Mark Schalock

911 total citations
34 papers, 627 citations indexed

About

Mark Schalock is a scholar working on Cognitive Neuroscience, Education and Psychiatry and Mental health. According to data from OpenAlex, Mark Schalock has authored 34 papers receiving a total of 627 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Cognitive Neuroscience, 14 papers in Education and 10 papers in Psychiatry and Mental health. Recurrent topics in Mark Schalock's work include Teacher Education and Leadership Studies (11 papers), Autism Spectrum Disorder Research (11 papers) and Family and Disability Support Research (7 papers). Mark Schalock is often cited by papers focused on Teacher Education and Leadership Studies (11 papers), Autism Spectrum Disorder Research (11 papers) and Family and Disability Support Research (7 papers). Mark Schalock collaborates with scholars based in United States. Mark Schalock's co-authors include Louisa M. T. Silva, Robert Ayres, Sarojini Budden, A. McConney, Laura Beck, Bronwyn Fredericks, Paul A. Alberto, Susan Wiley, Jareen Meinzen‐Derr and Susan M. Bashinski and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Autism and Developmental Disorders and Pediatric Research.

In The Last Decade

Mark Schalock

32 papers receiving 559 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Mark Schalock United States 14 315 283 239 189 80 34 627
Birim Günay Kılıç Türkiye 15 129 0.4× 189 0.7× 218 0.9× 111 0.6× 44 0.6× 52 579
Natália Martins Dias Brazil 14 86 0.3× 88 0.3× 132 0.6× 218 1.2× 59 0.7× 92 591
Felix F. Billingsley United States 17 311 1.0× 248 0.9× 128 0.5× 220 1.2× 25 0.3× 36 769
Sarah G. Hansen United States 12 206 0.7× 205 0.7× 97 0.4× 69 0.4× 35 0.4× 37 335
María Inmaculada Fernández Andrés Spain 15 395 1.3× 326 1.2× 323 1.4× 171 0.9× 89 1.1× 40 717
Carlos J. Panahon United States 9 176 0.6× 146 0.5× 355 1.5× 67 0.4× 44 0.6× 16 563
Carla Colomer Diago Spain 15 428 1.4× 275 1.0× 388 1.6× 133 0.7× 64 0.8× 53 814
Melissa L. Olive United States 11 312 1.0× 228 0.8× 102 0.4× 86 0.5× 16 0.2× 19 549
Joaquín Fuentes Spain 13 334 1.1× 211 0.7× 206 0.9× 70 0.4× 37 0.5× 22 502
Heather M. Brown Canada 12 502 1.6× 176 0.6× 100 0.4× 245 1.3× 11 0.1× 30 739

Countries citing papers authored by Mark Schalock

Since Specialization
Citations

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

Fields of papers citing papers by Mark Schalock

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Mark Schalock

This figure shows the co-authorship network connecting the top 25 collaborators of Mark Schalock. A scholar is included among the top collaborators of Mark Schalock 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 Mark Schalock. Mark Schalock 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.
Parker, Amy T., et al.. (2017). Participatory Curriculum Development to Meet Community Needs: Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. PDXScholar (Portland State University). 2 indexed citations
2.
Silva, Louisa M. T., et al.. (2015). About Face: Evaluating and Managing Tactile Impairment at the Time of Autism Diagnosis. SHILAP Revista de lepidopterología. 2015. 1–10. 6 indexed citations
3.
Wiley, Susan, et al.. (2013). Outcomes for Children With Deaf-Blindness With Cochlear Implants. Otology & Neurotology. 34(3). 507–515. 10 indexed citations
4.
Schalock, Mark, et al.. (2012). Sense and Self-Regulation Checklist, a Measure of Comorbid Autism Symptoms: Initial Psychometric Evidence. American Journal of Occupational Therapy. 66(2). 177–186. 33 indexed citations
5.
Silva, Louisa M. T., Mark Schalock, & Robert Ayres. (2011). A model and treatment for autism at the convergence of Chinese medicine and Western science: First 130 cases. Chinese Journal of Integrative Medicine. 17(6). 421–429. 15 indexed citations
6.
Silva, Louisa M. T. & Mark Schalock. (2011). Autism Parenting Stress Index: Initial Psychometric Evidence. Journal of Autism and Developmental Disorders. 42(4). 566–574. 149 indexed citations
7.
Schalock, Mark, et al.. (2010). 236 A Model and Treatment for Autism at the Convergence of Chinese Medicine and Western Science: First 130 Cases. Pediatric Research. 68. 123–123. 2 indexed citations
8.
Silva, Louisa M. T., et al.. (2009). Qigong Massage Treatment for Sensory and Self-Regulation Problems in Young Children With Autism: A Randomized Controlled Trial. American Journal of Occupational Therapy. 63(4). 423–432. 61 indexed citations
9.
Silva, Louisa M. T., Robert Ayres, & Mark Schalock. (2008). Outcomes of a Pilot Training Program in a Qigong Massage Intervention for Young Children With Autism. American Journal of Occupational Therapy. 62(5). 538–546. 26 indexed citations
10.
Schalock, Mark, et al.. (2007). TAPS: An Innovative Professional Development Program for Paraeducators Working in Early Childhood Special Education. Rural Special Education Quarterly. 26(3). 3–15. 10 indexed citations
11.
Schalock, Mark, et al.. (2007). Bridges to Success: A Developmental Induction Model for Rural Early Career Special Educators. Rural Special Education Quarterly. 26(1). 13–22. 19 indexed citations
12.
Schalock, Mark, et al.. (1998). Effectiveness--Along with Quality--Should Be the Focus.. Phi Delta Kappan. 79(6). 468. 22 indexed citations
13.
McConney, A., et al.. (1998). Focusing Improvement and Quality Assurance: Work Samples as Authentic Performance Measures of Prospective Teachers’ Effectiveness. Journal of Personnel Evaluation in Education. 11(4). 343–363. 28 indexed citations
14.
Schalock, Mark, et al.. (1993). Extending teacher assessment and professional development beyond knowledge and skills: Applying student learning gains to a faculty incentive/reward program. Journal of Personnel Evaluation in Education. 7(2). 159–178. 1 indexed citations
15.
Schalock, Mark, et al.. (1993). Focusing on learning gains by pupils taught: A central feature of Oregon's outcome-based approach to the initial preparation and licensure of teachers. Journal of Personnel Evaluation in Education. 7(2). 135–158. 7 indexed citations
16.
Schalock, Mark, et al.. (1993). Extending teacher assessment beyond knowledge and skills: An emerging focus on teacher accomplishments. Journal of Personnel Evaluation in Education. 7(2). 105–133. 10 indexed citations
17.
Schalock, Mark, et al.. (1993). Student learning in teacher evaluation and school improvement: An introduction. Journal of Personnel Evaluation in Education. 7(2). 103–104. 12 indexed citations
18.
Schalock, Mark, et al.. (1990). Comparative costs for institutional services and services for selected populations in the community. Behavioral Interventions. 5(4). 271–286. 4 indexed citations
19.
Schalock, Mark. (1987). Teacher Productivity: What Is It? How Might It Be Measured? Can It Be Warranted?.. Journal of Teacher Education. 38(5). 59–62. 7 indexed citations
20.
Schalock, Mark. (1987). What Is It.? How Might It Be Measured? Mark D. Schalock Can It Be Warranted?. Journal of Teacher Education. 38(5). 59–62. 6 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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