Laura D. Fredrick

1.7k total citations
53 papers, 1.1k citations indexed

About

Laura D. Fredrick is a scholar working on Developmental and Educational Psychology, Education and Cognitive Neuroscience. According to data from OpenAlex, Laura D. Fredrick has authored 53 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 39 papers in Developmental and Educational Psychology, 20 papers in Education and 14 papers in Cognitive Neuroscience. Recurrent topics in Laura D. Fredrick's work include Behavioral and Psychological Studies (21 papers), Reading and Literacy Development (19 papers) and Cognitive and developmental aspects of mathematical skills (13 papers). Laura D. Fredrick is often cited by papers focused on Behavioral and Psychological Studies (21 papers), Reading and Literacy Development (19 papers) and Cognitive and developmental aspects of mathematical skills (13 papers). Laura D. Fredrick collaborates with scholars based in United States and Canada. Laura D. Fredrick's co-authors include Paul A. Alberto, Kristine Jolivette, Kathryn Wolff Heller, L. Juane Heflin, Susan R. Easterbrooks, Joanna Cannon, David F. Cihak, Andrew T. Roach, Cathleen C. Piazza and Gregory K. Reed and has published in prestigious journals such as Journal of Autism and Developmental Disorders, Journal of Applied Behavior Analysis and Exceptional Children.

In The Last Decade

Laura D. Fredrick

52 papers receiving 954 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Laura D. Fredrick United States	22	808	417	300	282	188	53	1.1k
Melinda Jones Ault United States	22	861 1.1×	478 1.1×	360 1.2×	404 1.4×	160 0.9×	67	1.4k
Phillip J. Belfiore United States	22	1.1k 1.4×	664 1.6×	307 1.0×	310 1.1×	265 1.4×	55	1.4k
Erik Drasgow United States	23	773 1.0×	631 1.5×	304 1.0×	487 1.7×	164 0.9×	76	1.2k
Robert C. Pennington United States	18	538 0.7×	506 1.2×	410 1.4×	259 0.9×	78 0.4×	66	999
Helen I. Cannella‐Malone United States	21	781 1.0×	815 2.0×	212 0.7×	431 1.5×	198 1.1×	54	1.3k
Timothy E. Heron United States	16	743 0.9×	397 1.0×	319 1.1×	251 0.9×	146 0.8×	43	1.0k
Mack D. Burke United States	19	814 1.0×	445 1.1×	441 1.5×	416 1.5×	175 0.9×	57	1.2k
T. F. McLaughlin United States	17	571 0.7×	240 0.6×	355 1.2×	175 0.6×	123 0.7×	113	938
Veronica P. Fleury United States	11	815 1.0×	1.1k 2.7×	435 1.4×	744 2.6×	210 1.1×	18	1.5k
Frank J. Sansosti United States	14	485 0.6×	693 1.7×	273 0.9×	526 1.9×	117 0.6×	28	945

Countries citing papers authored by Laura D. Fredrick

Since Specialization

Citations

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

Fields of papers citing papers by Laura D. Fredrick

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Laura D. Fredrick. 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 Laura D. Fredrick. The network helps show where Laura D. Fredrick may publish in the future.

Co-authorship network of co-authors of Laura D. Fredrick

This figure shows the co-authorship network connecting the top 25 collaborators of Laura D. Fredrick. A scholar is included among the top collaborators of Laura D. Fredrick 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 Laura D. Fredrick. Laura D. Fredrick is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Jolivette, Kristine, et al.. (2018). Increase Engagement and Achievement with Response Cards: Science and Mathematics Inclusion Classes.. 16(2). 157–176. 12 indexed citations

Jolivette, Kristine, et al.. (2017). Functionally-Indicated Choice-Making Interventions to Address Academic and Social Behaviors of Adolescent Students with Emotional/Behavioral Disorders (E/BD) in a Residential Facility.. The Journal of classroom interaction. 52(2). 45–66. 5 indexed citations

Mevers, Joanna Lomas, Wayne W. Fisher, Michael E. Kelley, & Laura D. Fredrick. (2014). The effects of variable‐time versus contingent reinforcement delivery on problem behavior maintained by escape. Journal of Applied Behavior Analysis. 47(2). 277–292. 11 indexed citations

