Scott P. Ardoin

2.6k total citations
72 papers, 1.6k citations indexed

About

Scott P. Ardoin is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Cognitive Neuroscience. According to data from OpenAlex, Scott P. Ardoin has authored 72 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 68 papers in Developmental and Educational Psychology, 30 papers in Statistics and Probability and 19 papers in Cognitive Neuroscience. Recurrent topics in Scott P. Ardoin's work include Reading and Literacy Development (48 papers), Cognitive and developmental aspects of mathematical skills (30 papers) and Behavioral and Psychological Studies (29 papers). Scott P. Ardoin is often cited by papers focused on Reading and Literacy Development (48 papers), Cognitive and developmental aspects of mathematical skills (30 papers) and Behavioral and Psychological Studies (29 papers). Scott P. Ardoin collaborates with scholars based in United States. Scott P. Ardoin's co-authors include Theodore J. Christ, Tanya L. Eckert, Brian K. Martens, Katherine S. Binder, Edward J. Daly, Stacy‐Ann A. January, David A. Klingbeil, Joseph C. Witt, James E. Connell and Damien C. Cormier and has published in prestigious journals such as Journal of Applied Behavior Analysis, Reading Research Quarterly and Journal of School Psychology.

In The Last Decade

Scott P. Ardoin

68 papers receiving 1.5k 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 P. Ardoin United States 25 1.4k 610 568 326 167 72 1.6k
Nancy Scammacca United States 17 1.3k 0.9× 916 1.5× 583 1.0× 145 0.4× 119 0.7× 36 1.8k
Michelle K. Hosp United States 11 1.4k 1.0× 900 1.5× 538 0.9× 196 0.6× 85 0.5× 21 1.6k
Coleen D. Carlson United States 19 1.8k 1.2× 1.0k 1.7× 539 0.9× 350 1.1× 84 0.5× 27 2.0k
John Everatt New Zealand 23 1.2k 0.8× 436 0.7× 555 1.0× 513 1.6× 46 0.3× 77 1.6k
Christine A. Espin United States 30 2.3k 1.6× 1.6k 2.6× 748 1.3× 308 0.9× 139 0.8× 64 2.9k
P. G. Aaron United States 19 1.6k 1.1× 735 1.2× 547 1.0× 423 1.3× 41 0.2× 54 1.8k
Jennifer K. Gilbert United States 23 1.1k 0.8× 940 1.5× 530 0.9× 117 0.4× 71 0.4× 39 1.6k
Lee Branum‐Martin United States 22 1.0k 0.7× 567 0.9× 221 0.4× 292 0.9× 107 0.6× 49 1.4k
Colleen K. Reutebuch United States 13 886 0.6× 573 0.9× 242 0.4× 268 0.8× 146 0.9× 21 1.1k
Devin M. Kearns United States 21 834 0.6× 498 0.8× 320 0.6× 182 0.6× 51 0.3× 52 1.1k

