Jonté Taylor

705 total citations
39 papers, 453 citations indexed

About

Jonté Taylor is a scholar working on Developmental and Educational Psychology, Education and Cognitive Neuroscience. According to data from OpenAlex, Jonté Taylor has authored 39 papers receiving a total of 453 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Developmental and Educational Psychology, 18 papers in Education and 12 papers in Cognitive Neuroscience. Recurrent topics in Jonté Taylor's work include Behavioral and Psychological Studies (17 papers), Autism Spectrum Disorder Research (10 papers) and Cognitive and developmental aspects of mathematical skills (7 papers). Jonté Taylor is often cited by papers focused on Behavioral and Psychological Studies (17 papers), Autism Spectrum Disorder Research (10 papers) and Cognitive and developmental aspects of mathematical skills (7 papers). Jonté Taylor collaborates with scholars based in United States, South Africa and Canada. Jonté Taylor's co-authors include William J. Therrien, Erica R. Kaldenberg, Brian Hand, John L. Hosp, Jiwon Hwang, Mary Catherine Scheeler, Paul J. Riccomini, David L. Lee, David McNaughton and Ching-Mei Tseng and has published in prestigious journals such as Science Education, Exceptional Children and Remedial and Special Education.

In The Last Decade

Jonté Taylor

36 papers receiving 420 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Jonté Taylor United States	11	273	201	91	74	37	39	453
Warren J. DiBiase United States	8	238 0.9×	192 1.0×	164 1.8×	65 0.9×	19 0.5×	17	417
Mary Lou Duffy United States	9	205 0.8×	122 0.6×	83 0.9×	95 1.3×	21 0.6×	21	353
Lisa V. McCulley United States	9	394 1.4×	308 1.5×	134 1.5×	109 1.5×	42 1.1×	9	622
Lynne Anderson‐Inman United States	12	238 0.9×	250 1.2×	78 0.9×	34 0.5×	30 0.8×	30	447
Joy F. Xin United States	9	174 0.6×	111 0.6×	71 0.8×	81 1.1×	14 0.4×	18	292
Joseph R. Boyle United States	14	299 1.1×	278 1.4×	76 0.8×	42 0.6×	19 0.5×	35	476
Susan Courey United States	8	252 0.9×	161 0.8×	114 1.3×	52 0.7×	11 0.3×	14	428
Thomas O. Williams United States	10	218 0.8×	94 0.5×	89 1.0×	53 0.7×	43 1.2×	45	374
Mari Beth Coleman United States	12	155 0.6×	245 1.2×	93 1.0×	175 2.4×	22 0.6×	33	443
Dennis R. Knapczyk United States	11	202 0.7×	198 1.0×	49 0.5×	80 1.1×	19 0.5×	42	370

Countries citing papers authored by Jonté Taylor

Since Specialization

Citations

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

Fields of papers citing papers by Jonté Taylor

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jonté Taylor. 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 Jonté Taylor. The network helps show where Jonté Taylor may publish in the future.

Co-authorship network of co-authors of Jonté Taylor

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Taylor, Jonté, et al.. (2024). The effects of science inquiry on engagement for elementary students with disabilities. School Science and Mathematics. 125(1). 33–47. 1 indexed citations

Taylor, Jonté, et al.. (2022). Promoting Anti-Racism Practices and the Cycle of Critical Consciousness within Positive Behavior Interventions and Supports Frameworks. Teaching Exceptional Children. 55(5). 314–322. 4 indexed citations

Taylor, Jonté, et al.. (2021). Using the Science Writing Heuristic to Improve Critical Thinking Skills for Fifth Grade Black Girls. 1(2). 10–25. 3 indexed citations

Douglas, Sarah N., Jonté Taylor, Douglas D. Dexter, & David McNaughton. (2021). Use of an Online Peer Review Tool to Support Feedback and Collaborative Skills in Preservice Teachers. ScholarSphere (Penn State Libraries). 21(2). 556–579. 1 indexed citations

Taylor, Jonté, et al.. (2021). Incorporating High-Leverage Practice 7 in Classroom/Behavior Management Courses. Teaching History A Journal of Methods. 1(1). 47–54. 1 indexed citations

Taylor, Jonté, et al.. (2021). Practice Strategies and Considerations to Promote Maintenance and Generalization. Beyond Behavior. 30(2). 72–84. 3 indexed citations

Taylor, Jonté, et al.. (2020). Supporting Science-Related Instruction for Students with Intellectual and Developmental Disabilities: A Review and Analysis of Research Studies.. Science educator. 27(2). 102–113. 5 indexed citations

Taylor, Jonté, et al.. (2020). Reducing Language Barriers in Science for Students with Special Educational Needs. 6(2). 364–387. 9 indexed citations

Taylor, Jonté, et al.. (2018). Prompting with Wearable Technology to Increase Teaching Behaviors of a Preservice Special Education Teacher. Journal of the American Academy of Special Education Professionals. 74–90. 2 indexed citations

10.

Taylor, Jonté, et al.. (2018). A Synthesis of the Daily Behavior Report Card Literature from 2007 to 2017. CSUSB ScholarWorks (California State University, San Bernardino). 7(1). 6 indexed citations

11.

Taylor, Jonté, et al.. (2018). Using Argument-based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms. RIT Scholar Works (Rochester Institute of Technology). 21(1). 1–14. 10 indexed citations

12.

Taylor, Jonté, et al.. (2017). Significant Outcomes in Case Law in the United States: Autism and IDEA in 2013, Transition Issues and Changes in Diagnostic Evaluation Criteria. Journal of the American Academy of Special Education Professionals. 85–102. 1 indexed citations

13.

Taylor, Jonté, et al.. (2016). Effects of Teacher Praise on Attending Behaviors and Academic Achievement of Students with Emotional and Behavioral Disabilities. CSUSB ScholarWorks (California State University, San Bernardino). 5(1). 10 indexed citations

14.

Taylor, Jonté, et al.. (2016). Stemming on STEM: A STEM Education Framework for Students with Disabilities. RIT Scholar Works (Rochester Institute of Technology). 19(1). 39–49. 41 indexed citations

15.

Taylor, Jonté, et al.. (2016). Effects of Inquiry-Based Instruction on Science Achievement for Students with Disabilities: An Analysis of the Literature. RIT Scholar Works (Rochester Institute of Technology). 19(1). 1–16. 22 indexed citations

16.

Taylor, Jonté, et al.. (2016). Effects of Inquiry-Based Instruction on Science Achievement for Students with Disabilities: An Analysis of the Literature. 19(1). 1–16. 12 indexed citations

17.

Hwang, Jiwon & Jonté Taylor. (2016). Stemming on STEM: A STEM Education Framework for Students with Disabilities. 19(1). 39–49. 33 indexed citations

18.

Therrien, William J., et al.. (2013). Promoting Inclusive Practices in Inquiry-Based Science Classrooms. Teaching Exceptional Children. 45(4). 40–48. 15 indexed citations

19.

Therrien, William J., et al.. (2013). Science Instruction for Students With Emotional and Behavioral Disorders. Remedial and Special Education. 35(1). 15–27. 29 indexed citations

20.

Therrien, William J., et al.. (2011). Science Instruction for Students with Learning Disabilities: A Meta-Analysis. Learning Disabilities Research and Practice. 26(4). 188–203. 97 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.

Explore authors with similar magnitude of impact