Linda McCormick

436 citations
23 papers · 315 indexed · h-index 13

Linda McCormick

22 papers receiving 245 citations

Peers

Linda McCormick
Comparison fields: 5 of 49
  • Clinical Psychology 145
  • Education 145
  • Developmental and Educational Psychology 116
  • Safety Research 55
  • Cognitive Neuroscience 52
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Countries citing papers authored by Linda McCormick

Since Specialization
Citations

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

Fields of papers citing papers by Linda McCormick

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Linda McCormick. 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 Linda McCormick. The network helps show where Linda McCormick may publish in the future.

Co-authorship network of co-authors of Linda McCormick

This figure shows the co-authorship network connecting the top 25 collaborators of Linda McCormick. A scholar is included among the top collaborators of Linda McCormick 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 Linda McCormick. Linda McCormick 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
#WorkIndexed citations
1
Young Children with Disabilities in Natural Environments: Methods and Procedures
22
2 17
3 17
4 3
5 41
6
Supporting Children with Communication Difficulties in Inclusive Settings: School-Based Language Intervention
17
7
Modifying and Expanding Activities for Children with Disabilities.
6
8
Early Intervention in Natural Environments: Methods & Procedures
26
9
Homeless Children: A Special Challenge.
11
10
Exceptional Children and Youth: An Introduction to Special Education
14
11 21
12 3
13
Early language intervention
12
14 7
15
Early Language Intervention: An Introduction
21
16 16
17 3
18 12
19 24
20
Instructional Strategies for Severely Language Deficient Children.
1

About Linda McCormick

Linda McCormick is a scholar working on Developmental and Educational Psychology, Safety Research and Education, having authored 23 papers that have together received 315 indexed citations. Recurring topics across this work include Collaborative Teaching and Inclusion (6 papers), Family and Disability Support Research (6 papers) and Behavioral and Psychological Studies (4 papers). The work is most often cited by research in Developmental and Educational Psychology (116 citations), Occupational Therapy (34 citations) and Clinical Psychology (145 citations). Linda McCormick has collaborated with scholars based in United States and United Kingdom. Frequent co-authors include Mary Noonan, Ronald H. Heck, Richard L. Schiefelbusch, Ronald L. Goldman, Norris G. Haring, Diane Frome Loeb, Gifford Weary and Kerry L. Marsh. Their work appears in journals such as Age and Ageing, European Journal of Social Psychology and Topics in Early Childhood Special Education.

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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