Ruth M. DeBar

940 total citations
47 papers, 519 citations indexed

About

Ruth M. DeBar is a scholar working on Cognitive Neuroscience, Developmental and Educational Psychology and Psychiatry and Mental health. According to data from OpenAlex, Ruth M. DeBar has authored 47 papers receiving a total of 519 indexed citations (citations by other indexed papers that have themselves been cited), including 44 papers in Cognitive Neuroscience, 42 papers in Developmental and Educational Psychology and 15 papers in Psychiatry and Mental health. Recurrent topics in Ruth M. DeBar's work include Autism Spectrum Disorder Research (43 papers), Behavioral and Psychological Studies (42 papers) and Attention Deficit Hyperactivity Disorder (15 papers). Ruth M. DeBar is often cited by papers focused on Autism Spectrum Disorder Research (43 papers), Behavioral and Psychological Studies (42 papers) and Attention Deficit Hyperactivity Disorder (15 papers). Ruth M. DeBar collaborates with scholars based in United States, Netherlands and New Zealand. Ruth M. DeBar's co-authors include Jason C. Vladescu, Sheila R. Alber‐Morgan, Kenneth F. Reeve, Sharon A. Reeve, William H. Ahearn, Kathy Clark, Helen I. Cannella‐Malone, Jeff Sigafoos, Tina M. Sidener and Dawn Buffington Townsend and has published in prestigious journals such as Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behavior and The Journal of Special Education.

In The Last Decade

Ruth M. DeBar

43 papers receiving 491 citations

Peers

Ruth M. DeBar

DEP

PMH

EDUCA

Jessica S. Akers United States

Hannah Hoch United States

Christopher A. Tullis United States

Tina M. Sidener United States

Christina Fragale United States

Corinna F. Grindle United Kingdom

Christos K. Nikopoulos United Kingdom

Kevin C. Luczynski United States

Mark O’Reilly Italy

Sharon A. Reeve United States

Jessica S. Akers United States

Ruth M. DeBar

388 ×1.0

DEP

363 ×0.9

196 ×1.1

90 ×0.8

PMH

85 ×1.3

EDUCA

Citations per year, relative to Ruth M. DeBar Ruth M. DeBar (= 1×) peers Jessica S. Akers

Countries citing papers authored by Ruth M. DeBar

Since Specialization

Citations

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

Fields of papers citing papers by Ruth M. DeBar

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ruth M. DeBar. 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 Ruth M. DeBar. The network helps show where Ruth M. DeBar may publish in the future.

Co-authorship network of co-authors of Ruth M. DeBar

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

All Works

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20 of 20 papers shown

DeBar, Ruth M., et al.. (2024). A descriptive assessment of trial‐based functional analysis research. Behavioral Interventions. 39(4). 1 indexed citations

Reeve, Sharon A., et al.. (2024). Remote Teaching of AB Graphs in Microsoft Excel. Behavior Analysis in Practice. 18(1). 96–108.

Sidener, Tina M., et al.. (2023). Multiple schedules with response interruption and redirection to reduce stereotypy in children with autism spectrum disorder: Generalization and social validity. Behavioral Interventions. 38(2). 329–346. 1 indexed citations

Vladescu, Jason C., et al.. (2023). More than Just a Game: A Guide to Using Randomized Group Contingencies in Schools. Journal of Applied School Psychology. 39(4). 328–349.

Sidener, Tina M., et al.. (2022). Identifying and Training Skill Acquisition Protocol Development: A Preliminary Investigation. Behavior Analysis in Practice. 16(2). 475–489.

DeBar, Ruth M., et al.. (2022). A Descriptive Review of Telehealth for Individuals With Autism Spectrum Disorder. Behavior Modification. 47(2). 504–546. 9 indexed citations

Vladescu, Jason C., et al.. (2022). Using computer‐based instruction to teach implementation of behavioral skills training. Journal of Applied Behavior Analysis. 56(1). 241–257. 5 indexed citations

Reeve, Sharon A., et al.. (2021). Comparing matrix sizes when teaching direction following to preschoolers with autism spectrum disorder. Behavioral Interventions. 36(4). 778–795. 2 indexed citations

DeBar, Ruth M., et al.. (2021). Effects of video modeling on abduction‐prevention skills by individuals with autism spectrum disorder. Journal of Applied Behavior Analysis. 54(3). 1139–1156. 4 indexed citations

10.

Reeve, Kenneth F., et al.. (2020). Effects of preliminary class membership on subsequent stimulus equivalence class formation. Journal of the Experimental Analysis of Behavior. 115(1). 376–392. 2 indexed citations

11.

DeBar, Ruth M., et al.. (2020). A Comparison of Video Modeling and Video Prompting by Adolescents with ASD. Behavior Analysis in Practice. 13(1). 40–52. 11 indexed citations

12.

Gutiérrez, Jennifer, et al.. (2019). Evaluation of Manualized Instruction to Train Staff to Implement a Token Economy. Behavior Analysis in Practice. 13(1). 158–168. 7 indexed citations

13.

Vladescu, Jason C., et al.. (2018). Reinforcer Choice on Skill Acquisition for Children with Autism Spectrum Disorder: a Systematic Replication. Behavior Analysis in Practice. 12(2). 401–406. 4 indexed citations

14.

Vladescu, Jason C., et al.. (2016). Using Video Modeling with Voice-over Instruction to Train Public School Staff to Implement a Preference Assessment. Behavior Analysis in Practice. 10(1). 72–76. 24 indexed citations

15.

Reeve, Sharon A., et al.. (2016). Comparing Continuous and Discontinuous Data Collection during Discrete Trial Teaching of Tacting by Children with Autism. Behavioral Interventions. 31(4). 311–331. 7 indexed citations

16.

Vladescu, Jason C., et al.. (2015). Improving Portion-Size Estimation Using Equivalence-Based Instruction. The Psychological Record. 65(4). 761–770. 22 indexed citations

17.

Sidener, Tina M., et al.. (2014). Establishing Concurrent Mands for Items and Mands for Information about Location in Children with Autism. The Analysis of Verbal Behavior. 30(1). 29–35. 11 indexed citations

18.

Alber‐Morgan, Sheila R., et al.. (2009). THE EFFECTS OF PARENT‐IMPLEMENTED PECS TRAINING ON IMPROVISATION OF MANDS BY CHILDREN WITH AUTISM. Journal of Applied Behavior Analysis. 42(3). 671–677. 65 indexed citations

19.

Cannella‐Malone, Helen I., Ruth M. DeBar, & Jeff Sigafoos. (2009). An Examination of Preference for Augmentative and Alternative Communication Devices with Two Boys with Significant Intellectual Disabilities. Augmentative and Alternative Communication. 25(4). 262–273. 26 indexed citations

20.

Ahearn, William H., et al.. (2005). ON THE ROLE OF PREFERENCE IN RESPONSE COMPETITION. Journal of Applied Behavior Analysis. 38(2). 247–250. 38 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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