John W. Schuster

3.5k total citations
78 papers, 2.7k citations indexed

About

John W. Schuster is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Cognitive Neuroscience. According to data from OpenAlex, John W. Schuster has authored 78 papers receiving a total of 2.7k indexed citations (citations by other indexed papers that have themselves been cited), including 66 papers in Developmental and Educational Psychology, 30 papers in Statistics and Probability and 29 papers in Cognitive Neuroscience. Recurrent topics in John W. Schuster's work include Behavioral and Psychological Studies (63 papers), Cognitive and developmental aspects of mathematical skills (30 papers) and Autism Spectrum Disorder Research (28 papers). John W. Schuster is often cited by papers focused on Behavioral and Psychological Studies (63 papers), Cognitive and developmental aspects of mathematical skills (30 papers) and Autism Spectrum Disorder Research (28 papers). John W. Schuster collaborates with scholars based in United States. John W. Schuster's co-authors include Belva C. Collins, Mark Wolery, Ann K. Griffen, Timothy E. Morse, Mary Louise Hemmeter, Kay B. Stevens, Melinda Jones Ault, Harold L. Kleinert, David L. Gast and Christine A. Christle and has published in prestigious journals such as Journal of Applied Behavior Analysis, Early Childhood Research Quarterly and Biological Invasions.

In The Last Decade

John W. Schuster

78 papers receiving 2.3k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
John W. Schuster United States	34	2.0k	1.2k	687	682	649	78	2.7k
Michael M. Gerber United States	27	1.3k 0.7×	305 0.3×	407 0.6×	1.2k 1.7×	391 0.6×	88	2.2k
William R. Jenson United States	29	1.0k 0.5×	1.6k 1.4×	88 0.1×	746 1.1×	1.5k 2.4×	108	3.1k
Joseph B. Ryan United States	22	545 0.3×	301 0.3×	58 0.1×	449 0.7×	531 0.8×	81	1.4k
Jesse W. Johnson United States	15	454 0.2×	352 0.3×	79 0.1×	231 0.3×	238 0.4×	30	895
James B. Hale United States	21	666 0.3×	319 0.3×	298 0.4×	244 0.4×	193 0.3×	66	1.5k
Marianna E. Hayiou‐Thomas United Kingdom	25	1.5k 0.7×	557 0.5×	290 0.4×	553 0.8×	234 0.4×	52	2.0k
Ronald L. Taylor United States	20	341 0.2×	201 0.2×	61 0.1×	499 0.7×	272 0.4×	111	1.6k
Júlio C. de Rose Brazil	21	1.5k 0.7×	859 0.7×	425 0.6×	184 0.3×	212 0.3×	135	1.8k
Annemie Desoete Belgium	32	1.7k 0.9×	310 0.3×	1.4k 2.1×	1.7k 2.5×	221 0.3×	136	2.8k
Katie Alcock United Kingdom	22	808 0.4×	512 0.4×	37 0.1×	144 0.2×	156 0.2×	58	1.7k

Countries citing papers authored by John W. Schuster

Since Specialization

Citations

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

Fields of papers citing papers by John W. Schuster

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by John W. Schuster. 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 John W. Schuster. The network helps show where John W. Schuster may publish in the future.

Co-authorship network of co-authors of John W. Schuster

This figure shows the co-authorship network connecting the top 25 collaborators of John W. Schuster. A scholar is included among the top collaborators of John W. Schuster 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 John W. Schuster. John W. Schuster 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

Schuster, John W., et al.. (2008). Peer-Implemented Time Delay Procedures on the Acquisition of Chained Tasks by Students with Moderate and Severe Disabilities.. Education and training in developmental disabilities. 43(1). 111–122. 17 indexed citations

Grisham-Brown, Jennifer, et al.. (2003). The Effects of Three Techniques on Student Participation with Preschool Children with Attending Problems. Education and Treatment of Children. 26(3). 255. 40 indexed citations

Parker, Mary Ann & John W. Schuster. (2002). Effectiveness of Simultaneous Prompting on the Acquisition of Observational and Instructive Feedback Stimuli When Teaching a Heterogeneous Group of High School Students. Education and training in mental retardation and developmental disabilities. 37(1). 89–104. 28 indexed citations

