Karen Guldberg

1.4k total citations
29 papers, 806 citations indexed

About

Karen Guldberg is a scholar working on Clinical Psychology, Cognitive Neuroscience and Education. According to data from OpenAlex, Karen Guldberg has authored 29 papers receiving a total of 806 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Clinical Psychology, 15 papers in Cognitive Neuroscience and 13 papers in Education. Recurrent topics in Karen Guldberg's work include Autism Spectrum Disorder Research (15 papers), Family and Disability Support Research (15 papers) and Child Development and Digital Technology (7 papers). Karen Guldberg is often cited by papers focused on Autism Spectrum Disorder Research (15 papers), Family and Disability Support Research (15 papers) and Child Development and Digital Technology (7 papers). Karen Guldberg collaborates with scholars based in United Kingdom, United States and Italy. Karen Guldberg's co-authors include Rachel Pilkington, Sarah Parsons, Glenys Jones, Kaśka Porayska‐Pomsta, Jenny Mackness, Andrea MacLeod, Wendy Keay‐Bright, Clara Rübner Jørgensen, Hedda Meadan and Lila Kossyvaki and has published in prestigious journals such as BMJ Open, Journal of Computer Assisted Learning and ACM Transactions on Computer-Human Interaction.

In The Last Decade

Karen Guldberg

27 papers receiving 741 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Karen Guldberg United Kingdom 17 468 363 293 206 97 29 806
Stuart Powell United Kingdom 16 650 1.4× 411 1.1× 314 1.1× 415 2.0× 67 0.7× 46 1.1k
Therese M. Cumming Australia 21 211 0.5× 490 1.3× 326 1.1× 171 0.8× 118 1.2× 85 1.0k
Eija Kärnä Finland 13 183 0.4× 177 0.5× 92 0.3× 112 0.5× 61 0.6× 54 456
Sherry Mee Bell United States 17 150 0.3× 451 1.2× 73 0.2× 420 2.0× 75 0.8× 56 969
Amanda Webster Australia 13 503 1.1× 553 1.5× 459 1.6× 263 1.3× 37 0.4× 40 1.1k
Christina Shane‐Simpson United States 12 475 1.0× 241 0.7× 382 1.3× 81 0.4× 20 0.2× 16 869
Donna Achmadi New Zealand 15 593 1.3× 171 0.5× 227 0.8× 379 1.8× 443 4.6× 22 838
Santoshi Halder India 13 218 0.5× 162 0.4× 172 0.6× 73 0.4× 23 0.2× 43 606
Mary Catherine Scheeler United States 16 190 0.4× 710 2.0× 211 0.7× 606 2.9× 58 0.6× 23 1.1k
Jill Porter United Kingdom 15 154 0.3× 439 1.2× 289 1.0× 219 1.1× 135 1.4× 67 1.0k

Countries citing papers authored by Karen Guldberg

Since Specialization
Citations

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

Fields of papers citing papers by Karen Guldberg

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Karen Guldberg

This figure shows the co-authorship network connecting the top 25 collaborators of Karen Guldberg. A scholar is included among the top collaborators of Karen Guldberg 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 Karen Guldberg. Karen Guldberg 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.
Jørgensen, Clara Rübner, et al.. (2020). Perceptions, Experiences, and Needs of Parents of Culturally and Linguistically Diverse Children with Autism: a Scoping Review. Review Journal of Autism and Developmental Disorders. 8(2). 195–212. 59 indexed citations
2.
Guldberg, Karen, et al.. (2019). Using the value creation framework to capture knowledge co-creation and pathways to impact in a transnational community of practice in autism education. International Journal of Research & Method in Education. 44(1). 96–111. 16 indexed citations
3.
4.
Guldberg, Karen, et al.. (2017). Using a “collaborative contextual enquiry” methodology for understanding inclusion for autistic pupils in Palestine. Educational Review. 70(5). 584–602. 3 indexed citations
5.
Guldberg, Karen. (2016). Evidence-based practice in autism educational research: can we bridge the research and practice gap?. Oxford Review of Education. 43(2). 149–161. 52 indexed citations
6.
Parsons, Sarah, Karen Guldberg, Kaśka Porayska‐Pomsta, & Rachael Lee. (2015). Digital stories as a method for evidence-based practice and knowledge co-creation in technology-enhanced learning for children with autism. International Journal of Research & Method in Education. 38(3). 247–271. 34 indexed citations
7.
Kossyvaki, Lila, Glenys Jones, & Karen Guldberg. (2014). Training teaching staff to facilitate spontaneous communication in children with autism: Adult Interactive Style Intervention ( AISI ). Journal of Research in Special Educational Needs. 16(3). 156–168. 11 indexed citations
8.
Molteni, Paola & Karen Guldberg. (2013). Promoting multidisciplinary teamwork for autism: an English school experience. 1(1). 83–94.
9.
Molteni, Paola, et al.. (2013). Autism and multidisciplinary teamwork through the SCERTS Model. British Journal of Special Education. 40(3). 137–145. 14 indexed citations
10.
Guldberg, Karen, et al.. (2011). Implications for practice from ‘International review of the evidence on best practice in educational provision for children on the autism spectrum’. European Journal of Special Needs Education. 26(1). 65–70. 23 indexed citations
11.
Porayska‐Pomsta, Kaśka, Christopher Frauenberger, Helen Pain, et al.. (2011). Developing technology for autism: an interdisciplinary approach. Personal and Ubiquitous Computing. 16(2). 117–127. 102 indexed citations
12.
Wittemeyer, Kerstin, James Cusack, Karen Guldberg, et al.. (2011). Educational provision and outcomes for people on the autism spectrum. UCL Discovery (University College London). 15 indexed citations
13.
Guldberg, Karen. (2010). Educating children on the autism spectrum: preconditions for inclusion and notions of ‘best autism practice’ in the early years. British Journal of Special Education. 37(4). 168–174. 33 indexed citations
14.
Guldberg, Karen, Kaśka Porayska‐Pomsta, Judith Good, & Wendy Keay‐Bright. (2010). ECHOES II: the creation of a technology enhanced learning environment for typically developing children and children on the autism spectrum. Journal of Assistive Technologies. 4(1). 49–53. 9 indexed citations
15.
Guldberg, Karen & Jenny Mackness. (2009). Foundations of communities of practice: enablers and barriers to participation. Journal of Computer Assisted Learning. 25(6). 528–538. 45 indexed citations
16.
Jones, Glenys & Karen Guldberg. (2009). DCSF Inclusion Development Programme on the autism spectrum. 10(1). 2 indexed citations
17.
Guldberg, Karen. (2008). Adult learners and professional development: peer‐to‐peer learning in a networked community. International Journal of Lifelong Education. 27(1). 35–49. 21 indexed citations
18.
Jones, Glenys, et al.. (2008). Educational Provision for Children and Young People on the Autism Spectrum Living in England:a review of current practice, issues and challenges. 25 indexed citations
19.
Guldberg, Karen & Rachel Pilkington. (2007). Tutor Roles in Facilitating Reflection on Practice through Online Discussion. Educational Technology & Society. 10(1). 61–72. 43 indexed citations
20.
Guldberg, Karen & Rachel Pilkington. (2006). A community of practice approach to the development of non‐traditional learners through networked learning. Journal of Computer Assisted Learning. 22(3). 159–171. 41 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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