Su‐Je Cho

885 total citations
26 papers, 541 citations indexed

About

Su‐Je Cho is a scholar working on Clinical Psychology, Education and Developmental and Educational Psychology. According to data from OpenAlex, Su‐Je Cho has authored 26 papers receiving a total of 541 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Clinical Psychology, 9 papers in Education and 8 papers in Developmental and Educational Psychology. Recurrent topics in Su‐Je Cho's work include Child and Adolescent Psychosocial and Emotional Development (8 papers), Behavioral and Psychological Studies (7 papers) and Family and Disability Support Research (7 papers). Su‐Je Cho is often cited by papers focused on Child and Adolescent Psychosocial and Emotional Development (8 papers), Behavioral and Psychological Studies (7 papers) and Family and Disability Support Research (7 papers). Su‐Je Cho collaborates with scholars based in United States and South Korea. Su‐Je Cho's co-authors include Cynthia Hudley, Mary E. Gannotti, George Singer, Leasha M. Barry, Melissa Kelly, Mary E. Brenner, Kwang‐Sun Cho Blair, Insuk Lee, Glen Dunlap and Soyoung Lee and has published in prestigious journals such as The Journal of Special Education, Psychology in the Schools and Focus on Autism and Other Developmental Disabilities.

In The Last Decade

Su‐Je Cho

23 papers receiving 467 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Su‐Je Cho United States 12 304 279 118 100 83 26 541
Kyongboon Kwon United States 13 396 1.3× 376 1.3× 140 1.2× 53 0.5× 46 0.6× 29 628
Ηλίας Κουρκούτας Greece 12 218 0.7× 185 0.7× 109 0.9× 31 0.3× 95 1.1× 46 491
Ann P. Daunic United States 16 293 1.0× 391 1.4× 132 1.1× 77 0.8× 46 0.6× 27 649
Jinliang Qin China 14 145 0.5× 208 0.7× 103 0.9× 59 0.6× 106 1.3× 31 467
Katherine McCormick United States 14 247 0.8× 236 0.8× 57 0.5× 52 0.5× 55 0.7× 29 481
Morgan Chitiyo United States 14 230 0.8× 232 0.8× 51 0.4× 174 1.7× 104 1.3× 45 517
Paul A. Bartolo Malta 12 230 0.8× 248 0.9× 81 0.7× 28 0.3× 50 0.6× 35 457
Wendy Cavendish United States 16 241 0.8× 320 1.1× 58 0.5× 39 0.4× 103 1.2× 34 579
Robert A. Spies United States 6 147 0.5× 124 0.4× 86 0.7× 48 0.5× 40 0.5× 9 409
Jonathan Glazzard United Kingdom 12 172 0.6× 262 0.9× 89 0.8× 39 0.4× 82 1.0× 65 520

Countries citing papers authored by Su‐Je Cho

Since Specialization
Citations

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

Fields of papers citing papers by Su‐Je Cho

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Su‐Je Cho. 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 Su‐Je Cho. The network helps show where Su‐Je Cho may publish in the future.

Co-authorship network of co-authors of Su‐Je Cho

This figure shows the co-authorship network connecting the top 25 collaborators of Su‐Je Cho. A scholar is included among the top collaborators of Su‐Je Cho 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 Su‐Je Cho. Su‐Je Cho 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.
Cho, Su‐Je, et al.. (2025). Technology Review of Magic School AI: An Intelligent Way for Education Inclusivity and Teacher Workload Reduction. Education Sciences. 15(8). 963–963. 1 indexed citations
2.
3.
Cho, Su‐Je, et al.. (2023). Translating School Faculty Experiences Using PBIS into Recommendations for Practice. Behavioral Sciences. 13(5). 372–372.
4.
Ding, Yi, et al.. (2021). Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity. School Psychology International. 42(6). 569–589. 5 indexed citations
5.
Ding, Yi, et al.. (2019). Training of bilingual school psychologists in the United States: A culturally and linguistically responsive approach. School Psychology International. 40(3). 235–250. 6 indexed citations
6.
Cho, Su‐Je, et al.. (2018). Infusing Evidence-Based Practices in Pre-service Preparation Program for Teachers of Culturally and Linguistically Diverse Students. DigitalResearch@Fordham (Fordham University). 8(1). 6. 1 indexed citations
7.
Cho, Su‐Je, et al.. (2018). Effects of Instructor Training on Language Outcomes of Students With ASD. The Journal of Special Education. 53(2). 108–118. 3 indexed citations
8.
Cho, Su‐Je & Kwang‐Sun Cho Blair. (2016). Using a Multicomponent Function-Based Intervention to Support Students With Attention Deficit Hyperactivity Disorder. The Journal of Special Education. 50(4). 227–238. 8 indexed citations
9.
Cho, Su‐Je, et al.. (2012). Preservice Teachers' Multicultural Attitudes: Urban and Suburban Field Contexts.. Teacher education & practice. 25(1). 68–76. 3 indexed citations
10.
Cho, Su‐Je & Kwang‐Sun Cho Blair. (2010). Does Journaling Effectively Reduce Psychological Distress of Korean-American Mothers of Children with Developmental Disabilities?.. 11(1). 31–39. 1 indexed citations
11.
Blair, Kwang‐Sun Cho, Insuk Lee, Su‐Je Cho, & Glen Dunlap. (2010). Positive Behavior Support Through Family–School Collaboration for Young Children With Autism. Topics in Early Childhood Special Education. 31(1). 22–36. 44 indexed citations
12.
Cho, Su‐Je, et al.. (2009). Psychometric Properties of a Korean Translation of the Scales of Independent Behavior—Revised. Assessment for Effective Intervention. 35(2). 103–113. 2 indexed citations
13.
Hudley, Cynthia, et al.. (2009). College Freshmen's Perceptions of Their High School Experiences. Journal of Advanced Academics. 20(3). 438–471. 18 indexed citations
14.
Cho, Su‐Je. (2008). Current Practices and Future Directions of Special Education in the Republic of Korea. Intellectual and developmental disabilities. 46(2). 150–153. 2 indexed citations
15.
Cho, Su‐Je, Cynthia Hudley, Soyoung Lee, Leasha M. Barry, & Melissa Kelly. (2008). Roles of gender, race, and SES in the college choice process among first-generation and nonfirst-generation students.. Journal of Diversity in Higher Education. 1(2). 95–107. 52 indexed citations
16.
Cho, Su‐Je, et al.. (2007). Teacher Multicultural Attitudes. Education and Urban Society. 39(3). 370–381. 27 indexed citations
17.
Cho, Su‐Je, et al.. (2003). Cultural Influences on Ratings of Self-Perceived Social, Emotional, and Academic Adjustment for Korean American Adolescents. Assessment for Effective Intervention. 29(1). 3–14. 9 indexed citations
18.
Hudley, Cynthia, et al.. (2001). Multiple perceptions of children's aggression: Differences across neighborhood, age, gender, and perceiver. Psychology in the Schools. 38(1). 43–56. 15 indexed citations
19.
Hudley, Cynthia, et al.. (2001). Multiple perceptions of children's aggression: Differences across neighborhood, age, gender, and perceiver. Psychology in the Schools. 38(1). 43–56. 1 indexed citations
20.
Hudley, Cynthia, et al.. (1998). An attribution retraining program to reduce aggression in elementary school students. Psychology in the Schools. 35(3). 271–282.

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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