Michael Arthur‐Kelly

1.3k total citations
59 papers, 857 citations indexed

About

Michael Arthur‐Kelly is a scholar working on Developmental and Educational Psychology, Education and Safety Research. According to data from OpenAlex, Michael Arthur‐Kelly has authored 59 papers receiving a total of 857 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Developmental and Educational Psychology, 23 papers in Education and 22 papers in Safety Research. Recurrent topics in Michael Arthur‐Kelly's work include Disability Education and Employment (21 papers), Family and Disability Support Research (21 papers) and Assistive Technology in Communication and Mobility (20 papers). Michael Arthur‐Kelly is often cited by papers focused on Disability Education and Employment (21 papers), Family and Disability Support Research (21 papers) and Assistive Technology in Communication and Mobility (20 papers). Michael Arthur‐Kelly collaborates with scholars based in Australia, United States and Norway. Michael Arthur‐Kelly's co-authors include Phil Foreman, Jeff Sigafoos, Bernice Mathisen, Greg Leigh, Melissa McCarthy, Ian Dempsey, Susan Balandin, Elizabeth Spencer, Michael L. Wehmeyer and Vanessa A. Green and has published in prestigious journals such as BioMed Research International, Disability and Rehabilitation and Journal of Intellectual Disability Research.

In The Last Decade

Michael Arthur‐Kelly

58 papers receiving 784 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Michael Arthur‐Kelly Australia 17 394 262 262 231 231 59 857
Elizabeth E. Biggs United States 18 572 1.5× 294 1.1× 227 0.9× 313 1.4× 383 1.7× 40 904
Sarah N. Douglas United States 16 503 1.3× 266 1.0× 284 1.1× 246 1.1× 190 0.8× 88 845
Nancy Bagatell United States 13 357 0.9× 141 0.5× 175 0.7× 401 1.7× 133 0.6× 33 765
Phil Foreman Australia 17 243 0.6× 111 0.4× 255 1.0× 139 0.6× 240 1.0× 50 690
Melinda R. Snodgrass United States 14 446 1.1× 168 0.6× 148 0.6× 327 1.4× 104 0.5× 33 712
Sandra Alper United States 19 313 0.8× 197 0.8× 391 1.5× 260 1.1× 498 2.2× 39 1.0k
Maureen E. Angell United States 18 756 1.9× 219 0.8× 311 1.2× 430 1.9× 161 0.7× 36 1.0k
Virginia L. Walker United States 15 391 1.0× 113 0.4× 292 1.1× 262 1.1× 296 1.3× 70 731
Camille Marder United States 11 328 0.8× 78 0.3× 283 1.1× 178 0.8× 474 2.1× 17 831
Katherine Nagle United States 10 248 0.6× 97 0.4× 301 1.1× 192 0.8× 480 2.1× 16 852

Countries citing papers authored by Michael Arthur‐Kelly

Since Specialization
Citations

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

Fields of papers citing papers by Michael Arthur‐Kelly

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Michael Arthur‐Kelly. 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 Michael Arthur‐Kelly. The network helps show where Michael Arthur‐Kelly may publish in the future.

