Sheldon L. Loman

412 total citations
21 papers, 253 citations indexed

About

Sheldon L. Loman is a scholar working on Developmental and Educational Psychology, Clinical Psychology and Cognitive Neuroscience. According to data from OpenAlex, Sheldon L. Loman has authored 21 papers receiving a total of 253 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Developmental and Educational Psychology, 10 papers in Clinical Psychology and 10 papers in Cognitive Neuroscience. Recurrent topics in Sheldon L. Loman's work include Behavioral and Psychological Studies (18 papers), Autism Spectrum Disorder Research (10 papers) and Disability Education and Employment (7 papers). Sheldon L. Loman is often cited by papers focused on Behavioral and Psychological Studies (18 papers), Autism Spectrum Disorder Research (10 papers) and Disability Education and Employment (7 papers). Sheldon L. Loman collaborates with scholars based in United States. Sheldon L. Loman's co-authors include Robert H. Horner, Billie Jo Rodriguez, Virginia L. Walker, M. Kathleen Strickland–Cohen, Samuel C. Sennott, Jessica Swain-Bradway, Claudia G. Vincent, Jennifer A. Kurth, Alison L. Zagona and Michael J. Kennedy and has published in prestigious journals such as The Journal of Special Education, Psychology in the Schools and Journal of Emotional and Behavioral Disorders.

In The Last Decade

Sheldon L. Loman

18 papers receiving 236 citations

Peers

Sheldon L. Loman
Nicole Cain Swoszowski United States
Celeste Rossetto Dickey United States
Nancy Rosenberg United States
Jorge García United States
Susanna Mathews Canada
Kwang‐Sun Cho Blair United States
Melissa N. Andersen United States
Nanci W. Johnson United States
Talida M. State United States
Christa Haring United States
Nicole Cain Swoszowski United States
Sheldon L. Loman
Citations per year, relative to Sheldon L. Loman Sheldon L. Loman (= 1×) peers Nicole Cain Swoszowski

Countries citing papers authored by Sheldon L. Loman

Since Specialization
Citations

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

Fields of papers citing papers by Sheldon L. Loman

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Sheldon L. Loman. 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 Sheldon L. Loman. The network helps show where Sheldon L. Loman may publish in the future.

Co-authorship network of co-authors of Sheldon L. Loman

This figure shows the co-authorship network connecting the top 25 collaborators of Sheldon L. Loman. A scholar is included among the top collaborators of Sheldon L. Loman 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 Sheldon L. Loman. Sheldon L. Loman 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.
Walker, Virginia L., et al.. (2025). Special Education Teacher Preparation in PBIS for Students With Extensive Support Needs. Psychology in the Schools. 62(4). 1048–1060.
2.
Zagona, Alison L., et al.. (2024). A Mixed-Methods Quality Analysis of Behavior Intervention Plans for Students With Extensive Support Needs. Research and Practice for Persons with Severe Disabilities. 49(4). 262–281. 2 indexed citations
3.
Walker, Virginia L., et al.. (2024). Paraeducator Involvement in Positive Behavioral Interventions and Supports: A Brief Report. Research and Practice for Persons with Severe Disabilities. 50(2). 139–146.
4.
Kurth, Jennifer A., Alison L. Zagona, Virginia L. Walker, & Sheldon L. Loman. (2023). Teachers’ Perspectives and Knowledge of Students With Complex Support Needs and Practices Associated With SWPBIS. The Journal of Special Education. 57(4). 205–218. 1 indexed citations
5.
Walker, Virginia L., et al.. (2022). Participation of students with extensive support needs in SWPBIS: Administrator and educator perspectives. Psychology in the Schools. 59(8). 1623–1642. 3 indexed citations
6.
Walker, Virginia L. & Sheldon L. Loman. (2021). Strategies for Including Students With Extensive Support Needs in SWPBIS. 1(1). 23–32. 4 indexed citations
7.
Walker, Virginia L., et al.. (2018). A systematic review of Functional Communication Training (FCT) interventions involving augmentative and alternative communication in school settings. Augmentative and Alternative Communication. 34(2). 118–129. 23 indexed citations
8.
Walker, Virginia L., et al.. (2018). Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports. Research and Practice for Persons with Severe Disabilities. 43(4). 223–238. 20 indexed citations
9.
Loman, Sheldon L., et al.. (2017). ABC Tracker: Increasing Teacher Capacity for Assessing Student Behavior. Beyond Behavior. 26(3). 113–123. 3 indexed citations
10.
Loman, Sheldon L., M. Kathleen Strickland–Cohen, & Virginia L. Walker. (2017). Promoting the Accessibility of SWPBIS for Students With Severe Disabilities. Journal of Positive Behavior Interventions. 20(2). 113–123. 26 indexed citations
11.
Loman, Sheldon L., et al.. (2016). Teacher self-assessment of evidence-based classroom practices: preliminary findings across primary, intermediate and secondary level teachers. Teacher Development. 20(1). 40–56. 22 indexed citations
12.
Rodriguez, Billie Jo, et al.. (2015). Tier 2 Interventions in Positive Behavior Support: A Survey of School Implementation. Preventing School Failure Alternative Education for Children and Youth. 60(2). 94–105. 19 indexed citations
13.
Sennott, Samuel C., et al.. (2015). Comprehensive Individualized Curriculum and Instructional Design. PDXScholar (Portland State University). 1 indexed citations
14.
Swain-Bradway, Jessica, Sheldon L. Loman, & Claudia G. Vincent. (2014). Systematically Addressing Discipline Disproportionality Through the Application of a School-Wide Framework. Multiple Voices for Ethnically Diverse Exceptional Learners. 14(1). 3–17. 6 indexed citations
15.
Loman, Sheldon L., et al.. (2014). Training School Personnel to Identify Interventions Based on Functional Behavioral Assessment. Journal of Emotional and Behavioral Disorders. 23(2). 78–89. 22 indexed citations
16.
Swain-Bradway, Jessica, Sheldon L. Loman, & Claudia G. Vincent. (2014). Systematically Addressing Discipline Disproportionality Through the Application of a School-Wide Framework. Multiple Voices for Ethnically Diverse Exceptional Learners. 14(1). 3–17. 8 indexed citations
17.
Loman, Sheldon L., et al.. (2013). Basic FBA to BSP Trainer’s Manual. PDXScholar (Portland State University).
18.
Loman, Sheldon L., et al.. (2010). Practical Functional Behavioral Assessment Training Manual for School-Based Personnel. PDXScholar (Portland State University). 7 indexed citations
19.
Loman, Sheldon L., Billie Jo Rodriguez, & Robert H. Horner. (2010). Sustainability of a Targeted Intervention Package: First Step to Success in Oregon. Journal of Emotional and Behavioral Disorders. 18(3). 178–191. 28 indexed citations
20.
Rodriguez, Billie Jo, Sheldon L. Loman, & Robert H. Horner. (2009). A Preliminary Analysis of the Effects of Coaching Feedback on Teacher Implementation Fidelity of First Step to Success. Behavior Analysis in Practice. 2(2). 11–21. 28 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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