Countries citing papers authored by Scott P. Ardoin

Since Specialization
Citations

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

Fields of papers citing papers by Scott P. Ardoin

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Scott P. Ardoin

This figure shows the co-authorship network connecting the top 25 collaborators of Scott P. Ardoin. A scholar is included among the top collaborators of Scott P. Ardoin 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 P. Ardoin. Scott P. Ardoin 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.
Ardoin, Scott P., et al.. (2024). Teaching foundational skills using strategic incremental rehearsal: Investigating effectiveness across varying school agents. Psychology in the Schools. 61(11). 4414–4442. 1 indexed citations
2.
Ardoin, Scott P., et al.. (2023). Examining the influence of passage and student characteristics on test-taking strategies: An eye-tracking study. Learning and Individual Differences. 109. 102386–102386. 2 indexed citations
3.
Ardoin, Scott P., et al.. (2023). Seeing the mouth: the importance of articulatory gestures during phonics training. Reading and Writing. 37(10). 2521–2547. 1 indexed citations
4.
Ardoin, Scott P., et al.. (2023). Student preference for and performance in fixed‐ versus mixed‐duration schedules. Journal of Applied Behavior Analysis. 56(2). 458–469.
5.
Ardoin, Scott P., et al.. (2022). Effects of Incremental Rehearsal on Sight Word and Letter Acquisition among Students with Autism and Cognitive Impairment. Journal of Applied School Psychology. 39(2). 179–200. 1 indexed citations
6.
Ardoin, Scott P., et al.. (2019). Using Brief Experimental Analysis to Identify the Right Math Intervention at the Right Time. Journal of Behavioral Education. 28(4). 435–455. 8 indexed citations
7.
Ardoin, Scott P., et al.. (2018). Examining the maintenance and generalization effects of repeated practice: A comparison of three interventions. Journal of School Psychology. 68. 1–18. 4 indexed citations
8.
Hine, Jeffrey F., Scott P. Ardoin, & Nathan A. Call. (2017). Token Economies: Using Basic Experimental Research to Guide Practical Applications. Journal of Contemporary Psychotherapy. 48(3). 145–154. 8 indexed citations
9.
Christ, Theodore J., Mary Jane White, Scott P. Ardoin, & Tanya L. Eckert. (2013). Curriculum Based Measurement of Reading: Consistency and Validity Across Best, Fastest, and Question Reading Conditions. School Psychology Review. 42(4). 415–436. 11 indexed citations
10.
Binder, Katherine S., et al.. (2012). Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy skills. Reading and Writing. 26(5). 665–680. 33 indexed citations
11.
12.
Binder, Katherine S., Melissa A. Snyder, Scott P. Ardoin, & Robin K. Morris. (2011). Dynamic Indicators of Basic Early Literacy Skills: An Effective Tool to Assess Adult Literacy Students?.. 5(3). 150–160. 11 indexed citations
13.
Ardoin, Scott P. & Theodore J. Christ. (2008). Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings. School Psychology Review. 37(1). 109–125. 53 indexed citations
14.
Ardoin, Scott P., et al.. (2006). Promoting Generalization of Oral Reading Fluency: Providing Drill versus Practice Opportunities. Journal of Behavioral Education. 16(1). 54–69. 36 indexed citations
15.
Ardoin, Scott P., et al.. (2005). Accuracy of Readability Estimates' Predictions of CBM Performance.. School Psychology Quarterly. 20(1). 1–22. 57 indexed citations
16.
Ardoin, Scott P., et al.. (2003). A Method for Conditioning Reinforcer Preferences in Students with Moderate Mental Retardation. Journal of Developmental and Physical Disabilities. 16(1). 33–51. 7 indexed citations
17.
Eckert, Tanya L., Scott P. Ardoin, Edward J. Daly, & Brian K. Martens. (2002). IMPROVING ORAL READING FLUENCY: A BRIEF EXPERIMENTAL ANALYSIS OF COMBINING AN ANTECEDENT INTERVENTION WITH CONSEQUENCES. Journal of Applied Behavior Analysis. 35(3). 271–281. 105 indexed citations
18.
Eckert, Tanya L., et al.. (2000). Empirically evaluating the effectiveness of reading interventions: The use of brief experimental analysis and single case designs. Psychology in the Schools. 37(5). 463–473. 60 indexed citations
19.
Ardoin, Scott P. & Brian K. Martens. (2000). TESTING THE ABILITY OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER TO ACCURATELY REPORT THE EFFECTS OF MEDICATION ON THEIR BEHAVIOR. Journal of Applied Behavior Analysis. 33(4). 593–610. 8 indexed citations
20.
Martens, Brian K., et al.. (1999). Identifying effective treatments from a brief experimental analysis: Using single-case design elements to aid decision making.. School Psychology Quarterly. 14(2). 163–181. 48 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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