Karen H. Douglas

766 total citations
36 papers, 470 citations indexed

About

Karen H. Douglas is a scholar working on Safety Research, Developmental and Educational Psychology and Education. According to data from OpenAlex, Karen H. Douglas has authored 36 papers receiving a total of 470 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Safety Research, 19 papers in Developmental and Educational Psychology and 14 papers in Education. Recurrent topics in Karen H. Douglas's work include Disability Education and Employment (19 papers), Assistive Technology in Communication and Mobility (13 papers) and Family and Disability Support Research (11 papers). Karen H. Douglas is often cited by papers focused on Disability Education and Employment (19 papers), Assistive Technology in Communication and Mobility (13 papers) and Family and Disability Support Research (11 papers). Karen H. Douglas collaborates with scholars based in United States and Macao. Karen H. Douglas's co-authors include Kevin M. Ayres, K. Alisa Lowrey, Yun-Ching Chung, James R. Thompson, Virginia L. Walker, John J. Langone, Rachel Schwartz, April L. Mustian, Sarah N. Douglas and Jonna Bobzien and has published in prestigious journals such as The Journal of Special Education, Focus on Autism and Other Developmental Disabilities and Psychology of Music.

In The Last Decade

Karen H. Douglas

35 papers receiving 438 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 H. Douglas United States 13 204 186 169 141 139 36 470
Joshua N. Baker United States 11 307 1.5× 329 1.8× 251 1.5× 119 0.8× 116 0.8× 31 620
K. Alisa Lowrey United States 11 250 1.2× 138 0.7× 216 1.3× 76 0.5× 110 0.8× 26 431
Melissa E. Hudson United States 13 255 1.3× 349 1.9× 190 1.1× 120 0.9× 89 0.6× 18 567
Pamela J. Mims United States 11 266 1.3× 365 2.0× 176 1.0× 188 1.3× 102 0.7× 27 583
Shawnee Wakeman United States 11 368 1.8× 392 2.1× 335 2.0× 135 1.0× 118 0.8× 29 765
Mari Beth Coleman United States 12 93 0.5× 245 1.3× 155 0.9× 175 1.2× 65 0.5× 33 443
Rachel Sermier Dessemontet Switzerland 12 235 1.2× 215 1.2× 324 1.9× 64 0.5× 159 1.1× 25 579
Michael M. Behrmann United States 12 109 0.5× 186 1.0× 123 0.7× 185 1.3× 139 1.0× 29 502
Ginevra R. Courtade United States 12 391 1.9× 446 2.4× 262 1.6× 163 1.2× 135 1.0× 32 738
Sheila R. Alber‐Morgan United States 15 88 0.4× 431 2.3× 239 1.4× 249 1.8× 143 1.0× 41 648

Countries citing papers authored by Karen H. Douglas

Since Specialization
Citations

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

Fields of papers citing papers by Karen H. Douglas

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Karen H. Douglas

This figure shows the co-authorship network connecting the top 25 collaborators of Karen H. Douglas. A scholar is included among the top collaborators of Karen H. Douglas 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 H. Douglas. Karen H. Douglas 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.
Douglas, Karen H.. (2024). ON THE EFFECTIVE AND ETHICAL USE OF AI IN ACADEMIC WRITING. 75(4). 1 indexed citations
2.
Douglas, Karen H., et al.. (2022). Using Technology to Support Academic Learning. The Journal of Special Education. 56(3). 158–167. 4 indexed citations
3.
Chung, Yun-Ching & Karen H. Douglas. (2022). The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms. Focus on Autism and Other Developmental Disabilities. 38(4). 223–233.
4.
Douglas, Karen H., et al.. (2022). Social Positioning to Increase Communication of Adults With Extensive Support Needs. Intellectual and developmental disabilities. 60(1). 1–15. 1 indexed citations
5.
Douglas, Karen H., et al.. (2020). Effects of Peer-assisted Multimedia Vocabulary Instruction for High School English Language Learners. Reading & Writing Quarterly. 37(1). 82–100. 3 indexed citations
6.
Walker, Virginia L., et al.. (2020). Paraprofessional-Implemented Systematic Instruction for Students with Disabilities: A Systematic Literature Review. Education and training in autism and developmental disabilities. 55(3). 303–317. 9 indexed citations
7.
Chung, Yun-Ching, et al.. (2019). Interactions of High School Students With Intellectual and Developmental Disabilities in Inclusive Classrooms. Intellectual and developmental disabilities. 57(4). 307–322. 6 indexed citations
8.
Douglas, Karen H., et al.. (2018). Social Positioning: Increasing the Nonsymbolic and Symbolic Communication of Students with Complex Communication Needs.. International Journal of Special Education (IJSE). 33(1). 152–170. 4 indexed citations
9.
Douglas, Karen H., et al.. (2017). Effects of a Technology-Assisted Reading Comprehension Intervention for English Learners with Learning Disabilities. ScholarWorks - WMU (Western Michigan University). 56(2). 42–63. 7 indexed citations
10.
Walker, Virginia L., Karen H. Douglas, & Yun-Ching Chung. (2017). An Evaluation of Paraprofessionals' Skills and Training Needs in Supporting Students with Severe Disabilities.. International Journal of Special Education (IJSE). 32(3). 460–471. 13 indexed citations
11.
Douglas, Karen H., et al.. (2017). Promoting Literacy With Self-Created Grocery Lists on Mobile Devices. The Journal of Special Education. 51(4). 201–210. 4 indexed citations
12.
Douglas, Karen H., et al.. (2016). Effects of Semantic Ambiguity Detection Training on Reading Comprehension Achievement of English Learners With Learning Difficulties. Multiple Voices for Ethnically Diverse Exceptional Learners. 16(2). 37–57. 2 indexed citations
13.
Douglas, Karen H., et al.. (2016). Effects of Semantic Ambiguity Detection Training on Reading Comprehension Achievement of English Learners With Learning Difficulties. Multiple Voices for Ethnically Diverse Exceptional Learners. 16(2). 37–57. 4 indexed citations
14.
Shepley, Collin, Justin D. Lane, Kevin M. Ayres, & Karen H. Douglas. (2015). Assistive and Instructional Technology. Young Exceptional Children. 20(2). 86–98. 2 indexed citations
15.
Douglas, Karen H., Kevin M. Ayres, & John J. Langone. (2015). Comparing Self-Management Strategies Delivered via an iPhone to Promote Grocery Shopping and Literacy. Education and training in autism and developmental disabilities. 50(4). 446–465. 10 indexed citations
16.
Ayres, Kevin M., et al.. (2012). The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions. Focus on Autism and Other Developmental Disabilities. 28(1). 32–43. 28 indexed citations
17.
Douglas, Karen H., et al.. (2012). Is There an App for That?. Journal of Special Education Technology. 27(2). 59–70. 44 indexed citations
18.
Ayres, Kevin M., et al.. (2012). The Question Still Remains: What Happens when the Curricular Focus for Students with Severe Disabilities Shifts? A Reply to Courtade, Spooner, Browder, and Jimenez (2012). Education and training in autism and developmental disabilities. 47(1). 14–22. 20 indexed citations
19.
Douglas, Karen H., et al.. (2011). The Effectiveness of Electronic Text and Pictorial Graphic Organizers to Improve Comprehension Related to Functional Skills. Journal of Special Education Technology. 26(1). 43–56. 19 indexed citations
20.
Douglas, Karen H., et al.. (2009). Expanding Literacy for Learners with Intellectual Disabilities: The Role of Supported eText. Journal of Special Education Technology. 24(3). 35–44. 16 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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