Alberto, Paul A., et al.. (2013). Sight Word Literacy: A Functional-Based Approach for Identification and Comprehension of Individual Words and Connected Text. Education and training in autism and developmental disabilities. 48(3). 332–350. 11 indexed citations

Gagné, Phill, et al.. (2012). Augmenting Visual Analysis in Single-Case Research With Hierarchical Linear Modeling. Behavior Modification. 37(1). 62–89. 27 indexed citations

Greenberg, Daphne, et al.. (2012). Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions. Reading and Writing. 26(4). 495–514. 11 indexed citations

Alberto, Paul A. & Laura D. Fredrick. (2011). Integrated Literacy for Students with Moderate and Severe Disabilities.. Society for Research on Educational Effectiveness. 1 indexed citations

Fredrick, Laura D., et al.. (2011). The role of context in the evaluation of reinforcer efficacy: Implications for the preference assessment outcomes. Research in autism spectrum disorders. 6(1). 158–167. 11 indexed citations

Alberto, Paul A., et al.. (2010). Teaching the reading of connected text through sight-word instruction to students with moderate intellectual disabilities. Research in Developmental Disabilities. 31(6). 1467–1474. 23 indexed citations

10.

Houchins, David E., et al.. (2010). Direct Instruction in Written Expression: The Effects on English Speakers and English Language Learners with Disabilities. Learning Disabilities Research and Practice. 25(2). 97–108. 27 indexed citations

11.

Bachmeyer, Melanie H., et al.. (2009). FUNCTIONAL ANALYSIS AND TREATMENT OF MULTIPLY CONTROLLED INAPPROPRIATE MEALTIME BEHAVIOR. Journal of Applied Behavior Analysis. 42(3). 641–658. 76 indexed citations

12.

Heflin, L. Juane, et al.. (2009). Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism. Journal of Autism and Developmental Disorders. 39(10). 1435–1448. 28 indexed citations

13.

Fredrick, Laura D., et al.. (2006). Reading Interest and Behavior in Middle School Students in Innercity and Rural Settings. ScholarWorks - WMU (Western Michigan University). 47(2). 159–173. 10 indexed citations

14.

Hickey, Daniel T., et al.. (2002). Balancing Formative and Summative Science Assessment Practices: Year One of the GenScope Assessment Project.. American Educational Research Association Annual Meeting. 2002(1). 3 indexed citations

15.

Greenberg, Daphne, et al.. (2002). Implementation Issues in a Reading Program for Low Reading Adults.. Journal of Adolescent & Adult Literacy. 45(7). 11 indexed citations

16.

Alberto, Paul A., et al.. (2002). Heller, Kathryn W.Preference Variability and the Instruction of Choice Making with Students with Severe Intellectual Disabilities.. Education and training in mental retardation and developmental disabilities. 37(1). 70–88. 20 indexed citations

17.

Alberto, Paul A., et al.. (2002). Preference Variability and the Instruction of Choice Making with Students with Severe Intellectual Disabilities. Education and training in mental retardation and developmental disabilities. 37(1). 70–88. 23 indexed citations

18.

Alberto, Paul A., et al.. (1998). Use of self-operated auditory prompts by workers with moderate mental retardation to transition independently through vocational tasks11The authors gratefully acknowledge Clayton County Schools and the students and teachers of Lovejoy High School for their participation in this study.. Research in Developmental Disabilities. 19(4). 327–345. 40 indexed citations

19.

Deitz, Samuel M., et al.. (1987). FEEDBACK EFFECTS ON SEQUENTIAL ORDERING IN HUMANS. Journal of the Experimental Analysis of Behavior. 48(2). 209–220. 2 indexed citations

20.

Deitz, Samuel M., et al.. (1986). COMPARING THE EFFECTS OF TWO CORRECTION PROCEDURES ON HUMAN ACQUISITION OF SEQUENTIAL BEHAVIOR PATTERNS. Journal of the Experimental Analysis of Behavior. 46(1). 1–14. 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.

Explore authors with similar magnitude of impact