations
6.
Bistricky, Steven L., et al.. (2019). Evaluating Family-School Collaboration: A Preliminary Examination of the Family-School Collaboration Inventory. Contemporary School Psychology. 24(2). 206–216. 2 indexed citations
7.
Keller‐Margulis, Milena A., et al.. (2019). Predicting kindergarten writing achievement using early written expression and behavior screening. Journal of Applied School Psychology. 35(3). 215–233. 4 indexed citations
8.
Keller‐Margulis, Milena A., et al.. (2018). Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten. Journal of Psychoeducational Assessment. 37(5). 539–552. 12 indexed citations
9.
Schanding, G. Thomas, et al.. (2017). Analysis of Special Education Due Process Hearings in Texas. SAGE Open. 7(2). 5 indexed citations
10.
Nowell, Kerri P., G. Thomas Schanding, Stephen M. Kanne, & Robin P. Goin‐Kochel. (2015). Cognitive Profiles in Youth with Autism Spectrum Disorder: An Investigation of Base Rate Discrepancies using the Differential Ability Scales—Second Edition. Journal of Autism and Developmental Disorders. 45(7). 1978–1988. 24 indexed citations
11.
12.
Schanding, G. Thomas, et al.. (2013). Promoting resilience in lesbian, gay, bisexual, transgender, and questioning youth.. 1 indexed citations
13.
Schanding, G. Thomas, et al.. (2013). Video žaidimų ir užklasinės veiklos reikšmė subjektyviam tėvų savo vaikų ir paauglių socialinio ir emocinio funkcionavimo vertinimui. Laba (Lietuvos akademinių bibliotekų direktorių asociacija). 12(12). 29–49. 1 indexed citations
14.
Schanding, G. Thomas & Kerri P. Nowell. (2013). Universal Screening for Emotional and Behavioral Problems: Fitting a Population-Based Model. Journal of Applied School Psychology. 29(1). 104–119. 9 indexed citations
15.
Schanding, G. Thomas, et al.. (2012). Educators' Perceptions in Addressing Bullying of LGBTQ/Gender Nonconforming Youth. Journal of School Violence. 12(1). 64–79. 15 indexed citations
16.
Schanding, G. Thomas, Kerri P. Nowell, & Robin P. Goin‐Kochel. (2011). Utility of the Social Communication Questionnaire-Current and Social Responsiveness Scale as Teacher-Report Screening Tools for Autism Spectrum Disorders. Journal of Autism and Developmental Disorders. 42(8). 1705–1716. 74 indexed citations
17.
Newell, Markeda, Bonnie K. Nastasi, Chryse Hatzichristou, et al.. (2010). Evidence on multicultural training in school psychology: Recommendations for future directions.. School Psychology Quarterly. 25(4). 249–278. 96 indexed citations
18.
Schanding, G. Thomas & Heather E. Sterling‐Turner. (2010). Use of the Mystery Motivator for a High School Class. Journal of Applied School Psychology. 26(1). 38–53. 16 indexed citations
19.
Schanding, G. Thomas, Daniel H. Tingstrom, & Heather E. Sterling‐Turner. (2008). Evaluation of stimulus preference assessment methods with general education students. Psychology in the Schools. 46(2). 89–99. 10 indexed citations
20.
Christ, Theodore J. & G. Thomas Schanding. (2007). Curriculum-Based Measures of Computational Skills: A Comparison of Group Performance in Novel, Reward, and Neutral Conditions. School Psychology Review. 36(1). 147–158. 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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