Nick Certo

625 total citations
9 papers, 468 citations indexed

About

Nick Certo is a scholar working on Safety Research, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Nick Certo has authored 9 papers receiving a total of 468 indexed citations (citations by other indexed papers that have themselves been cited), including 4 papers in Safety Research, 3 papers in Developmental and Educational Psychology and 1 paper in Clinical Psychology. Recurrent topics in Nick Certo's work include Disability Education and Employment (4 papers), Behavioral and Psychological Studies (3 papers) and Education Discipline and Inequality (1 paper). Nick Certo is often cited by papers focused on Disability Education and Employment (4 papers), Behavioral and Psychological Studies (3 papers) and Education Discipline and Inequality (1 paper). Nick Certo collaborates with scholars based in United States. Nick Certo's co-authors include Lou Brown, Judy Smith, Ian Pumpian, Lee Gruenewald, Susan Hamre-Nietupski, Norris G. Haring, Wes Williams, Robert L. York and Keith Storey and has published in prestigious journals such as Exceptional Children, The Journal of Special Education and Theory Into Practice.

In The Last Decade

Nick Certo

9 papers receiving 347 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Nick Certo United States	7	291	187	160	149	110	9	468
John Nietupski United States	13	249 0.9×	247 1.3×	172 1.1×	141 0.9×	137 1.2×	42	524
Lee Gruenewald United States	10	302 1.0×	262 1.4×	214 1.3×	141 0.9×	193 1.8×	13	549
Ian Pumpian United States	8	213 0.7×	196 1.0×	141 0.9×	98 0.7×	147 1.3×	13	422
Kent R. Logan United States	14	192 0.7×	170 0.9×	143 0.9×	100 0.7×	217 2.0×	18	416
Diane Baumgart United States	9	202 0.7×	94 0.5×	116 0.7×	109 0.7×	117 1.1×	13	329
MaryAnn Demchak United States	11	275 0.9×	79 0.4×	201 1.3×	178 1.2×	114 1.0×	50	468
Dennis D. Munk United States	13	184 0.6×	129 0.7×	131 0.8×	119 0.8×	234 2.1×	24	465
Kathleen Gee United States	9	190 0.7×	131 0.7×	128 0.8×	116 0.8×	133 1.2×	14	363
Smita Shukla United States	7	203 0.7×	142 0.8×	217 1.4×	185 1.2×	140 1.3×	8	391
Mary A. Falvey United States	8	143 0.5×	136 0.7×	99 0.6×	79 0.5×	133 1.2×	11	330

Countries citing papers authored by Nick Certo

Since Specialization

Citations

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

Fields of papers citing papers by Nick Certo

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Nick Certo

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

All Works

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9 of 9 papers shown

1.

Storey, Keith, et al.. (2001). Increasing Integrated Workplace Social Interactions: The Effects of Job Modification, Natural Supports, Adaptive Communication Instruction, and Job Coach Training. Research and Practice for Persons with Severe Disabilities. 26(4). 257–269. 18 indexed citations

2.

Certo, Nick. (1985). The Effect of Total Task Chain Training on the Acquisition of Busperson Job Skills at a Full Service Community Restaurant.. Education and training of the mentally retarded. 20(2). 7 indexed citations

3.

Certo, Nick, Norris G. Haring, & Robert L. York. (1984). Public School Integration of Severely Handicapped Students: Rational Issues and Progressive Alternatives. Medical Entomology and Zoology. 23 indexed citations

4.

Certo, Nick, et al.. (1981). Rhetoric and Respectability. Exceptional Children. 48(1). 18–20. 1 indexed citations

5.

Certo, Nick, et al.. (1979). On a Distinction, between the Education of the Severely and Profoundly Handicapped and a Doctrine of Limitations. Exceptional Children. 45(8). 604–616. 18 indexed citations

6.

Brown, Lou, et al.. (1979). A Strategy for Developing Chronological-Age-Appropriate and Functional Curricular Content for Severely Handicapped Adolescents and Young Adults. The Journal of Special Education. 13(1). 81–90. 248 indexed citations

7.

Smith, Judy, et al.. (1977). Educational programming for the severely and profoundly handicapped. Medical Entomology and Zoology. 129 indexed citations

8.

Williams, Wes, Lou Brown, & Nick Certo. (1975). Basic components of instructional programs. Theory Into Practice. 14(2). 123–136. 19 indexed citations

9.

Williams, Wes, Lou Brown, & Nick Certo. (1975). Basic Components of Instructional Programs for Severely Handicapped Students. 1(1). 1–39. 5 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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