Paul Bates

568 total citations
27 papers, 418 citations indexed

About

Paul Bates is a scholar working on Developmental and Educational Psychology, Safety Research and Cognitive Neuroscience. According to data from OpenAlex, Paul Bates has authored 27 papers receiving a total of 418 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Developmental and Educational Psychology, 9 papers in Safety Research and 6 papers in Cognitive Neuroscience. Recurrent topics in Paul Bates's work include Behavioral and Psychological Studies (10 papers), Disability Education and Employment (9 papers) and Autism Spectrum Disorder Research (6 papers). Paul Bates is often cited by papers focused on Behavioral and Psychological Studies (10 papers), Disability Education and Employment (9 papers) and Autism Spectrum Disorder Research (6 papers). Paul Bates collaborates with scholars based in United States and United Kingdom. Paul Bates's co-authors include Keith Storey, Adelle Renzaglia, Paul Wehman, Paul Wehman, Dawn Hunter, Fritz Fuchs, Susan Hamre-Nietupski, Elsimar Metzker Coutinho, Anna‐Riitta Fuchs and John Nietupski and has published in prestigious journals such as American Journal of Obstetrics and Gynecology, Journal of Applied Behavior Analysis and Research in Developmental Disabilities.

In The Last Decade

Paul Bates

27 papers receiving 312 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Paul Bates United States 13 249 176 164 143 76 27 418
Lee Gruenewald United States 10 302 1.2× 262 1.5× 141 0.9× 214 1.5× 193 2.5× 13 549
David A. Rotholz United States 10 191 0.8× 46 0.3× 193 1.2× 130 0.9× 76 1.0× 20 345
Jennifer Lattimore United States 7 151 0.6× 162 0.9× 108 0.7× 93 0.7× 47 0.6× 8 314
Gerald D. Faw United States 12 325 1.3× 55 0.3× 218 1.3× 130 0.9× 28 0.4× 18 388
Bog-seon Hwang United States 10 175 0.7× 102 0.6× 219 1.3× 213 1.5× 85 1.1× 16 368
Audrey M. Sorrells United States 10 163 0.7× 108 0.6× 196 1.2× 182 1.3× 130 1.7× 18 398
Luanna M. Voeltz United States 6 204 0.8× 133 0.8× 73 0.4× 128 0.9× 134 1.8× 14 414
Susan S. Osborne United States 10 148 0.6× 86 0.5× 88 0.5× 115 0.8× 139 1.8× 14 307
Maureen M. Schepis United States 15 498 2.0× 104 0.6× 397 2.4× 279 2.0× 100 1.3× 22 708
John M. Schaefer United States 12 176 0.7× 185 1.1× 143 0.9× 167 1.2× 128 1.7× 19 396

Countries citing papers authored by Paul Bates

Since Specialization
Citations

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

Fields of papers citing papers by Paul Bates

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Paul Bates

This figure shows the co-authorship network connecting the top 25 collaborators of Paul Bates. A scholar is included among the top collaborators of Paul Bates 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 Paul Bates. Paul Bates 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.
Bates, Paul, et al.. (2011). London Ambulance Service: practice education course. Journal of Paramedic Practice. 3(8). 462–464. 5 indexed citations
2.
MacLean, Allan, et al.. (2010). Using Moodle Lessons for the Development of an e-Learning Programme in Women’s Heath. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2010(1). 764–769. 1 indexed citations
3.
Bates, Paul, et al.. (2008). Perceptions of self-determination by special education and rehabilitation practitioners based on viewing a self-directed IEP versus an external-directed IEP meeting. Research in Developmental Disabilities. 30(4). 755–762. 15 indexed citations
4.
Bates, Paul, et al.. (2001). Simulated and community-based instruction involving persons with mild and moderate mental retardation. Research in Developmental Disabilities. 22(2). 95–115. 44 indexed citations
5.
Bates, Paul, et al.. (1997). The Effect of Person Centered Planning Activities on the IEP/Transition Planning Process.. Education and training in mental retardation and developmental disabilities. 32(2). 50 indexed citations
6.
Bates, Paul, et al.. (1997). Person-Centered Transition Planning. Teaching Exceptional Children. 30(1). 66–69. 12 indexed citations
7.
Bates, Paul, et al.. (1996). Recommendations for Enabling and Enhancing Self-Determination During the Transition Planning Process. Focus on Autism and Other Developmental Disabilities. 11(4). 251–253. 4 indexed citations
8.
9.
10.
Bates, Paul, et al.. (1985). The Impact of the Acquisition of Successive Training Exemplars on Generalization. Research and Practice for Persons with Severe Disabilities. 10(2). 95–104. 15 indexed citations
11.
Storey, Keith, et al.. (1984). Acquisition and Generalization of Coffee Purchase Skills by Adults with Severe Disabilities. Research and Practice for Persons with Severe Disabilities. 9(3). 178–185. 17 indexed citations
12.
Bates, Paul & Adelle Renzaglia. (1982). Language Instruction with a Profoundly Retarded Adolescent: The Use of a Table Game in the Acquisition of Verbal Labeling Skills.. Education and Treatment of Children. 5(1). 13–22. 5 indexed citations
13.
Hamre-Nietupski, Susan, et al.. (1982). Implementing a Community-Based Educational Model for Moderately/Severely Handicapped Students: Common Problems and Suggested Solutions. Research and Practice for Persons with Severe Disabilities. 7(4). 38–43. 11 indexed citations
14.
Bates, Paul. (1981). Characteristics of an Appropriate Education for Severely and Profoundly Handicapped Students.. Education and training of the mentally retarded. 16(2). 19 indexed citations
15.
Renzaglia, Adelle, et al.. (1981). Vocational skills instruction for handicapped adolescents and adults. 2(1). 61–73. 1 indexed citations
16.
Bates, Paul. (1980). Improving the Work Performance of Severely/Profoundly Retarded Young Adults: The Use of a Changing Criterion Procedural Design.. Education and training of the mentally retarded. 15(2). 95–104. 23 indexed citations
17.
Bates, Paul. (1980). THE EFFECTIVENESS OF INTERPERSONAL SKILLS TRAINING ON THE SOCIAL SKILL ACQUISITION OF MODERATELY AND MILDLY RETARDED ADULTS. Journal of Applied Behavior Analysis. 13(2). 237–248. 67 indexed citations
18.
Wehman, Paul & Paul Bates. (1978). Education curriculum for severely and profoundly handicapped persons: a review.. PubMed. 39(1). 2–14. 2 indexed citations
19.
Wehman, Paul, et al.. (1978). Self‐management programmes with mentally retarded workers: Implications for developing independent vocational behaviour. British Journal of Social and Clinical Psychology. 17(1). 57–64. 17 indexed citations
20.
Bates, Paul. (1977). The search for reinforcers to train and maintain effective parent behviors.. PubMed. 38(9). 291–5. 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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