Gregory J. Benner

2.2k total citations
63 papers, 1.5k citations indexed

About

Gregory J. Benner is a scholar working on Developmental and Educational Psychology, Education and Clinical Psychology. According to data from OpenAlex, Gregory J. Benner has authored 63 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 47 papers in Developmental and Educational Psychology, 31 papers in Education and 26 papers in Clinical Psychology. Recurrent topics in Gregory J. Benner's work include Reading and Literacy Development (26 papers), Behavioral and Psychological Studies (26 papers) and Child and Adolescent Psychosocial and Emotional Development (17 papers). Gregory J. Benner is often cited by papers focused on Reading and Literacy Development (26 papers), Behavioral and Psychological Studies (26 papers) and Child and Adolescent Psychosocial and Emotional Development (17 papers). Gregory J. Benner collaborates with scholars based in United States. Gregory J. Benner's co-authors include J. Ron Nelson, Kathleen Lynne Lane, Benjamin Smith, Jorge E. González, Michael H. Epstein, Nicole C. Ralston, Paul Mooney, Scott A. Stage, Ronald C. Martella and Nancy E. Marchand‐Martella and has published in prestigious journals such as Exceptional Children, Journal of Child and Family Studies and The Journal of Special Education.

In The Last Decade

Gregory J. Benner

57 papers receiving 1.3k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Gregory J. Benner United States 17 1.1k 665 594 303 195 63 1.5k
Robin Parks Ennis United States 24 1.0k 0.9× 614 0.9× 456 0.8× 390 1.3× 170 0.9× 92 1.4k
Scott A. Stage United States 21 1.2k 1.1× 627 0.9× 580 1.0× 344 1.1× 182 0.9× 41 1.6k
Kathleen M. Bocian United States 19 834 0.7× 555 0.8× 500 0.8× 272 0.9× 215 1.1× 33 1.4k
Mack D. Burke United States 19 814 0.7× 441 0.7× 416 0.7× 445 1.5× 175 0.9× 57 1.2k
Diane Myers United States 14 1.0k 0.9× 630 0.9× 388 0.7× 432 1.4× 116 0.6× 22 1.3k
K. Richard Young United States 21 794 0.7× 415 0.6× 487 0.8× 384 1.3× 149 0.8× 63 1.2k
Philip L. Gunter United States 22 1.3k 1.1× 733 1.1× 505 0.9× 587 1.9× 185 0.9× 41 1.6k
Timothy A. Slocum United States 20 918 0.8× 364 0.5× 243 0.4× 332 1.1× 107 0.5× 49 1.2k
Holly Mariah Menzies United States 21 877 0.8× 605 0.9× 662 1.1× 285 0.9× 79 0.4× 59 1.2k
Karen E. Childs United States 14 1.1k 1.0× 304 0.5× 506 0.9× 723 2.4× 235 1.2× 19 1.3k

Countries citing papers authored by Gregory J. Benner

Since Specialization
Citations

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

Fields of papers citing papers by Gregory J. Benner

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Gregory J. Benner. 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 Gregory J. Benner. The network helps show where Gregory J. Benner may publish in the future.

Co-authorship network of co-authors of Gregory J. Benner

This figure shows the co-authorship network connecting the top 25 collaborators of Gregory J. Benner. A scholar is included among the top collaborators of Gregory J. Benner 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 Gregory J. Benner. Gregory J. Benner 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.
Benner, Gregory J., et al.. (2023). Associations between childhood trauma, perceived resilience, and teacher burnout. Teachers and Teaching. 29(3). 291–309. 3 indexed citations
2.
3.
Benner, Gregory J., et al.. (2021). The Impact of Supplemental Word Recognition Strategies on Students with Reading Difficulties. International Journal of Instruction. 15(1). 837–856. 2 indexed citations
4.
5.
Benner, Gregory J.. (2019). Comprehensive Trauma-Informed Care for the Whole Community: The Whole Child Initiative Model. Educational Considerations. 44(2). 2 indexed citations
6.
Zeng, Songtian, et al.. (2016). Effects of a Summer Learning Program for Students at Risk for Emotional and Behavioral Disorders. Education and Treatment of Children. 39(4). 593–615. 4 indexed citations
7.
Nelson, J. Ron, et al.. (2011). A Best Evidence Synthesis of Literacy Instruction on the Social Adjustment of Students With or At-risk for Behavior Disorders. Education and Treatment of Children. 34(1). 141–162. 11 indexed citations
8.
9.
Martella, Ronald C., et al.. (2010). Positive behavior support: Analysis of consistency between office discipline referrals and teacher recordings of disruptive classroom behaviors.. Behavioral Development. 16(1). 25–33. 2 indexed citations
10.
Benner, Gregory J., et al.. (2009). An Extension Convergent Validity Study of the "Systematic Screening for Behavior Disorders" and the Achenbach "Teacher's Report Form" with Middle and High School Students with Emotional Disturbances. University of Washington Tacoma Digital Commons (University of Washington Tacoma). 15(1). 9–15. 1 indexed citations
11.
Nelson, J. Ron, Gregory J. Benner, & Paul Mooney. (2008). Instructional Practices for Students with Behavioral Disorders: Strategies for Reading, Writing, and Math. What Works for Special-Needs Learners.. 1 indexed citations
12.
Mooney, Paul, et al.. (2008). Standard Protocol and Individualized Remedial Reading Interventions for Secondary Students With Emotional and Behavioral Disorders. Beyond Behavior. 17(2). 3–10. 4 indexed citations
13.
Benner, Gregory J., et al.. (2008). SOCIAL VALIDATION OF SERVICES FOR YOUTH WITH EMOTIONAL AND BEHAVIORAL DISORDERS:A COMPARATIVE STUDY. International Journal of Special Education (IJSE). 23(1). 1–7. 1 indexed citations
14.
Benner, Gregory J., Diana Rogers-Adkinson, Paul Mooney, & Douglas A. Abbott. (2007). An Investigation of the Relationship Between Receptive Language and Social Adjustment in a General Sample of Elementary School Children. 13(1). 13–21. 2 indexed citations
15.
Benner, Gregory J., et al.. (2007). Convergent Validity with the BERS-2 Teacher Rating Scale and the Achenbach Teacher’s Report Form: A Replication and Extension. Journal of Child and Family Studies. 17(3). 427–436. 16 indexed citations
16.
Benner, Gregory J., et al.. (2006). Using Positive Behavior Supports in EBD Settings. University of Washington Tacoma Digital Commons (University of Washington Tacoma). 10(3). 110–114. 2 indexed citations
17.
Benner, Gregory J., et al.. (2005). The Relationship between the Beginning Reading Skills and Social Adjustment of a General Sample of Elementary Aged Children. Education and Treatment of Children. 28(3). 250–264. 15 indexed citations
18.
Benner, Gregory J.. (2005). LANGUAGE SKILLS OF ELEMENTARY-AGED CHILDREN WITH EMOTIONAL AND BEHAVIORAL DISORDERS. Insecta mundi. 9 indexed citations
19.
Nelson, J. Ron, Gregory J. Benner, Kathleen Lynne Lane, & Benjamin Smith. (2004). Academic Achievement of K-12 Students with Emotional and Behavioral Disorders. Exceptional Children. 71(1). 59–73. 389 indexed citations
20.
Benner, Gregory J., J. Ron Nelson, Deborah J. Smith, & Maura L. Roberts. (2002). A Strategy to Reduce the Challenging Behaviors of Children with Emotional and Behavioral Disorders. Academic exchange quarterly. 6(2). 144–148. 1 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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