Robert A. Gable
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- Behavioral and Psychological Studies 73
- Safety Research top 1%
- Disability Education and Employment 19
- Education top 0.5%
- Collaborative Teaching and Inclusion 27
- Education Discipline and Inequality 20
- Early Childhood Education and Development 17
- Clinical Psychology top 2%
- Child and Adolescent Psychosocial and Emotional Development 24
- Family and Disability Support Research 16
- Cognitive Neuroscience top 5%
- Autism Spectrum Disorder Research 31
- Co-authors
- Jo M. HendricksonMarcia L. RockRichard Van AckerLyndal M. BullockMadeleine GreggNaomi ZigmondStephen W. TonelsonSilvana M. R. Watson
- Journals
- Preventing School Failure Alternative Education for Children and Youth (41 papers)Education and Treatment of Children (15 papers)Behavioral Disorders (12 papers)
- Partner nations
- United StatesGhanaSouth Korea
In The Last Decade
Robert A. Gable
137 papers receiving 1.9k citations
Peers
Comparison fields: 5 of 90
- Developmental and Educational Psychology 1.3k
- Safety Research 433
- Education 1.3k
- Clinical Psychology 711
- Cognitive Neuroscience 606
Countries citing papers authored by Robert A. Gable
This map shows the geographic impact of Robert A. Gable'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 Robert A. Gable with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Robert A. Gable more than expected).
Fields of papers citing papers by Robert A. Gable
This network shows the impact of papers produced by Robert A. Gable. 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 Robert A. Gable. The network helps show where Robert A. Gable may publish in the future.
Co-authorship network
The 25 scholars most cited alongside Robert A. Gable, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2023 | 0 | |
| 2 | 2013 | 1 | |
| 3 | 2013 | 0 | |
| 4 | Time after Time Online: An Extended Study of Virtual Coaching during Distant Clinical Practice. | 2012 | 42 |
| 5 | See Me, Hear Me, Coach Me. | 2009 | 8 |
| 6 | Sometimes, practice makes imperfect: overcoming the automaticity of challenging behavior by linking intervention to thoughts, feelings, and actions | 2004 | 3 |
| 7 | 2003 | 7 | |
| 8 | Early Intervention with Children at Risk of Emotional/behavioral Disorders: A Critical Examination of Research Methodology and Practices | 2003 | 25 |
| 9 | Reflections on the Past and Future [and] Like It Is: Thoughts on the Career of Lewis Polsgrove. | 2003 | 1 |
| 10 | Putting Quality Functional Assessment into Practice in Schools: A Research Agenda on Behalf of E/BD Students. | 2001 | 39 |
| 11 | Maintaining the Integrity of FBA-based Interventions in Schools. | 2001 | 29 |
| 12 | Strategies for Maintaining Positive Behavior Change Stemming from Functional Behavioral Assessment in Schools. | 2000 | 11 |
| 13 | Behavioral Problems in Schools: Ways To Encourage Functional Behavior Assessment (FBA) of Discipline-Evoking Behavior of Students with Emotional and/or Behavioral Disorders (EBD). | 1999 | 25 |
| 14 | Can Everyone Make the Grade? Some Thoughts on Student Grading and Contemporary Classrooms | 1999 | 3 |
| 15 | TEAMS Supporting Students at Risk in the Regular Classroom. | 1996 | 1 |
| 16 | Use of Students with Emotional/Behavioral Disorders as Behavior Change Agents. | 1994 | 17 |
| 17 | Content of Special Education Teacher Preparation: Are We Headed in the Right Direction?. | 1987 | 1 |
| 18 | Taking the Terror Out of Research. | 1987 | 5 |
| 19 | Measurement of the Teaching Process in Educational and Treatment Programs for Exceptional Youth. | 1985 | 1 |
| 20 | Advances in mental retardation and developmental disabilities : a research annual | 1983 | 5 |
About Robert A. Gable
Robert A. Gable is a scholar working on Developmental and Educational Psychology, Education, Safety Research, Clinical Psychology and Cognitive Neuroscience, having authored 150 papers that have together received 2.4k indexed citations. Recurring topics across this work include Behavioral and Psychological Studies (73 papers), Autism Spectrum Disorder Research (31 papers), Collaborative Teaching and Inclusion (27 papers), Child and Adolescent Psychosocial and Emotional Development (24 papers), Education Discipline and Inequality (20 papers), Disability Education and Employment (19 papers), Early Childhood Education and Development (17 papers) and Family and Disability Support Research (16 papers). The work is most often cited by research in Developmental and Educational Psychology (1.3k citations), Safety Research (433 citations), Education (1.3k citations), Clinical Psychology (711 citations) and Cognitive Neuroscience (606 citations). Robert A. Gable has collaborated with scholars based in United States, Ghana and South Korea. Frequent co-authors include Jo M. Hendrickson, Marcia L. Rock, Richard Van Acker, Lyndal M. Bullock, Madeleine Gregg, Naomi Zigmond, Stephen W. Tonelson, Silvana M. R. Watson, Mary Magee Quinn and Maureen A. Conroy. Their work appears in journals such as Preventing School Failure Alternative Education for Children and Youth, Education and Treatment of Children, Behavioral Disorders, Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children and Learning Disability Quarterly.
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.