LaRon A. Scott

1.1k total citations
70 papers, 611 citations indexed

About

LaRon A. Scott is a scholar working on Education, Safety Research and Clinical Psychology. According to data from OpenAlex, LaRon A. Scott has authored 70 papers receiving a total of 611 indexed citations (citations by other indexed papers that have themselves been cited), including 50 papers in Education, 45 papers in Safety Research and 11 papers in Clinical Psychology. Recurrent topics in LaRon A. Scott's work include Disability Education and Employment (44 papers), Collaborative Teaching and Inclusion (23 papers) and Teacher Education and Leadership Studies (19 papers). LaRon A. Scott is often cited by papers focused on Disability Education and Employment (44 papers), Collaborative Teaching and Inclusion (23 papers) and Teacher Education and Leadership Studies (19 papers). LaRon A. Scott collaborates with scholars based in United States, Ghana and United Kingdom. LaRon A. Scott's co-authors include Colleen A. Thoma, Martin Agran, Carolyn Hughes, Karrie A. Shogren, Christine Powell, David T. Marshall, Joshua P. Taylor, Amber Brown, Holly N. Whittenburg and Kendra M. Hall and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teachers College Record The Voice of Scholarship in Education and Exceptional Children.

In The Last Decade

LaRon A. Scott

62 papers receiving 576 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
LaRon A. Scott United States 16 401 351 114 81 48 70 611
Brian Cobb United States 11 220 0.5× 284 0.8× 133 1.2× 61 0.8× 83 1.7× 23 497
Patricia M. Noonan United States 10 181 0.5× 217 0.6× 117 1.0× 40 0.5× 60 1.3× 16 392
Kristin Powers United States 12 297 0.7× 222 0.6× 152 1.3× 57 0.7× 151 3.1× 24 591
Raija Pirttimaa Finland 12 335 0.8× 163 0.5× 132 1.2× 75 0.9× 107 2.2× 45 542
Amy S. Gaumer Erickson United States 10 173 0.4× 179 0.5× 100 0.9× 31 0.4× 65 1.4× 18 361
Anthony J. Plotner United States 16 268 0.7× 589 1.7× 257 2.3× 74 0.9× 55 1.1× 49 717
Karen Rabren United States 9 306 0.8× 297 0.8× 120 1.1× 23 0.3× 60 1.3× 16 450
Eman Gaad United Arab Emirates 11 277 0.7× 183 0.5× 150 1.3× 165 2.0× 48 1.0× 24 495
Janis G. Chadsey United States 11 124 0.3× 163 0.5× 116 1.0× 52 0.6× 69 1.4× 19 331
Shiralee Poed Australia 9 158 0.4× 149 0.4× 82 0.7× 53 0.7× 39 0.8× 30 311

Countries citing papers authored by LaRon A. Scott

Since Specialization
Citations

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

Fields of papers citing papers by LaRon A. Scott

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by LaRon A. Scott. 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 LaRon A. Scott. The network helps show where LaRon A. Scott may publish in the future.

Co-authorship network of co-authors of LaRon A. Scott

This figure shows the co-authorship network connecting the top 25 collaborators of LaRon A. Scott. A scholar is included among the top collaborators of LaRon A. Scott 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 LaRon A. Scott. LaRon A. Scott 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.
Rodgers, Wendy, et al.. (2025). Teacher Education and Special Education Editorial Vision. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 48(2). 93–98.
2.
Scott, LaRon A., et al.. (2024). Social assets and the career intent of teachers serving students with extensive support needs. Journal of Intellectual Disabilities. 29(4). 959–977.
3.
Scott, LaRon A., et al.. (2024). Understanding the Relationship Between Race and Career Intent of Teachers Serving Students With Emotional and Behavior Disorders. Journal of Emotional and Behavioral Disorders. 33(2). 70–80.
4.
5.
Taylor, Joshua P., Colleen A. Thoma, LaRon A. Scott, et al.. (2023). Inclusive educational and vocational predictors of postsecondary education for youth with intellectual and developmental disabilities. International Journal of Inclusive Education. 29(6). 845–862. 4 indexed citations
6.
Raley, Sheida K., et al.. (2023). Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children. 47(1). 51–67. 1 indexed citations
7.
Shogren, Karrie A., et al.. (2023). Implementing the Self-Determined Learning Model of Instruction in Culturally Responsive Ways. 2(4). 91–100. 1 indexed citations
8.
Scott, LaRon A., et al.. (2023). The Other Fifty Percent: Expressions from Special Education Teachers about Why They Persist in the Profession. ODU Digital Commons (Old Dominion University). 16(1). 17–39. 1 indexed citations
9.
Taylor, Joshua P., et al.. (2022). Won’t Stop, Can’t Stop: Alternative Route to Licensure Special Education Teachers’ Persistence in their Careers. Journal of Education and Learning. 11(6). 76–76. 4 indexed citations
10.
Scott, LaRon A., et al.. (2021). Complementary Review of the Literature on Attrition and Retention Patterns of Special Education Teachers of Color: What We Know and How We Move Forward. Multiple Voices for Ethnically Diverse Exceptional Learners. 21(1). 3–39. 2 indexed citations
11.
Taylor, Joshua P., et al.. (2021). Implementation of Pre–Employment Transition Services: A Content Analysis of Workforce Innovation and Opportunity Act State Plans. Career Development and Transition for Exceptional Individuals. 45(2). 60–70. 20 indexed citations
12.
Scott, LaRon A., et al.. (2021). When Salt Ain’t Enough: A Critical Quantitative Analysis of Special Education and Education Degree Production. Teachers College Record The Voice of Scholarship in Education. 123(10). 3–30. 9 indexed citations
13.
Scott, LaRon A., et al.. (2018). A Survey of Alternative and Traditional Special Education Teachers' Perception of Preparedness.. International Journal of Special Education (IJSE). 33(2). 295–312. 6 indexed citations
14.
Scott, LaRon A., et al.. (2018). Universal Design for Transition: A Conceptual Framework for Blending Academics and Transition Instruction. CSUSB ScholarWorks (California State University, San Bernardino). 7(3). 8 indexed citations
15.
Scott, LaRon A., et al.. (2017). A Conceptual Framework for Building UDL in a Special Education Distance Education Course. SHILAP Revista de lepidopterología. 15 indexed citations
16.
Scott, LaRon A., et al.. (2017). Implementing a UDL Framework: A Study of Current Personnel Preparation Practices. Intellectual and developmental disabilities. 55(1). 25–36. 26 indexed citations
17.
Scott, LaRon A.. (2016). Where Are All the Black Male Special Education Teachers. 13(1). 42–48. 6 indexed citations
18.
Agran, Martin, Carolyn Hughes, Colleen A. Thoma, & LaRon A. Scott. (2014). Employment Social Skills. Career Development and Transition for Exceptional Individuals. 39(2). 111–120. 52 indexed citations
19.
Scott, LaRon A.. (2012). Teacher Self-Efficacy with Teaching Students to Lead IEP Meetings: A Correlation Study on Administrator Support. i-manager’s Journal on Educational Psychology. 5(3). 9–20. 1 indexed citations
20.
Scott, LaRon A., et al.. (2011). Universal Design For Transition: A Single Subject Research Study On The Impact Of UDT On Student Achievement, Engagement And Interest. i-manager’s Journal on Educational Psychology. 4(4). 21–32. 11 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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