Michael L. Wehmeyer

493 total citations
7 papers, 290 citations indexed

About

Michael L. Wehmeyer is a scholar working on Safety Research, Occupational Therapy and Clinical Psychology. According to data from OpenAlex, Michael L. Wehmeyer has authored 7 papers receiving a total of 290 indexed citations (citations by other indexed papers that have themselves been cited), including 6 papers in Safety Research, 5 papers in Occupational Therapy and 3 papers in Clinical Psychology. Recurrent topics in Michael L. Wehmeyer's work include Disability Education and Employment (6 papers), Assistive Technology in Communication and Mobility (5 papers) and Family and Disability Support Research (3 papers). Michael L. Wehmeyer is often cited by papers focused on Disability Education and Employment (6 papers), Assistive Technology in Communication and Mobility (5 papers) and Family and Disability Support Research (3 papers). Michael L. Wehmeyer collaborates with scholars based in United States. Michael L. Wehmeyer's co-authors include Martin Agran, Michael L. Wehmeyer, Susan B. Palmer, Thomas R. Sinclair, Sandra Alper, Carolyn Hughes and Patricia L. Sitlington and has published in prestigious journals such as Research and Practice for Persons with Severe Disabilities, Education and training in developmental disabilities and Career Development for Exceptional Individuals.

In The Last Decade

Michael L. Wehmeyer

7 papers receiving 233 citations

Peers

Michael L. Wehmeyer
Sharon Richter United States
Diane S. Bassett United States
Ashley Voggt United States
Ian Pumpian United States
Margo Vreeburg Izzo United States
Mary A. Falvey United States
Susan M. Bashinski United States
Jennifer Lattimore United States
Shamby Polychronis United States
Susan B. Asselin United States
Sharon Richter United States
Michael L. Wehmeyer
Citations per year, relative to Michael L. Wehmeyer Michael L. Wehmeyer (= 1×) peers Sharon Richter

Countries citing papers authored by Michael L. Wehmeyer

Since Specialization
Citations

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

Fields of papers citing papers by Michael L. Wehmeyer

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Michael L. Wehmeyer. 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 L. Wehmeyer. The network helps show where Michael L. Wehmeyer may publish in the future.

Co-authorship network of co-authors of Michael L. Wehmeyer

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

All Works

7 of 7 papers shown
1.
Agran, Martin, Michael L. Wehmeyer, & Susan B. Palmer. (2010). Promoting Active Engagement in the General Education Classroom and Access to the General Education Curriculum for Students with Cognitive Disabilities. Education and training in autism and developmental disabilities. 45(2). 163–174. 30 indexed citations
2.
Agran, Martin, Michael L. Wehmeyer, Michael L. Wehmeyer, & Susan B. Palmer. (2008). Promoting Student Active Classroom Participation Skills Through Instruction to Promote Self-Regulated Learning and Self-Determination. Career Development for Exceptional Individuals. 31(2). 106–114. 42 indexed citations
3.
Agran, Martin, Michael L. Wehmeyer, Michael L. Wehmeyer, & Susan B. Palmer. (2006). Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction. Research and Practice for Persons with Severe Disabilities. 31(3). 230–241. 79 indexed citations
4.
Agran, Martin, Thomas R. Sinclair, Sandra Alper, et al.. (2005). Using Self-Monitoring to Increase Following-Direction Skills of Students with Moderate to Severe Disabilities in General Education. Education and training in developmental disabilities. 40(1). 3–13. 58 indexed citations
5.
Agran, Martin, et al.. (2003). Enhancing the Job Performance of Youth with Moderate to Severe Cognitive Disabilities Using the Self-Determined Learning Model of Instruction. Research and Practice for Persons with Severe Disabilities. 28(4). 194–204. 35 indexed citations
6.
Agran, Martin, et al.. (2002). Enhancing the Involvement of Rehabilitation Counselors in the Transition Process. Career Development for Exceptional Individuals. 25(2). 141–155. 42 indexed citations
7.
Wehmeyer, Michael L., Sandra Alper, Thomas R. Sinclair, & Patricia L. Sitlington. (2001). School to Adult Life: An Analysis of Transition Programs Serving Youth with Disabilities between 1986 and 1999.. The Journal for Vocational Special Needs Education. 23(3). 3–14. 4 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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