Jason C. Chow

2.4k total citations · 2 hit papers
91 papers, 1.4k citations indexed

About

Jason C. Chow is a scholar working on Developmental and Educational Psychology, Clinical Psychology and Education. According to data from OpenAlex, Jason C. Chow has authored 91 papers receiving a total of 1.4k indexed citations (citations by other indexed papers that have themselves been cited), including 62 papers in Developmental and Educational Psychology, 36 papers in Clinical Psychology and 32 papers in Education. Recurrent topics in Jason C. Chow's work include Behavioral and Psychological Studies (30 papers), Language Development and Disorders (22 papers) and Reading and Literacy Development (19 papers). Jason C. Chow is often cited by papers focused on Behavioral and Psychological Studies (30 papers), Language Development and Disorders (22 papers) and Reading and Literacy Development (19 papers). Jason C. Chow collaborates with scholars based in United States, United Kingdom and Canada. Jason C. Chow's co-authors include Joseph H. Wehby, Eric Ekholm, Alexandra Hollo, Zehra E. Ünal, Kejin Lee, Xin Lin, Adam Sales, Jessica M. Namkung, Peng Peng and Kristen L. Granger and has published in prestigious journals such as Psychological Bulletin, Child Development and Journal of Educational Psychology.

In The Last Decade

Jason C. Chow

82 papers receiving 1.4k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions

2023 175 citations Christina Cipriano, Michael J. Strambler et al. Child Development profile →
Examining the mutual relations between language and mathematics: A meta-analysis.

2020 161 citations Peng Peng, Xin Lin et al. Psychological Bulletin profile →

Peers

Jason C. Chow

DEP

EDUCA

John C. Begeny United States

Jorge E. González United States

Coral Kemp Australia

Batya Elbaum United States

Kathleen M. Bocian United States

Todd A. Glover United States

Shanna Hagan–Burke United States

Ryan J. Kettler United States

Ryan P. Grimm United States

David A. Klingbeil United States

John C. Begeny United States

Jason C. Chow

774 ×1.1

DEP

582 ×0.9

EDUCA

240 ×0.5

144 ×0.7

230 ×1.1

Citations per year, relative to Jason C. Chow Jason C. Chow (= 1×) peers John C. Begeny

Countries citing papers authored by Jason C. Chow

Since Specialization

Citations

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

Fields of papers citing papers by Jason C. Chow

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jason C. Chow. 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 Jason C. Chow. The network helps show where Jason C. Chow may publish in the future.

Co-authorship network of co-authors of Jason C. Chow

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

All Works

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20 of 20 papers shown

Heddy, Benjamin C., et al.. (2025). Transdisciplinary inclusivity: strategies and implications for integrating students with disabilities in educational psychology research. Educational Psychologist. 60(3). 127–140. 3 indexed citations

Granger, Kristen L., et al.. (2025). Teacher’s Classroom Management Self-Efficacy and Teacher–Child Conflict as a Function of Child Ordinal Behavior Ranking. School Mental Health. 17(1). 90–105.

Oddo, Lauren E., Bryce D. McLeod, Kevin S. Sutherland, et al.. (2025). A Novel Approach to Research Synthesis with the Distillation and Matching Model: Application to the Prevention of Youth Social, Emotional, and Behavioral Problems. Prevention Science. 26(1). 69–79.

Granger, Kristen L. & Jason C. Chow. (2025). Classroom Carrying Capacity: A Resource and Limiting Factors Framework. Educational Psychology Review. 37(1). 1 indexed citations

Chow, Jason C., et al.. (2024). Synthesis of Writing Intervention Studies for English Learners With Learning Disabilities. Learning Disability Quarterly. 47(4). 247–260. 1 indexed citations

Granger, Kristen L., et al.. (2024). Child gender and challenging behavior influences early childhood teachers' use of behavior specific praise. Psychology in the Schools. 61(12). 4688–4704. 2 indexed citations

Kim, Sunyoung, et al.. (2024). Systematic Review and Meta-Analysis of Enhanced Milieu Teaching. Journal of Speech Language and Hearing Research. 68(1). 259–281.

Huang, Yi Ting, et al.. (2024). The Use of Language Sample Analysis to Differentiate Developmental Language Disorder From Typical Language in Bilingual Children: A Systematic Review and Meta-Analysis. Journal of Speech Language and Hearing Research. 67(10). 3803–3825. 1 indexed citations

Chow, Jason C., et al.. (2024). The relation between reading and externalizing behavior: a correlational meta-analysis. Annals of Dyslexia. 74(2). 158–186. 4 indexed citations

10.

Chow, Jason C., et al.. (2023). Long-Term Effects of Early Communication Interventions: A Systematic Review and Meta-Analysis. Journal of Speech Language and Hearing Research. 66(8). 2884–2899. 6 indexed citations

11.

Granger, Kristen L., et al.. (2023). A preliminary investigation of the role of classroom contextual effects on teaching efficacy and classroom quality. Preventing School Failure Alternative Education for Children and Youth. 68(2). 103–112. 2 indexed citations

12.

Cipriano, Christina, Michael J. Strambler, Lauren H. Naples, et al.. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development. 94(5). 1181–1204. 175 indexed citations breakdown →

13.

Chow, Jason C., et al.. (2022). A Synthesis of Professional Development Targeting Literacy Instruction and Intervention for English Learners. Review of Educational Research. 93(1). 37–72. 8 indexed citations

14.

Kaiser, Ann P., et al.. (2022). A Case for Early Language and Behavior Screening: Implications for Policy and Child Development. Policy Insights from the Behavioral and Brain Sciences. 9(1). 120–128. 17 indexed citations

15.

Granger, Kristen L., Michael Broda, Jason C. Chow, Nicholas McCormick, & Kevin S. Sutherland. (2021). A Preliminary Investigation of Teacher-Reported Classroom-Level Adversity and Teacher–Student Interactions. Journal of Emotional and Behavioral Disorders. 29(4). 238–251. 9 indexed citations

16.

Chow, Jason C., et al.. (2021). Language Skills of Children With and Without Mathematics Difficulty. Journal of Speech Language and Hearing Research. 64(9). 3571–3577. 10 indexed citations

17.

Peng, Peng, Xin Lin, Zehra E. Ünal, et al.. (2020). Examining the mutual relations between language and mathematics: A meta-analysis.. Psychological Bulletin. 146(7). 595–634. 161 indexed citations breakdown →

18.

Chow, Jason C.. (2020). Commentary–Classroom Motivation and Learning Disabilities: Consensus Points and Recommendations. 25(2). 3 indexed citations

19.

Chow, Jason C. & Allison F. Gilmour. (2018). Designing and Implementing Group Contingencies in the Classroom: A Teacher’s Guide. Teaching Exceptional Children. 50(4). 213–219. 2 indexed citations

20.

Chow, Jason C. & Joseph H. Wehby. (2017). Profiles of Problem Behavior in Children With Varying Language Ability. Journal of Emotional and Behavioral Disorders. 27(2). 110–118. 24 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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