Harriet Able

577 total citations
18 papers, 344 citations indexed

About

Harriet Able is a scholar working on Education, Clinical Psychology and Cognitive Neuroscience. According to data from OpenAlex, Harriet Able has authored 18 papers receiving a total of 344 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Education, 8 papers in Clinical Psychology and 6 papers in Cognitive Neuroscience. Recurrent topics in Harriet Able's work include Family and Disability Support Research (8 papers), Autism Spectrum Disorder Research (6 papers) and Collaborative Teaching and Inclusion (4 papers). Harriet Able is often cited by papers focused on Family and Disability Support Research (8 papers), Autism Spectrum Disorder Research (6 papers) and Collaborative Teaching and Inclusion (4 papers). Harriet Able collaborates with scholars based in United States, Qatar and Israel. Harriet Able's co-authors include Melissa A. Sreckovic, Nelson C. Brunsting, Tia R. Schultz, Kara Hume, Justin D. Garwood, Jocelyn Glazier, Shuting Zheng, Somer Bishop, Brian A. Boyd and Samuel L. Odom and has published in prestigious journals such as Journal of Autism and Developmental Disorders, Research in autism spectrum disorders and Autism Research.

In The Last Decade

Harriet Able

17 papers receiving 323 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Harriet Able United States	10	205	195	136	99	56	18	344
Stavroula Polychronopoulou Greece	12	150 0.7×	179 0.9×	156 1.1×	93 0.9×	66 1.2×	19	345
Leigh Ann Tipton United States	8	260 1.3×	252 1.3×	124 0.9×	81 0.8×	97 1.7×	15	400
Andrea MacLeod United Kingdom	10	297 1.4×	236 1.2×	128 0.9×	59 0.6×	113 2.0×	13	379
Pier Jaarsma Sweden	4	242 1.2×	136 0.7×	58 0.4×	49 0.5×	41 0.7×	14	359
Kilee M. DeBrabander United States	8	462 2.3×	307 1.6×	129 0.9×	137 1.4×	47 0.8×	9	518
Sasha M. Zeedyk United States	10	267 1.3×	267 1.4×	114 0.8×	64 0.6×	97 1.7×	16	408
Dinah Murray United Kingdom	6	343 1.7×	160 0.8×	106 0.8×	93 0.9×	29 0.5×	8	411
Shana R. Cohen United States	13	182 0.9×	305 1.6×	170 1.3×	70 0.7×	56 1.0×	30	456
Danielle DeNigris United States	7	202 1.0×	167 0.9×	68 0.5×	41 0.4×	55 1.0×	9	257
Jennifer S. Durocher United States	6	295 1.4×	237 1.2×	85 0.6×	88 0.9×	92 1.6×	10	366

Countries citing papers authored by Harriet Able

Since Specialization

Citations

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

Fields of papers citing papers by Harriet Able

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Harriet Able

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

All Works

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18 of 18 papers shown

Able, Harriet, et al.. (2023). Exploring Parents' Perceptions of an Early Intervention for Toddlers With Autism. Infants & Young Children. 36(3). 228–246.

Able, Harriet, et al.. (2022). Novice Teachers’ Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception. Focus on Autism and Other Developmental Disabilities. 38(1). 5–16. 7 indexed citations

Nowell, Sallie W., et al.. (2020). The Impact of Service-Learning on Undergraduate Awareness and Knowledge of Autism Spectrum Disorder. Journal of higher education outreach & engagement. 24(1). 55–72. 2 indexed citations

Able, Harriet, et al.. (2020). Parents’ Voices Regarding Using Interventions for Toddlers With Autism Spectrum Disorder. Journal of Early Intervention. 43(1). 38–59. 14 indexed citations

Zheng, Shuting, Kara Hume, Harriet Able, Somer Bishop, & Brian A. Boyd. (2020). Exploring Developmental and Behavioral Heterogeneity among Preschoolers with ASD: A Cluster Analysis on Principal Components. Autism Research. 13(5). 796–809. 30 indexed citations

Schultz, Tia R., et al.. (2020). Parent-Teacher Collaboration: Teacher Perceptions of What is Needed to Support Students with ASD in the Inclusive Classroom. UNC Libraries. 11 indexed citations

Able, Harriet, et al.. (2018). Reconnect and Recharge: Plugging New Teachers into Support Outlets. Action in Teacher Education. 40(2). 203–219. 2 indexed citations

Sreckovic, Melissa A., Kara Hume, & Harriet Able. (2017). Examining the Efficacy of Peer Network Interventions on the Social Interactions of High School Students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. 47(8). 2556–2574. 36 indexed citations

Able, Harriet, et al.. (2017). Ethical Issues in Early Intervention. Infants & Young Children. 30(3). 204–220. 3 indexed citations

10.

Glazier, Jocelyn, et al.. (2016). The Elusive Search for Teacher Collaboration. The New Educator. 13(1). 3–21. 19 indexed citations

11.

Schultz, Tia R., et al.. (2016). Parent-Teacher Collaboration: Teacher Perceptions of What is Needed to Support Students with ASD in the Inclusive Classroom. Education and training in autism and developmental disabilities. 51(4). 344–354. 25 indexed citations

12.

Glazier, Jocelyn, et al.. (2014). The Impact of Service-Learning on Preservice Professionals’ Dispositions Toward Diversity. Journal of higher education outreach & engagement. 18(4). 177–198. 9 indexed citations

13.

Able, Harriet, et al.. (2014). Service Learning: A Promising Strategy for Connecting Future Teachers to the Lives of Diverse Children and Their Families. Journal of Early Childhood Teacher Education. 35(1). 6–21. 15 indexed citations

14.

Able, Harriet, et al.. (2014). Views From the Trenches. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 38(1). 44–57. 70 indexed citations

15.

Sreckovic, Melissa A., Nelson C. Brunsting, & Harriet Able. (2014). Victimization of students with autism spectrum disorder: A review of prevalence and risk factors. Research in autism spectrum disorders. 8(9). 1155–1172. 89 indexed citations

16.

Conroy, Maureen A., et al.. (1986). Designing Instructional Programs to Facilitate Generalization of Object Categories by Young Handicapped Children. 10(2). 149–155. 3 indexed citations

17.

Able, Harriet, et al.. (1986). Effects of receptive and expressive training of category labels on generalized learning by severely mentally retarded children.. PubMed. 90(5). 558–65. 6 indexed citations

18.

Able, Harriet, et al.. (1984). Assessment of Sensorimotor Abilities of Severely Retarded Children and Adolescents. Diagnostique. 9(4). 208–217. 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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