Co-authorship network of co-authors of Michael Arthur‐Kelly

This figure shows the co-authorship network connecting the top 25 collaborators of Michael Arthur‐Kelly. A scholar is included among the top collaborators of Michael Arthur‐Kelly 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 Michael Arthur‐Kelly. Michael Arthur‐Kelly 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.
Arthur‐Kelly, Michael, et al.. (2023). Perceived competencies and concerns of Thai general and special education teachers towards the behaviour problems of their students. International Journal of Inclusive Education. 28(12). 2871–2886. 1 indexed citations
2.
Spong, Jo, et al.. (2023). Toward the Improvement of Inclusive Education for Students With Disabilities via Online Intervention: Feasibility Randomized Controlled Trial in Australia. Journal of Research in Childhood Education. 37(4). 619–635. 2 indexed citations
3.
Iacono, Teresa, et al.. (2023). Reliability Testing of the Reasonable Adjustments for Inclusive Education Rating Scale. Journal of Research in Childhood Education. 38(1). 1–13. 4 indexed citations
4.
Eidels, Ami, et al.. (2020). The Use of Robots in Social Communications and Interactions for Individuals with ASD: a Systematic Review. Advances in Neurodevelopmental Disorders. 4(4). 357–388. 9 indexed citations
5.
Arthur‐Kelly, Michael, et al.. (2020). Associating Cognitive Functions with Technology Features Used to Support Employment for People with Intellectual and Developmental Disability. Advances in Neurodevelopmental Disorders. 4(4). 413–429. 2 indexed citations
6.
Maes, Bea, Sara Nijs, Michael Arthur‐Kelly, et al.. (2020). Looking back, looking forward: Methodological challenges and future directions in research on persons with profound intellectual and multiple disabilities. Journal of Applied Research in Intellectual Disabilities. 34(1). 250–262. 72 indexed citations
7.
Wehmeyer, Michael L., et al.. (2019). Features of employment‐related technology for people with intellectual and developmental disabilities: A thematic analysis. Journal of Applied Research in Intellectual Disabilities. 32(5). 1149–1162. 8 indexed citations
8.
Arthur‐Kelly, Michael, et al.. (2018). Effectiveness of Technology Types in Employment-Related Outcomes for People with Intellectual and Developmental Disabilities: an Extension Meta-analysis. Advances in Neurodevelopmental Disorders. 2(3). 262–272. 14 indexed citations
9.
Leigh, Greg, et al.. (2018). Description of the direct teaching activities of itinerant teachers of deaf and hard of hearing students. Deafness & Education International. 20(1). 23–40. 3 indexed citations
10.
Arthur‐Kelly, Michael, et al.. (2018). Technology use to support employment-related outcomes for people with intellectual and developmental disability: an updated meta-analysis. International Journal of Developmental Disabilities. 65(4). 220–230. 20 indexed citations
11.
12.
Arthur‐Kelly, Michael, et al.. (2014). From Policy To Practice Supporting Students With Diverse Needs In Thailand: Critical Issues And Implications. NOVA (University of Newcastle, Australia). 11(1). 1–18. 6 indexed citations
13.
Arthur‐Kelly, Michael, et al.. (2014). Tailoring communication supports for students with multiple and severe disability using a mentor-model approach: Four case studies from classrooms in special schools. Developmental Neurorehabilitation. 17(2). 90–98. 2 indexed citations
14.
15.
Arthur‐Kelly, Michael, et al.. (2009). Where are teachers' voices? A research agenda to enhance the communicative interactions of students with multiple and severe disabilities at school. Disability and Rehabilitation. 32(13). 1059–1072. 17 indexed citations
16.
Mathisen, Bernice, et al.. (2009). Using MINSPEAK: A case study of a preschool child with complex communication needs. Disability and Rehabilitation Assistive Technology. 4(5). 376–383. 17 indexed citations
17.
Dempsey, Ian, et al.. (2009). Mentoring Early Career Special Education Teachers. Australian Journal of Education. 53(3). 294–305. 16 indexed citations
18.
Foreman, Phil & Michael Arthur‐Kelly. (2008). Social Justice Principles, the Law and Research, as Bases for Inclusion. Australasian Journal of Special Education. 32(1). 109–124. 20 indexed citations
19.
Arthur‐Kelly, Michael, et al.. (2006). Using Action Research to Develop Deep Learning Outcomes within a Preservice Teacher Education Context.. Educational Research Review. 1(9). 337–346. 1 indexed citations
20.
Arthur‐Kelly, Michael, et al.. (2005). Teachers’ perceptions of instructional differentiation to cater for student diversity: a pilot survey study. NOVA (University of Newcastle Australia). 1 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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