Joann P. Benigno

756 total citations
35 papers, 528 citations indexed

About

Joann P. Benigno is a scholar working on Cognitive Neuroscience, Occupational Therapy and Developmental and Educational Psychology. According to data from OpenAlex, Joann P. Benigno has authored 35 papers receiving a total of 528 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Cognitive Neuroscience, 15 papers in Occupational Therapy and 14 papers in Developmental and Educational Psychology. Recurrent topics in Joann P. Benigno's work include Autism Spectrum Disorder Research (19 papers), Assistive Technology in Communication and Mobility (15 papers) and Family and Disability Support Research (11 papers). Joann P. Benigno is often cited by papers focused on Autism Spectrum Disorder Research (19 papers), Assistive Technology in Communication and Mobility (15 papers) and Family and Disability Support Research (11 papers). Joann P. Benigno collaborates with scholars based in United States, United Kingdom and Germany. Joann P. Benigno's co-authors include Virginia Tompkins, M. Jeffrey Farrar, John McCarthy, Bridget Kiger Lee, Shari Ellis, Patrick J. Carroll, Nicholas A. Gage, Nathan A. Fox, Sebastian Koga and Charles H. Zeanah and has published in prestigious journals such as Child Development, Cognition & Emotion and Early Childhood Research Quarterly.

In The Last Decade

Joann P. Benigno

34 papers receiving 503 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Joann P. Benigno United States 13 285 183 154 141 89 35 528
Sara A. Whitcomb United States 11 166 0.6× 228 1.2× 78 0.5× 209 1.5× 126 1.4× 29 503
Mark Guiberson United States 16 538 1.9× 211 1.2× 152 1.0× 124 0.9× 17 0.2× 47 725
Richard L. Luftig United States 15 234 0.8× 125 0.7× 93 0.6× 186 1.3× 107 1.2× 35 587
Kevin Callahan United States 11 313 1.1× 297 1.6× 387 2.5× 163 1.2× 33 0.4× 18 672
Raymond V. Burke United States 11 218 0.8× 370 2.0× 347 2.3× 150 1.1× 49 0.6× 24 691
Heartley B. Huber United States 12 224 0.8× 409 2.2× 289 1.9× 207 1.5× 44 0.5× 16 659
Nicola Grove United Kingdom 10 247 0.9× 172 0.9× 135 0.9× 63 0.4× 20 0.2× 32 486
Peggy Hester United States 16 454 1.6× 447 2.4× 238 1.5× 312 2.2× 51 0.6× 29 760
Karen Gainer Sirota United States 7 144 0.5× 173 0.9× 263 1.7× 96 0.7× 30 0.3× 10 412
Karri Gillespie‐Smith United Kingdom 15 97 0.3× 217 1.2× 316 2.1× 80 0.6× 54 0.6× 43 505

Countries citing papers authored by Joann P. Benigno

Since Specialization
Citations

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

Fields of papers citing papers by Joann P. Benigno

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Joann P. Benigno

This figure shows the co-authorship network connecting the top 25 collaborators of Joann P. Benigno. A scholar is included among the top collaborators of Joann P. Benigno 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 Joann P. Benigno. Joann P. Benigno 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.
Benigno, Joann P., et al.. (2019). Training Students Through a Community Outreach Program to Support Families of Children With Autism Spectrum Disorder. ISU Red - Research and eData (Illinois State University). 3(1). 4 indexed citations
2.
Benigno, Joann P., et al.. (2019). Autism Spectrum Disorder and Sibling Relationships: Exploring Implications for Intervention Using a Family Systems Framework. American Journal of Speech-Language Pathology. 28(2). 759–767. 18 indexed citations
3.
Benigno, Joann P., et al.. (2019). Graduate Students' Perspectives on Integrating Clinical Experiences and Coursework on Autism Spectrum Disorder: A Pilot Study. Perspectives of the ASHA Special Interest Groups. 4(5). 977–988. 1 indexed citations
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McCarthy, John, et al.. (2017). Music therapy is beneficial for children with autism spectrum disorders, but more specific clinical guidance is a future need 1. Evidence-Based Communication Assessment and Intervention. 11(1-2). 20–26. 2 indexed citations
7.
Farrar, M. Jeffrey, Joann P. Benigno, Virginia Tompkins, & Nicholas A. Gage. (2017). Are there different pathways to explicit false belief understanding? General language and complementation in typical and atypical children. Cognitive Development. 43. 49–66. 44 indexed citations
8.
McCarthy, John, et al.. (2016). “You Get More Than You Give”: Experiences of Community Partners in Facilitating Active Recreation with Individuals who have Complex Communication Needs. Augmentative and Alternative Communication. 32(2). 131–142. 21 indexed citations
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Marinellie, Sally A., et al.. (2013). Morphological Analysis in Context Versus Isolation: Use of a Dynamic Assessment Task With School-Age Children. Language Speech and Hearing Services in Schools. 44(1). 32–47. 18 indexed citations
11.
Benigno, Joann P. & John McCarthy. (2012). Aided Symbol-Infused Joint Engagement. Child Development Perspectives. 6(2). 181–186. 9 indexed citations
12.
Benigno, Joann P. & M. Jeffrey Farrar. (2011). Determinants of Joint Attention in Young Siblings' Play. Infant and Child Development. 21(2). 160–174. 12 indexed citations
13.
Windsor, Jennifer, Joann P. Benigno, Patrick J. Carroll, et al.. (2011). Effect of Foster Care on Young Children’s Language Learning. Child Development. 82(4). 1040–1046. 77 indexed citations
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McCarthy, John, et al.. (2010). Integrating music into small-group book reading activities increases the engagement of students with autism. Evidence-Based Communication Assessment and Intervention. 4(2). 83–87. 2 indexed citations
16.
Farrar, M. Jeffrey, et al.. (2009). Language and theory of mind in preschool children with specific language impairment. Journal of Communication Disorders. 42(6). 428–441. 56 indexed citations
17.
McCarthy, John, et al.. (2009). The Effect of High-tech AAC System Position on the Joint Attention of Infants without Disabilities. Augmentative and Alternative Communication. 25(3). 165–175. 13 indexed citations
18.
Carroll, Patrick J., James A. Shepperd, Kate Sweeny, Erika N. Carlson, & Joann P. Benigno. (2007). Disappointment for others. Cognition & Emotion. 21(7). 1565–1576. 11 indexed citations
19.
Benigno, Joann P., et al.. (2007). Three is not always a crowd: contexts of joint attention and language. Journal of Child Language. 34(1). 175–187. 13 indexed citations
20.
Benigno, Joann P. & Shari Ellis. (2004). Two is greater than three: effects of older siblings on parental support of preschoolers’ counting in middle-income families. Early Childhood Research Quarterly. 19(1). 4–20. 31 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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