Heartley B. Huber

999 total citations
16 papers, 659 citations indexed

About

Heartley B. Huber is a scholar working on Clinical Psychology, Safety Research and Cognitive Neuroscience. According to data from OpenAlex, Heartley B. Huber has authored 16 papers receiving a total of 659 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Clinical Psychology, 10 papers in Safety Research and 7 papers in Cognitive Neuroscience. Recurrent topics in Heartley B. Huber's work include Disability Education and Employment (10 papers), Autism Spectrum Disorder Research (7 papers) and Family and Disability Support Research (7 papers). Heartley B. Huber is often cited by papers focused on Disability Education and Employment (10 papers), Autism Spectrum Disorder Research (7 papers) and Family and Disability Support Research (7 papers). Heartley B. Huber collaborates with scholars based in United States and Switzerland. Heartley B. Huber's co-authors include Erik W. Carter, Matthew E. Brock, Aline Juárez, Zachary Warren, Victoria Knight, Gregory Lyons, Jennifer M. Asmus, Kristen Bottema‐Beutel, Lori B. Vincent and Colleen K. Moss and has published in prestigious journals such as Acta Psychiatrica Scandinavica, Exceptional Children and The Journal of Special Education.

In The Last Decade

Heartley B. Huber

15 papers receiving 635 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Heartley B. Huber United States 12 409 289 262 224 207 16 659
Raymond V. Burke United States 11 370 0.9× 347 1.2× 220 0.8× 218 1.0× 150 0.7× 24 691
Lisa S. Cushing United States 15 425 1.0× 191 0.7× 342 1.3× 235 1.0× 331 1.6× 23 695
Melissa A. Sreckovic United States 12 465 1.1× 399 1.4× 188 0.7× 296 1.3× 347 1.7× 20 848
Tina L. Stanton‐Chapman United States 19 520 1.3× 202 0.7× 104 0.4× 437 2.0× 495 2.4× 47 1.0k
Lynette K. Chandler United States 15 574 1.4× 340 1.2× 84 0.3× 424 1.9× 296 1.4× 28 829
Rachel E. Robertson United States 13 241 0.6× 195 0.7× 123 0.5× 336 1.5× 259 1.3× 34 591
Susan Hamre-Nietupski United States 12 286 0.7× 190 0.7× 318 1.2× 357 1.6× 217 1.0× 33 704
Caroline Bond United Kingdom 15 467 1.1× 216 0.7× 75 0.3× 192 0.9× 291 1.4× 78 699
Catherine G. Breen United States 11 368 0.9× 401 1.4× 143 0.5× 457 2.0× 104 0.5× 11 658
Jessica R. Steinbrenner United States 12 593 1.4× 758 2.6× 160 0.6× 438 2.0× 202 1.0× 30 980

Countries citing papers authored by Heartley B. Huber

Since Specialization
Citations

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

Fields of papers citing papers by Heartley B. Huber

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Heartley B. Huber. 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 Heartley B. Huber. The network helps show where Heartley B. Huber may publish in the future.

Co-authorship network of co-authors of Heartley B. Huber

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

All Works

16 of 16 papers shown
1.
Huber, Heartley B., et al.. (2024). Overlapping Training and Roles: An Exploration of the State of Interprofessional Practice between Behavior Analysts and School Psychologists. Behavior Analysis in Practice. 17(3). 880–892. 3 indexed citations
2.
Huber, Heartley B. & Erik W. Carter. (2023). Impact and Individualization of Peer Support Arrangements for High School Students With Autism Using Structural Analysis. Inclusion. 11(1). 1–22. 1 indexed citations
3.
Huber, Heartley B., et al.. (2019). Computer Assisted Instruction to Teach Academic Content to Students With Intellectual Disability: A Review of the Literature. American Journal on Intellectual and Developmental Disabilities. 124(4). 374–390. 15 indexed citations
4.
Knight, Victoria, et al.. (2018). Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability. Focus on Autism and Other Developmental Disabilities. 34(1). 3–14. 91 indexed citations
5.
Huber, Heartley B., et al.. (2018). Using Structural Analysis to Inform Peer Support Arrangements for High School Students With Severe Disabilities. American Journal on Intellectual and Developmental Disabilities. 123(2). 119–139. 19 indexed citations
6.
Farmer, Thomas W., et al.. (2018). Social Dynamics Management: What Is It and Why Is It Important for Intervention?. Journal of Emotional and Behavioral Disorders. 26(1). 3–10. 28 indexed citations
7.
Asmus, Jennifer M., Erik W. Carter, Colleen K. Moss, et al.. (2017). Efficacy and Social Validity of Peer Network Interventions for High School Students With Severe Disabilities. American Journal on Intellectual and Developmental Disabilities. 122(2). 118–137. 43 indexed citations
8.
Brock, Matthew E. & Heartley B. Huber. (2017). Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review. The Journal of Special Education. 51(3). 150–163. 51 indexed citations
9.
Lyons, Gregory, et al.. (2016). Assessing the Social Skills and Problem Behaviors of Adolescents With Severe Disabilities Enrolled in General Education Classes. American Journal on Intellectual and Developmental Disabilities. 121(4). 327–345. 17 indexed citations
10.
Huber, Heartley B. & Erik W. Carter. (2016). Data-Driven Individualization in Peer-Mediated Interventions for Students with ASD: a Literature Review. Review Journal of Autism and Developmental Disorders. 3(3). 239–253. 9 indexed citations
11.
Carter, Erik W., Colleen K. Moss, Jennifer M. Asmus, et al.. (2015). Promoting Inclusion, Social Connections, and Learning Through Peer Support Arrangements. Teaching Exceptional Children. 48(1). 9–18. 44 indexed citations
12.
Carter, Erik W., Jennifer M. Asmus, Colleen K. Moss, et al.. (2015). Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities. Exceptional Children. 82(2). 209–233. 95 indexed citations
13.
Brock, Matthew E., Heartley B. Huber, Erik W. Carter, Aline Juárez, & Zachary Warren. (2014). Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities. 29(2). 67–79. 95 indexed citations
14.
Carter, Erik W., Eric Alan Common, Melissa A. Sreckovic, et al.. (2013). Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders. Remedial and Special Education. 35(2). 91–101. 86 indexed citations
15.
May, Michael, et al.. (2008). Using Functional Behavioral Assessment to Study the Effects of Citalopram on the Obsessive-Compulsive Verbalizations of a Woman. The Primary Care Companion to The Journal of Clinical Psychiatry. 10(1). 73–74.
16.
Eich, Dominique, Vladeta Ajdacic‐Gross, Heartley B. Huber, et al.. (2003). The Zurich Study: participation patterns and Symptom Checklist 90‐R scores in six interviews, 1979–99. Acta Psychiatrica Scandinavica. 108(s418). 11–14. 62 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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