Katherine Ledbetter‐Cho

617 total citations
20 papers, 352 citations indexed

About

Katherine Ledbetter‐Cho is a scholar working on Cognitive Neuroscience, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Katherine Ledbetter‐Cho has authored 20 papers receiving a total of 352 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Cognitive Neuroscience, 16 papers in Developmental and Educational Psychology and 15 papers in Clinical Psychology. Recurrent topics in Katherine Ledbetter‐Cho's work include Autism Spectrum Disorder Research (19 papers), Behavioral and Psychological Studies (15 papers) and Family and Disability Support Research (13 papers). Katherine Ledbetter‐Cho is often cited by papers focused on Autism Spectrum Disorder Research (19 papers), Behavioral and Psychological Studies (15 papers) and Family and Disability Support Research (13 papers). Katherine Ledbetter‐Cho collaborates with scholars based in United States, New Zealand and Italy. Katherine Ledbetter‐Cho's co-authors include Mark F. O’Reilly, Laci Watkins, Michelle Kuhn, Russell Lang, Lucy Barnard‐Brak, Cindy Gevarter, Jeff Sigafoos, Katy Davenport, Melissa Moore and Giulio E. Lancioni and has published in prestigious journals such as Psychological Bulletin, SHILAP Revista de lepidopterología and Neuroscience & Biobehavioral Reviews.

In The Last Decade

Katherine Ledbetter‐Cho

19 papers receiving 347 citations

Peers

Katherine Ledbetter‐Cho
S. Michael Chapman United States
Elif Merkler United States
Sarah G. Hansen United States
Annemiek Palmen Netherlands
Corinna F. Grindle United Kingdom
Christina Fragale United States
Matt Mosconi United States
Dawn Buffington Townsend United States
LeAnne Johnson United States
Naomi Schneider United States
S. Michael Chapman United States
Katherine Ledbetter‐Cho
Citations per year, relative to Katherine Ledbetter‐Cho Katherine Ledbetter‐Cho (= 1×) peers S. Michael Chapman

Countries citing papers authored by Katherine Ledbetter‐Cho

Since Specialization
Citations

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

Fields of papers citing papers by Katherine Ledbetter‐Cho

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Katherine Ledbetter‐Cho. 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 Katherine Ledbetter‐Cho. The network helps show where Katherine Ledbetter‐Cho may publish in the future.

Co-authorship network of co-authors of Katherine Ledbetter‐Cho

This figure shows the co-authorship network connecting the top 25 collaborators of Katherine Ledbetter‐Cho. A scholar is included among the top collaborators of Katherine Ledbetter‐Cho 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 Katherine Ledbetter‐Cho. Katherine Ledbetter‐Cho 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.
Watkins, Laci, et al.. (2023). Caregiver Implemented Technology-Based Interventions for Children with Autism and Developmental Disabilities: A Research Synthesis. Journal of Special Education Technology. 39(2). 247–263.
2.
Watkins, Laci, et al.. (2022). A Teacher-Facilitated Peer-Mediated Intervention to Support Interaction Between Students with and without Autism. Advances in Neurodevelopmental Disorders. 7(2). 252–267. 1 indexed citations
3.
Muharib, Reem, et al.. (2021). Handheld Technology to Support Vocational Skills of Individuals with Intellectual and Developmental Disabilities in Authentic Settings: a Systematic Review. Review Journal of Autism and Developmental Disorders. 9(1). 108–119. 9 indexed citations
4.
Ledbetter‐Cho, Katherine, et al.. (2020). The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism. Journal of Autism and Developmental Disorders. 53(2). 553–568. 14 indexed citations
5.
Lang, Russell, et al.. (2020). Increasing Play and Decreasing Stereotypy for Children with Autism on a Playground. Advances in Neurodevelopmental Disorders. 4(2). 146–154. 1 indexed citations
6.
Watkins, Laci, et al.. (2019). Interventions for students with autism in inclusive settings: A best-evidence synthesis and meta-analysis.. Psychological Bulletin. 145(5). 490–507. 73 indexed citations
7.
Lloyd, Blair P., et al.. (2019). Function-Based Interventions in K–8 General Education Settings: A Focus on Teacher Implementation. The Elementary School Journal. 119(4). 601–628. 14 indexed citations
8.
Ledbetter‐Cho, Katherine, et al.. (2019). Teaching Children with Autism Abduction-Prevention Skills May Result in Overgeneralization of the Target Response. Behavior Modification. 45(3). 438–461. 6 indexed citations
9.
10.
Ledbetter‐Cho, Katherine, et al.. (2018). Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism. Journal of Autism and Developmental Disorders. 48(9). 3021–3036. 21 indexed citations
11.
O’Reilly, Mark F., et al.. (2018). Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review. Journal of Autism and Developmental Disorders. 49(3). 887–912. 24 indexed citations
12.
Watkins, Laci, Mark F. O’Reilly, Michelle Kuhn, & Katherine Ledbetter‐Cho. (2018). An interest‐based intervention package to increase peer social interaction in young children with autism spectrum disorder. Journal of Applied Behavior Analysis. 52(1). 132–149. 25 indexed citations
13.
Ledbetter‐Cho, Katherine, Russell Lang, Melissa Moore, et al.. (2017). Effects of video-enhanced activity schedules on academic skills and collateral behaviors in children with autism. International Journal of Developmental Disabilities. 63(4). 228–237. 11 indexed citations
14.
Austin, Christy R., et al.. (2017). Intensive Intervention Practice Guide: Explicit Instruction in Reading Comprehension for Students with Autism Spectrum Disorder.. 1 indexed citations
15.
Ledbetter‐Cho, Katherine, et al.. (2017). Systematic review of collateral effects of focused interventions for children with autism spectrum disorder. SHILAP Revista de lepidopterología. 2. 23 indexed citations
16.
Watkins, Laci, Mark F. O’Reilly, Katherine Ledbetter‐Cho, et al.. (2017). A Meta-analysis of School-Based Social Interaction Interventions for Adolescents with Autism Spectrum Disorder. Review Journal of Autism and Developmental Disorders. 4(4). 277–293. 18 indexed citations
17.
Ledbetter‐Cho, Katherine, Russell Lang, Katy Davenport, et al.. (2016). Behavioral Skills Training to Improve the Abduction-Prevention Skills of Children with Autism. Behavior Analysis in Practice. 9(3). 266–270. 25 indexed citations
18.
19.
Ledbetter‐Cho, Katherine, Russell Lang, Katy Davenport, et al.. (2015). Effects of script training on the peer‐to‐peer communication of children with autism spectrum disorder. Journal of Applied Behavior Analysis. 48(4). 785–799. 19 indexed citations
20.
Watkins, Laci, Michelle Kuhn, Katherine Ledbetter‐Cho, Cindy Gevarter, & Mark F. O’Reilly. (2015). Evidence-Based Social Communication Interventions for Children with Autism Spectrum Disorder. The Indian Journal of Pediatrics. 84(1). 68–75. 47 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

Breakdown of academic impact, for papers by S. Michael Chapman Breakdown of academic impact, for papers by Elif Merkler Breakdown of academic impact, for papers by Sarah G. Hansen Breakdown of academic impact, for papers by Annemiek Palmen Breakdown of academic impact, for papers by Corinna F. Grindle Breakdown of academic impact, for papers by Christina Fragale Breakdown of academic impact, for papers by Matt Mosconi Breakdown of academic impact, for papers by Dawn Buffington Townsend Breakdown of academic impact, for papers by LeAnne Johnson Breakdown of academic impact, for papers by Naomi Schneider
Rankless by CCL
2026