Scott A. Stage

2.3k total citations
41 papers, 1.6k citations indexed

About

Scott A. Stage is a scholar working on Developmental and Educational Psychology, Clinical Psychology and Education. According to data from OpenAlex, Scott A. Stage has authored 41 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Developmental and Educational Psychology, 18 papers in Clinical Psychology and 15 papers in Education. Recurrent topics in Scott A. Stage's work include Behavioral and Psychological Studies (17 papers), Reading and Literacy Development (16 papers) and Child and Adolescent Psychosocial and Emotional Development (13 papers). Scott A. Stage is often cited by papers focused on Behavioral and Psychological Studies (17 papers), Reading and Literacy Development (16 papers) and Child and Adolescent Psychosocial and Emotional Development (13 papers). Scott A. Stage collaborates with scholars based in United States, South Korea and Japan. Scott A. Stage's co-authors include J. Ron Nelson, Richard K. Wagner, Michael Dilou Jacobsen, Carolyn Webster‐Stratton, Douglas Cheney, Bridget Walker, Michael H. Epstein, Robert H. Horner, Craig Blum and Joseph R. Jenkins and has published in prestigious journals such as Developmental Psychology, Journal of Child Psychology and Psychiatry and Journal of Experimental Child Psychology.

In The Last Decade

Scott A. Stage

40 papers receiving 1.4k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Scott A. Stage United States 21 1.2k 627 580 344 247 41 1.6k
Gregory J. Benner United States 17 1.1k 1.0× 665 1.1× 594 1.0× 303 0.9× 189 0.8× 63 1.5k
Shanna Hagan–Burke United States 21 1.1k 0.9× 625 1.0× 443 0.8× 541 1.6× 247 1.0× 47 1.6k
Robin Parks Ennis United States 24 1.0k 0.9× 614 1.0× 456 0.8× 390 1.1× 201 0.8× 92 1.4k
Kathleen M. Bocian United States 19 834 0.7× 555 0.9× 500 0.9× 272 0.8× 186 0.8× 33 1.4k
John M. Hintze United States 26 1.5k 1.3× 895 1.4× 414 0.7× 213 0.6× 570 2.3× 45 1.9k
Mack D. Burke United States 19 814 0.7× 441 0.7× 416 0.7× 445 1.3× 114 0.5× 57 1.2k
Jorge E. González United States 18 1.1k 0.9× 882 1.4× 442 0.8× 157 0.5× 159 0.6× 57 1.6k
Robin S. Codding United States 23 1.3k 1.1× 766 1.2× 450 0.8× 429 1.2× 545 2.2× 86 1.9k
Timothy J. Landrum United States 23 1.1k 0.9× 898 1.4× 597 1.0× 444 1.3× 163 0.7× 59 1.9k
Brian C. McKevitt United States 10 948 0.8× 645 1.0× 652 1.1× 183 0.5× 137 0.6× 15 1.6k

Countries citing papers authored by Scott A. Stage

Since Specialization
Citations

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

Fields of papers citing papers by Scott A. Stage

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Scott A. Stage. 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 Scott A. Stage. The network helps show where Scott A. Stage may publish in the future.

Co-authorship network of co-authors of Scott A. Stage

This figure shows the co-authorship network connecting the top 25 collaborators of Scott A. Stage. A scholar is included among the top collaborators of Scott A. Stage 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 Scott A. Stage. Scott A. Stage 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.
Stage, Scott A., et al.. (2025). Poisson regression is the best method to analyze cumulative adverse childhood experiences.. School Psychology. 41(1). 54–65. 1 indexed citations
2.
Stage, Scott A.. (2022). Reexamining the Evidence of Validity for Office Discipline Referrals. International Journal of Multiple Research Approaches. 14(3). 132–162.
3.
Stage, Scott A., et al.. (2012). Three Validity Studies of the Daily Progress Report in Relationship to the Check, Connect, and Expect Intervention. Journal of Positive Behavior Interventions. 14(3). 181–191. 6 indexed citations
4.
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Cheney, Douglas, et al.. (2009). A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students At Risk for Severe Behavior Problems. Journal of Emotional and Behavioral Disorders. 17(4). 226–243. 73 indexed citations
7.
Nelson, J. Ron, Kristin Duppong Hurley, Lori Synhorst, et al.. (2009). The Child Outcomes of a Behavior Model. Exceptional Children. 76(1). 7–30. 30 indexed citations
8.
Nelson, J. Ron, et al.. (2008). Which Risk Factors Predict the Basic Reading Skills of Children at Risk for Emotional and Behavioral Disorders?. Behavioral Disorders. 33(2). 75–86. 7 indexed citations
9.
Nelson, J. Ron, et al.. (2007). Risk Factors Predictive of the Problem Behavior of Children at Risk for Emotional and Behavioral Disorders. Exceptional Children. 73(3). 367–379. 44 indexed citations
10.
Nelson, J. Ron, Gregory J. Benner, Stern Neill, & Scott A. Stage. (2006). Interrelationships Among Language Skills, Externalizing Behavior, and Academic Fluency and Their Impact on the Academic Skills of Students With ED. Journal of Emotional and Behavioral Disorders. 14(4). 209–216. 29 indexed citations
11.
Stage, Scott A., et al.. (2006). Using Multimethod—Multisource Functional Behavioral Assessment for Students With Behavioral Disabilities. School Psychology Review. 35(3). 451–471. 24 indexed citations
12.
13.
Stage, Scott A., Robert D. Abbott, Joseph R. Jenkins, & Virginia W. Berninger. (2003). Predicting Response to Early Reading Intervention From Verbal IQ, Reading-Related Language Abilities, Attention Ratings, and Verbal IQ—Word Reading Discrepancy. Journal of Learning Disabilities. 36(1). 24–33. 89 indexed citations
14.
Stage, Scott A., Douglas Cheney, Bridget Walker, & Michelle LaRocque. (2002). A Preliminary Discriminant and Convergent Validity Study of the Teacher Functional Behavioral Assessment Checklist. School Psychology Review. 31(1). 71–93. 14 indexed citations
15.
Stage, Scott A.. (2001). Program evaluation using hierarchical linear modeling with curriculum-based measurement reading probes.. School Psychology Quarterly. 16(1). 91–112. 34 indexed citations
16.
Stage, Scott A.. (2000). The Validity of Functional Behavioral Assessment with Students of Average Intellectual Ability. Canadian Journal of School Psychology. 15(2). 67–84. 5 indexed citations
17.
Stage, Scott A.. (2000). Predicting Behavior Functioning of Adolescents in Residential Treatment with Profiles from the MMPI-A, CBCL/4–18, and CBCL/TRF. Residential Treatment for Children & Youth. 17(2). 49–74. 2 indexed citations
18.
Stage, Scott A. & Richard K. Wagner. (1992). Development of young children's phonological and orthographic knowledge as revealed by their spellings.. Developmental Psychology. 28(2). 287–296. 119 indexed citations
19.
Torgesen, Joseph K., Richard K. Wagner, Sharon T. Morgan, et al.. (1989). Developmental and individual differences in performance on phonological synthesis tasks. Journal of Experimental Child Psychology. 47(3). 491–505. 13 indexed citations
20.
Wagner, Richard K., Sharon T. Morgan, Carol A. Rashotte, et al.. (1987). The nature of prereaders' phonological processing abilities. Cognitive Development. 2(4). 355–373. 63 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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