Stacy M. Kelly

581 total citations
29 papers, 326 citations indexed

About

Stacy M. Kelly is a scholar working on Occupational Therapy, Cognitive Neuroscience and Human Factors and Ergonomics. According to data from OpenAlex, Stacy M. Kelly has authored 29 papers receiving a total of 326 indexed citations (citations by other indexed papers that have themselves been cited), including 8 papers in Occupational Therapy, 8 papers in Cognitive Neuroscience and 6 papers in Human Factors and Ergonomics. Recurrent topics in Stacy M. Kelly's work include Assistive Technology in Communication and Mobility (8 papers), Tactile and Sensory Interactions (7 papers) and Digital Accessibility for Disabilities (6 papers). Stacy M. Kelly is often cited by papers focused on Assistive Technology in Communication and Mobility (8 papers), Tactile and Sensory Interactions (7 papers) and Digital Accessibility for Disabilities (6 papers). Stacy M. Kelly collaborates with scholars based in United States and Australia. Stacy M. Kelly's co-authors include Karen E. Wolffe, Derrick W. Smith, Gaylen Kapperman, Thomas J. Smith, Paul M. Ajuwon, James W. Halle, Hedda Meadan, Mollie V. Blackburn, Beverley Eldridge and Gavin Williams and has published in prestigious journals such as Brain Injury, Journal of Developmental and Physical Disabilities and Journal of Visual Impairment & Blindness.

In The Last Decade

Stacy M. Kelly

25 papers receiving 282 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Stacy M. Kelly United States 10 96 93 91 90 56 29 326
Paul M. Ajuwon United States 11 95 1.0× 70 0.8× 66 0.7× 115 1.3× 72 1.3× 26 417
Jane N. Erin United States 12 123 1.3× 70 0.8× 80 0.9× 101 1.1× 61 1.1× 54 374
Helene Lidström Sweden 10 60 0.6× 197 2.1× 36 0.4× 61 0.7× 33 0.6× 27 350
Karen E. Wolffe United States 12 62 0.6× 73 0.8× 50 0.5× 226 2.5× 157 2.8× 36 551
Gaylen Kapperman United States 7 44 0.5× 39 0.4× 40 0.4× 75 0.8× 109 1.9× 25 297
Phil Hatlen United States 7 46 0.5× 36 0.4× 44 0.5× 114 1.3× 116 2.1× 10 325
Sharon Zell Sacks United States 9 68 0.7× 26 0.3× 26 0.3× 91 1.0× 91 1.6× 23 349
Caren L. Sax United States 13 70 0.7× 218 2.3× 43 0.5× 247 2.7× 47 0.8× 29 540
Elizabeth Hartmann United States 10 39 0.4× 68 0.7× 16 0.2× 30 0.3× 32 0.6× 15 257
Nicola Grove United Kingdom 10 135 1.4× 234 2.5× 39 0.4× 56 0.6× 25 0.4× 32 486

Countries citing papers authored by Stacy M. Kelly

Since Specialization
Citations

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

Fields of papers citing papers by Stacy M. Kelly

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Stacy M. Kelly

This figure shows the co-authorship network connecting the top 25 collaborators of Stacy M. Kelly. A scholar is included among the top collaborators of Stacy M. Kelly 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 Stacy M. Kelly. Stacy M. Kelly 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.
2.
Kelly, Stacy M., et al.. (2022). Creation of a National Agenda for STEM Education for Students With Visual Impairments. Journal of Visual Impairment & Blindness. 116(5). 749–751. 2 indexed citations
3.
4.
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Kelly, Stacy M.. (2020). Access technology for blind and low vision accessibility. Journal of Visual Impairment & Blindness. 114(5). 432–436. 8 indexed citations
6.
7.
Kapperman, Gaylen, et al.. (2018). Using the JAWS Screen Reader and the Focus Braille Display to Read Foreign Language Books Downloaded from the Bookshare Accessible Online Library. Journal of Visual Impairment & Blindness. 112(4). 415–419. 4 indexed citations
8.
Kelly, Stacy M., et al.. (2015). Looking back at the service delivery models of sex education in the United States: Adults with visual impairments report on their experiences. British Journal of Visual Impairment. 33(2). 138–145. 3 indexed citations
9.
Eldridge, Beverley, et al.. (2015). High-level mobility skills in children and adolescents with traumatic brain injury. Brain Injury. 29(13-14). 1711–1716. 9 indexed citations
10.
Kelly, Stacy M., Paul M. Ajuwon, & Karen E. Wolffe. (2015). The Recreation and Leisure Pursuits of Employed Adults with Visual Impairments in Nigeria: Part 1. Journal of Visual Impairment & Blindness. 109(1). 19–30. 7 indexed citations
11.
Ajuwon, Paul M., Stacy M. Kelly, & Karen E. Wolffe. (2015). The Recreation and Leisure Pursuits of Employed Adults with Visual Impairments in Nigeria: Part 2. Journal of Visual Impairment & Blindness. 109(1). 31–41. 1 indexed citations
12.
Smith, Derrick W. & Stacy M. Kelly. (2014). A Research Agenda for Assistive Technology Used by Students with Visual Impairments. CSUN ScholarWorks (California State University, Northridge). 1 indexed citations
13.
Kelly, Stacy M.. (2013). Labor Force Participation Rates among Working-Age Individuals with Visual Impairments. Journal of Visual Impairment & Blindness. 107(6). 509–513. 8 indexed citations
14.
Wolffe, Karen E., Paul M. Ajuwon, & Stacy M. Kelly. (2013). A Quantitative Analysis of the Work Experiences of Adults with Visual Impairments in Nigeria. Journal of Visual Impairment & Blindness. 107(6). 411–424. 6 indexed citations
15.
Kapperman, Gaylen & Stacy M. Kelly. (2013). Sex Education Instruction for Students who are Visually Impaired: Recommendations to Guide Practitioners. Journal of Visual Impairment & Blindness. 107(3). 226–230. 12 indexed citations
16.
Kelly, Stacy M. & Karen E. Wolffe. (2012). Internet Use by Transition-Aged Youths with Visual Impairments in the United States: Assessing the Impact of Postsecondary Predictors. Journal of Visual Impairment & Blindness. 106(10). 597–608. 15 indexed citations
17.
Kelly, Stacy M. & Gaylen Kapperman. (2012). Sexual Activity of Young Adults who are Visually Impaired and the Need for Effective Sex Education. Journal of Visual Impairment & Blindness. 106(9). 519–526. 21 indexed citations
18.
Kelly, Stacy M. & Derrick W. Smith. (2011). The Impact of Assistive Technology on the Educational Performance of Students with Visual Impairments: A Synthesis of the Research. Journal of Visual Impairment & Blindness. 105(2). 73–83. 43 indexed citations
19.
Kelly, Stacy M.. (2011). The Use of Assistive Technology by High School Students with Visual Impairments: A Second Look at the Current Problem. Journal of Visual Impairment & Blindness. 105(4). 235–239. 24 indexed citations
20.
Kelly, Stacy M.. (2008). Correlates of assistive technology use by students who are visually impaired in the U.S.: Multilevel modeling of the Special Education Elementary Longitudinal Study. Huskie Commons (Northern Illinois University). 3 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.

Explore authors with similar magnitude of impact

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