Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
This map shows the geographic impact of Robert Reid'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 Reid with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Robert Reid more than expected).
This network shows the impact of papers produced by Robert Reid. 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 Reid. The network helps show where Robert Reid may publish in the future.
Co-authorship network of co-authors of Robert Reid
This figure shows the co-authorship network connecting the top 25 collaborators of Robert Reid.
A scholar is included among the top collaborators of Robert Reid 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 Robert Reid. Robert Reid is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Reid, Robert, Jessica L. Hagaman, & Steve Graham. (2014). Using Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit Hyperactivity Disorder.. 12(1). 21–42.10 indexed citations
González, Jorge E., Kimberly J. Vannest, & Robert Reid. (2008). Early Classification of Reading Performance in Children Identified or At Risk for Emotional and Behavioral Disorders: A Discriminant Analysis Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS).. 14(1). 33–40.2 indexed citations
Shute, Rosalyn H., et al.. (2004). A Truncated Functional Behavioral Assessment Procedure for Children with Disruptive Classroom Behaviors. Education and Treatment of Children. 27(1). 9–25.15 indexed citations
Reid, Robert. (1994). An Analysis of Teachers' Perceptions of Attention Deficit-Hyperactivity Disorder.. Journal of research and development in education. 27(3). 195–202.51 indexed citations
18.
Maag, John W. & Robert Reid. (1994). The Phenomenology of Depression among Students with and without Learning Disabilities: More Similar than Different.. Learning Disabilities Research and Practice. 9(2). 91–103.16 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.