Collins, Belva C., et al.. (2002). Teaching Laundry Skills to High School Students with Disabilities: Generalization of Targeted Skills and Nontargeted Information. Education and training in mental retardation and developmental disabilities. 37(2). 172–183. 14 indexed citations

Schuster, John W., et al.. (2002). Teaching Elementary Students with Cognitive Disabilities Food Preparation Skills while Embedding Instructive Feedback in the Prompt and Consequence Event.. Education and training in mental retardation and developmental disabilities. 37(1). 55–69. 32 indexed citations

Collins, Belva C., et al.. (2001). Peer- versus Teacher-Delivered Instruction: Effects on Acquisition and Maintenance. Education and training in mental retardation and developmental disabilities. 36(4). 373–385. 11 indexed citations

Schuster, John W., et al.. (2000). Training Adults with Moderate and Severe Mental Retardation in a Vocational Skill Using a Simultaneous Prompting Procedure. Education and training in mental retardation and developmental disabilities. 35(3). 306–316. 38 indexed citations

Mitchell, Rebecca, et al.. (2000). Teaching Vocational Skills with A Faded Auditory Prompting System. Education and training in mental retardation and developmental disabilities. 35(4). 415–427. 17 indexed citations

Collins, Belva C., et al.. (1999). Teaching Community Skills to Students with Moderate Disabilities: Comparing Combined Techniques of Classroom Simulation, Videotape Modeling, and Community-based Instruction. Education and training in mental retardation and developmental disabilities. 34(2). 170–181. 57 indexed citations

10.

Smith, Ronald L., Belva C. Collins, John W. Schuster, & Harold L. Kleinert. (1999). Teaching Table Cleaning Skills to Secondary Students with Moderate/Severe Disabilities: Facilitating Observational Learning during Instructional Downtime. Education and training in mental retardation and developmental disabilities. 34(3). 342–353. 13 indexed citations

11.

Schuster, John W., et al.. (1999). Using Simultaneous Prompting to Teach a Chained Vocational Task to Young Adults with Severe Intellectual Disabilities. Education and training in mental retardation and developmental disabilities. 34(3). 318–329. 37 indexed citations

12.

Schuster, John W., et al.. (1999). A Comparison of Antecedent Prompt and Test and Simultaneous Prompting Procedures in Teaching Grocery Words to Adolescents with Mental Retardation. Education and training in mental retardation and developmental disabilities. 34(2). 182–199. 24 indexed citations

13.

Collins, Belva C., et al.. (1999). The Use of a Simultaneous Prompting Procedure To Teach Receptive Manual Sign Identification to Adults with Disabilities. Journal of Developmental and Physical Disabilities. 11(2). 179–191. 25 indexed citations

14.

Griffen, Ann K., John W. Schuster, & Timothy E. Morse. (1998). The Acquisition of Instructive Feedback: A Comparison of Continuous versus Intermittent Presentation Schedules.. Education and training in mental retardation and developmental disabilities. 33(1). 42–61. 35 indexed citations

15.

Schuster, John W., et al.. (1998). Constant Time Delay with Chained Tasks: A Review of the Literature.. Education and Treatment of Children. 21(1). 74–106. 44 indexed citations

16.

Schuster, John W., et al.. (1994). Accepting Specific versus Functional Student Responses When Training Chained Tasks.. Education and training in mental retardation and developmental disabilities. 29(1). 43–56. 11 indexed citations

17.

Schuster, John W.. (1991). THE UNIVERSITY OF KENTUCKY PROGRAM IN DEVELOPMENTAL AND BEHAVIORAL DISORDERS. Education and Treatment of Children. 14(4). 333–348. 7 indexed citations

18.

Schuster, John W. & Ann K. Griffen. (1991). Using Constant Time Delay to Teach Recipe Following Skills.. Education and training in mental retardation. 26(4). 15 indexed citations

19.

Schuster, John W.. (1988). Cooking Instruction with Persons Labeled Mentally Retarded: A Review of Literature.. Education and training in mental retardation. 23(1). 43–50. 15 indexed citations

20.

Stevens, Kay B., et al.. (1988). The Effects of CAI and Time Delay: A Systematic Program for Teaching Spelling. Journal of Special Education Technology. 9(2). 61–72. 26 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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