This map shows the geographic impact of K. Mark Derby'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 K. Mark Derby with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites K. Mark Derby more than expected).
This network shows the impact of papers produced by K. Mark Derby. 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 K. Mark Derby. The network helps show where K. Mark Derby may publish in the future.
Co-authorship network of co-authors of K. Mark Derby
This figure shows the co-authorship network connecting the top 25 collaborators of K. Mark Derby.
A scholar is included among the top collaborators of K. Mark Derby 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 K. Mark Derby. K. Mark Derby 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.
McLaughlin, T. F., et al.. (2017). The Effects of a Modified Direct Instruction Procedure on Time Telling for a Third Grade Student with Learning Disabilities with a Brief Comparison of Interesting and Boring Formats.. 15(2). 239–248.3 indexed citations
2.
Derby, K. Mark, et al.. (2016). Increasing Social Interactions Using Prompts and Rewards for Adolescents with ASD in an Ice Hockey Practice Context.. Educational research quarterly. 39(3). 40–56.5 indexed citations
3.
Derby, K. Mark, et al.. (2015). Using DI Flashcards with and Without a Prompt to Increase Social Questions for a Preschool Student with Autism with Measures of Generalization across School Personnel. International journal of applied research. 1(11). 951–955.1 indexed citations
4.
Derby, K. Mark, et al.. (2015). Teaching Leisure Skills to Developmental Disabled Children and Facilitating Interaction with Typically Developing Peers through Playing Hockey. International Journal of Multidisciplinary Research and Development. 2(1). 106–117.2 indexed citations
5.
Goodman, Ashley, et al.. (2015). The Effects of a Modified Cover, Copy, Compare on Spelling Tests and in Written Compositions for Three Students with Specific Learning Disabilities.. Educational research quarterly. 38(3). 3–31.5 indexed citations
6.
Derby, K. Mark, et al.. (2015). An Evaluation of Read Naturally® on Increasing Reading Fluency for Three Primary Students with Learning Disabilities. Educational research quarterly. 39(1). 3–20.3 indexed citations
7.
McLaughlin, T. F., et al.. (2013). The Effects of Cover, Copy, and Compare to Teach Spelling to Middle School Students with Learning Disabilities and OHI.. Educational research quarterly. 36(4). 25–48.2 indexed citations
8.
McLaughlin, T. F., et al.. (2012). Using Cover, Copy, and Compare Spelling With and Without Timing for Elementary Students with Behavior Disorders. SHILAP Revista de lepidopterología.4 indexed citations
9.
McLaughlin, T. F., et al.. (2012). The Effect of "Cover, Copy, and Compare" on Spelling Accuracy of High School Students with Learning Disabilities.. American secondary education. 41(1). 78–95.5 indexed citations
10.
McLaughlin, T. F., et al.. (2012). The Effects of a Copy, Cover, Compare Practice Procedure in Spelling with Four Second-Grade Students: Generalization to Weekly In Classroom Tests. 1(1). 1–5.4 indexed citations
11.
McLaughlin, T. F., et al.. (2012). The Effects of Using Reading Racetracks for Teaching of Sight Words to Three Third-Grade Students with Learning Disorders.. Educational research quarterly. 35(3). 50–67.10 indexed citations
McLaughlin, T. F., et al.. (2011). The effects of using flashcards with reading racetrack to teach letter sounds, sight words, and math facts to elementary students with learning disabilities. SHILAP Revista de lepidopterología.25 indexed citations
14.
McLaughlin, T. F., et al.. (2011). Employing Reading Racetracks and DI Flashcards with and without Cover, Copy, and Compare and Rewards to Teach of Sight Words to Three Students with Learning Disabilities in Reading.. Educational research quarterly. 34(4). 27–50.25 indexed citations
15.
McLaughlin, T. F., et al.. (2009). Enseñar a escribir a alumnos autistas en la Educación Infantil. Electronic Journal of Research in Educational Psychology. 7(17). 225–238.7 indexed citations
16.
Weber, Kimberly P., et al.. (2005). THE EFFECTS OF A MATH RACETRACK WITH TWO ELEMENTARY STUDENTS WITH LEARNING DISABILITIES. International Journal of Special Education (IJSE). 20(2). 58–65.12 indexed citations
17.
Peterson, Stephanie, K. Mark Derby, Wendy K. Berg, & Robert H. Horner. (2002). Collaboration with Families in the Functional Behavior Assessment of and Intervention for Severe Behavior Problems.. Education and Treatment of Children. 25(1). 5–25.12 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
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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.