Kay Alicyn Ferrell

499 total citations
30 papers, 323 citations indexed

About

Kay Alicyn Ferrell is a scholar working on Safety Research, Education and Developmental and Educational Psychology. According to data from OpenAlex, Kay Alicyn Ferrell has authored 30 papers receiving a total of 323 indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Safety Research, 8 papers in Education and 8 papers in Developmental and Educational Psychology. Recurrent topics in Kay Alicyn Ferrell's work include Disability Education and Employment (8 papers), Hearing Impairment and Communication (5 papers) and Collaborative Teaching and Inclusion (4 papers). Kay Alicyn Ferrell is often cited by papers focused on Disability Education and Employment (8 papers), Hearing Impairment and Communication (5 papers) and Collaborative Teaching and Inclusion (4 papers). Kay Alicyn Ferrell collaborates with scholars based in United States, Qatar and Switzerland. Kay Alicyn Ferrell's co-authors include John L. Luckner, Deborah D. Hatton, Donald B. Bailey, Susan Bruce, Lewis Jackson, Harvey Rude, Anne L. Corn, J.P. De La Cruz, John Stratton and Stephanie Roberts and has published in prestigious journals such as Child Development, Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children and Journal of Visual Impairment & Blindness.

In The Last Decade

Kay Alicyn Ferrell

30 papers receiving 283 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Kay Alicyn Ferrell United States 10 128 83 79 74 66 30 323
Gillian Bird United Kingdom 9 149 1.2× 54 0.7× 87 1.1× 101 1.4× 60 0.9× 26 332
Elizabeth Hartmann United States 10 78 0.6× 39 0.5× 50 0.6× 58 0.8× 30 0.5× 15 257
Gilbert MacKay United Kingdom 9 113 0.9× 112 1.3× 80 1.0× 93 1.3× 45 0.7× 17 315
Jane N. Erin United States 12 96 0.8× 123 1.5× 33 0.4× 87 1.2× 101 1.5× 54 374
Helene Lidström Sweden 10 55 0.4× 60 0.7× 71 0.9× 65 0.9× 61 0.9× 27 350
Gaylen Kapperman United States 7 34 0.3× 44 0.5× 56 0.7× 112 1.5× 75 1.1× 25 297
Alan J. Koenig United States 14 138 1.1× 179 2.2× 21 0.3× 125 1.7× 60 0.9× 36 467
M. Cay Holbrook Canada 10 108 0.8× 137 1.7× 23 0.3× 89 1.2× 46 0.7× 29 318
Stacy M. Kelly United States 10 47 0.4× 96 1.2× 31 0.4× 45 0.6× 90 1.4× 29 326
Magda Nikolaraizi Greece 12 200 1.6× 60 0.7× 52 0.7× 101 1.4× 66 1.0× 30 392

Countries citing papers authored by Kay Alicyn Ferrell

Since Specialization
Citations

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

Fields of papers citing papers by Kay Alicyn Ferrell

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kay Alicyn Ferrell. 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 Kay Alicyn Ferrell. The network helps show where Kay Alicyn Ferrell may publish in the future.

Co-authorship network of co-authors of Kay Alicyn Ferrell

This figure shows the co-authorship network connecting the top 25 collaborators of Kay Alicyn Ferrell. A scholar is included among the top collaborators of Kay Alicyn Ferrell 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 Kay Alicyn Ferrell. Kay Alicyn Ferrell 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.
Clark, Alena, et al.. (2021). Early Intervention Increased Food Acceptance in Children With Visual Impairment. Infants & Young Children. 34(2). 109–121. 1 indexed citations
2.
Bruce, Susan, Kay Alicyn Ferrell, & John L. Luckner. (2016). Guidelines for the Administration of Educational Programs for Students who are Deaf/Hard of Hearing, Visually Impaired, or Deafblind. Journal of the American Academy of Special Education Professionals. 47–59. 3 indexed citations
3.
Luckner, John L., Susan Bruce, & Kay Alicyn Ferrell. (2015). A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind. Communication Disorders Quarterly. 37(4). 225–241. 25 indexed citations
4.
Rude, Harvey, et al.. (2005). Perceived Needs of Students with Low-Incidence Disabilities in Rural Areas. Rural Special Education Quarterly. 24(3). 3–14. 36 indexed citations
5.
Ferrell, Kay Alicyn. (2005). Perspectives: The Effects of NCLB. Journal of Visual Impairment & Blindness. 99(11). 681–683. 2 indexed citations
6.
Ferrell, Kay Alicyn, et al.. (2001). The Evolution of a Distance Delivery System that Supports Content, Students, and Pedagogy. Journal of Visual Impairment & Blindness. 95(10). 597–608. 9 indexed citations
7.
Hatton, Deborah D., et al.. (1997). Developmental Growth Curves of Preschool Children with Vision Impairments.. Child Development. 68(5). 788–806. 73 indexed citations
8.
Hatton, Deborah D., Donald B. Bailey, Margaret Burchinal, & Kay Alicyn Ferrell. (1997). Developmental Growth Curves of Preschool Children with Vision Impairments. Child Development. 68(5). 788–788. 4 indexed citations
9.
Bassett, Diane S., et al.. (1996). Multiple Perspectives on Inclusive Education: Reflections of a University Faculty. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 19(4). 355–386. 11 indexed citations
10.
Ferrell, Kay Alicyn, et al.. (1994). Project PRISM: A National Collaborative Study on the Early Development of Children with Visual Impairments. Journal of Visual Impairment & Blindness. 88(5). 470–472. 1 indexed citations
11.
Ferrell, Kay Alicyn, et al.. (1993). Preparing Early Childhood Special Educators for Urban Settings. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 16(1). 83–90. 2 indexed citations
12.
Ferrell, Kay Alicyn, et al.. (1993). Early services for young children with visual impairment: From diagnosis to comprehensive services. Infants & Young Children. 6(1). 68–76. 7 indexed citations
13.
Ferrell, Kay Alicyn, et al.. (1990). Visually Impaired Infants Research Consortium (Viirc): First-Year Results. Journal of Visual Impairment & Blindness. 84(8). 404–410. 19 indexed citations
14.
Ferrell, Kay Alicyn. (1985). Reach Out and Teach : Meeting the Training Needs of Parents of Visually and Multiply Handicapped Young Children. Medical Entomology and Zoology. 5 indexed citations
15.
Ferrell, Kay Alicyn. (1985). Reach Out and Teach. 1 indexed citations
16.
Ferrell, Kay Alicyn. (1984). A Second Look at Sensory Aids in Early Childhood.. 16(3). 83–101. 4 indexed citations
17.
Ferrell, Kay Alicyn. (1984). Parenting Preschoolers: Suggestions for Raising Young Blind and Visually Impaired Children. Medical Entomology and Zoology. 4 indexed citations
18.
Ferrell, Kay Alicyn, et al.. (1982). Intraclassroom comparison of two arrangements for teaching profoundly mentally retarded children.. PubMed. 86(6). 601–8. 21 indexed citations
19.
Ferrell, Kay Alicyn. (1980). Can Infants Use the Sonicguide? Two Years Experience of Project VIEW!. Journal of Visual Impairment & Blindness. 74(6). 209–220. 15 indexed citations
20.
Ferrell, Kay Alicyn. (1979). Orientation and Mobility for Preschool Children: What We Have and What We Need . Journal of Visual Impairment & Blindness. 73(4). 147–150. 2 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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