Howard P. Parette

3.6k total citations
136 papers, 2.5k citations indexed

About

Howard P. Parette is a scholar working on Occupational Therapy, Clinical Psychology and Education. According to data from OpenAlex, Howard P. Parette has authored 136 papers receiving a total of 2.5k indexed citations (citations by other indexed papers that have themselves been cited), including 74 papers in Occupational Therapy, 55 papers in Clinical Psychology and 29 papers in Education. Recurrent topics in Howard P. Parette's work include Assistive Technology in Communication and Mobility (73 papers), Family and Disability Support Research (52 papers) and Disability Education and Employment (24 papers). Howard P. Parette is often cited by papers focused on Assistive Technology in Communication and Mobility (73 papers), Family and Disability Support Research (52 papers) and Disability Education and Employment (24 papers). Howard P. Parette collaborates with scholars based in United States, Ukraine and France. Howard P. Parette's co-authors include Jack J. Hourcade, Tom E. C. Smith, Judith M. Holt, Mary Blake Huer, Marcia J. Scherer, Mary Jane Brotherson, Craig Blum, Alan VanBiervliet, Julia B. Stoner and Dianne Angelo and has published in prestigious journals such as Disability and Rehabilitation, Journal of Intellectual Disability Research and American Journal of Occupational Therapy.

In The Last Decade

Howard P. Parette

131 papers receiving 2.2k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Howard P. Parette United States 24 1.2k 834 572 442 435 136 2.5k
Karen A. Erickson United States 26 470 0.4× 490 0.6× 406 0.7× 786 1.8× 486 1.1× 106 2.3k
Benjamin P. Cooper United States 13 120 0.1× 1.3k 1.6× 500 0.9× 332 0.8× 1.8k 4.1× 46 2.7k
Alison E. Lane Australia 22 148 0.1× 787 0.9× 297 0.5× 536 1.2× 1.3k 3.0× 80 2.4k
Lawrence J. Lewandowski United States 25 58 0.0× 354 0.4× 321 0.6× 676 1.5× 377 0.9× 89 1.7k
Ann M. Mastergeorge United States 26 84 0.1× 802 1.0× 883 1.5× 776 1.8× 862 2.0× 82 2.3k
Joe Reichle United States 30 1.4k 1.2× 1.1k 1.3× 247 0.4× 2.0k 4.6× 1.9k 4.4× 117 3.2k
Kate Simpson Australia 23 60 0.1× 801 1.0× 312 0.5× 259 0.6× 837 1.9× 77 1.7k
Monica Melby‐Lervåg Norway 27 68 0.1× 349 0.4× 1.3k 2.3× 3.6k 8.2× 1.8k 4.1× 66 5.3k
Dougal Julian Hare United Kingdom 27 34 0.0× 1.2k 1.4× 176 0.3× 266 0.6× 1.1k 2.6× 94 2.4k
Greg Reid Canada 28 83 0.1× 377 0.5× 289 0.5× 1.4k 3.2× 946 2.2× 68 2.8k

Countries citing papers authored by Howard P. Parette

Since Specialization
Citations

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

Fields of papers citing papers by Howard P. Parette

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Howard P. Parette. 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 Howard P. Parette. The network helps show where Howard P. Parette may publish in the future.

Co-authorship network of co-authors of Howard P. Parette

This figure shows the co-authorship network connecting the top 25 collaborators of Howard P. Parette. A scholar is included among the top collaborators of Howard P. Parette 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 Howard P. Parette. Howard P. Parette 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.
Hourcade, Jack J., et al.. (2008). A review of assistive technology and writing skills for students with physical and educational disabilities. 26(2). 13–32. 8 indexed citations
2.
Parette, Howard P., et al.. (2007). Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology.. 4(1). 1 indexed citations
3.
Bailey, Rita L., et al.. (2006). AAC Team Perceptions: Augmentative and Alternative Communication Device Use. Education and training in developmental disabilities. 41(2). 139–154. 25 indexed citations
4.
Parette, Howard P., et al.. (2005). Assistive Technology for Students with Mild Disabilities: What's Cool and What's Not. Education and training in developmental disabilities. 40(3). 320–331. 5 indexed citations
5.
Parette, Howard P.. (2005). Restrictiveness and Race in Special Education: The Issue of Cultural Reciprocity.. ISU Red - Research and eData (Illinois State University). 3(1). 17–24. 3 indexed citations
6.
Hourcade, Jack J., et al.. (2004). Accountability in Collaboration: A Framework for Evaluation. Education and training in developmental disabilities. 38(4). 398–404. 2 indexed citations
7.
Parette, Howard P. & Marcia J. Scherer. (2004). Assistive Technology Use and Stigma. Education and training in developmental disabilities. 39(3). 217–226. 174 indexed citations
8.
Parette, Howard P., et al.. (2003). Research to practice in cognitive disabilities/mental retardation, autism, and related disabilities. Education and training in developmental disabilities. 38(4). 291–294.
9.
Hourcade, Jack J. & Howard P. Parette. (2001). Providing Assistive Technology Information to Professionals and Families of Children with MRDD: Interactive CD-ROM Technology. Education and training in mental retardation and developmental disabilities. 36(3). 272–279. 6 indexed citations
10.
Parette, Howard P., Mary Blake Huer, & Mary Jane Brotherson. (2001). Related Service Personnel Perceptions of Team AAC Decision-Making across Cultures. Education and training in mental retardation and developmental disabilities. 36(1). 69–82. 32 indexed citations
11.
Parette, Howard P., et al.. (2000). Barriers to Minority Family Involvement in Assistive Technology Decision-Making Processes. Education and training in mental retardation and developmental disabilities. 35(4). 384–392. 23 indexed citations
12.
Hourcade, Jack J., et al.. (1996). Let Us Not Talk Falsely Now, For the Hour is Getting Late: An Acknowledgment of Realpolitik. Scholar Works (Boise State University). 1 indexed citations
13.
Parette, Howard P., et al.. (1995). Facilitating Communicative Development in Young Children with Disabilities.. 5(2). 2 indexed citations
14.
Parette, Howard P.. (1993). High-risk infant case management and assistive technology: funding and family enabling perspectives.. PubMed. 21(2). 53–64. 3 indexed citations
15.
Parette, Howard P., et al.. (1992). Children with Disabilities Who Use Assistive Technology: Ethical Considerations.. DigitalGeorgetown (Georgetown University Library). 47(6). 73–77. 10 indexed citations
16.
Parette, Howard P. & Alan VanBiervliet. (1991). Rehabilitation Assistive Technology Issues for Infants and Young Children with Disabilities: A Preliminary Examination. Journal of rehabilitation. 57(3). 27. 20 indexed citations
17.
Parette, Howard P.. (1991). The Importance of Technology in the Education and Training of Persons with Mental Retardation.. Education and training in mental retardation. 26(2). 20 indexed citations
18.
Parette, Howard P., et al.. (1991). School-Age Children with Disabilities: Technology Implications for Counselors.. Elementary school guidance and counseling. 25(3). 5 indexed citations
19.
Parette, Howard P. & Alan VanBiervliet. (1990). Use of Microcomputers by Young Children with Severe Disabilities: A Brief Review of Studies and Their Implications. Perceptual and Motor Skills. 71(3). 915–918. 2 indexed citations
20.
Parette, Howard P. & Jack J. Hourcade. (1984). The Student with Cerebral Palsy and the Public Schools: Implications for the Counselor.. Elementary school guidance and counseling. 19(2). 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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