Taylor N. Day

1.3k total citations
27 papers, 870 citations indexed

About

Taylor N. Day is a scholar working on Clinical Psychology, Cognitive Neuroscience and Psychiatry and Mental health. According to data from OpenAlex, Taylor N. Day has authored 27 papers receiving a total of 870 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Clinical Psychology, 20 papers in Cognitive Neuroscience and 11 papers in Psychiatry and Mental health. Recurrent topics in Taylor N. Day's work include Autism Spectrum Disorder Research (16 papers), Family and Disability Support Research (10 papers) and Child and Adolescent Psychosocial and Emotional Development (9 papers). Taylor N. Day is often cited by papers focused on Autism Spectrum Disorder Research (16 papers), Family and Disability Support Research (10 papers) and Child and Adolescent Psychosocial and Emotional Development (9 papers). Taylor N. Day collaborates with scholars based in United States and Israel. Taylor N. Day's co-authors include Carla A. Mazefsky, Nancy J. Minshew, Michael Kofler, Erica L. Wells, Sherelle L. Harmon, Dustin E. Sarver, Jamie A. Spiegel, Paula Aduen, Amy M. Wetherby and Paul A. Pilkonis and has published in prestigious journals such as Child Development, Journal of the American Academy of Child & Adolescent Psychiatry and Behaviour Research and Therapy.

In The Last Decade

Taylor N. Day

27 papers receiving 843 citations

Peers

Taylor N. Day
Caitlin M. Conner United States
Joshua M. Nadeau United States
Elysse B. Arnold United States
Patricia Renno United States
Heather J. Nuske United States
Marie Nebel-Schwalm United States
Bram Sizoo Netherlands
Felice Orlich United States
Tokio Uchiyama Japan
Fop Verheij Netherlands
Caitlin M. Conner United States
Taylor N. Day
Citations per year, relative to Taylor N. Day Taylor N. Day (= 1×) peers Caitlin M. Conner

Countries citing papers authored by Taylor N. Day

Since Specialization
Citations

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

Fields of papers citing papers by Taylor N. Day

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Taylor N. Day. 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 Taylor N. Day. The network helps show where Taylor N. Day may publish in the future.

Co-authorship network of co-authors of Taylor N. Day

This figure shows the co-authorship network connecting the top 25 collaborators of Taylor N. Day. A scholar is included among the top collaborators of Taylor N. Day 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 Taylor N. Day. Taylor N. Day 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.
Northrup, Jessie B., Carla A. Mazefsky, & Taylor N. Day. (2024). Valence and Intensity of Emotional Expression in Autistic and Non-Autistic Toddlers. Journal of Autism and Developmental Disorders. 55(3). 832–842. 1 indexed citations
2.
Day, Taylor N., et al.. (2023). The Emotion Dysregulation Inventory−Young Child: Psychometric Properties and Item Response Theory Calibration in 2- to 5-Year-Olds. Journal of the American Academy of Child & Adolescent Psychiatry. 63(1). 52–64. 9 indexed citations
3.
Day, Taylor N., Jessie B. Northrup, & Carla A. Mazefsky. (2022). A PROMIS®ing New Measure for Quantifying Emotion Dysregulation in Toddlers and Preschoolers: Development of the Emotion Dysregulation Inventory-Young Child. Journal of Autism and Developmental Disorders. 53(6). 2261–2273. 11 indexed citations
4.
Day, Taylor N., Carla A. Mazefsky, & Amy M. Wetherby. (2022). Characterizing difficulties with emotion regulation in toddlers with autism spectrum disorder. Research in autism spectrum disorders. 96. 101992–101992. 8 indexed citations
5.
Bradshaw, Jessica, Courtney McCracken, Taylor N. Day, et al.. (2021). Early social communication development in infants with autism spectrum disorder. Child Development. 92(6). 2224–2234. 25 indexed citations
6.
Stanley, Ian H., Taylor N. Day, Austin J. Gallyer, et al.. (2020). Autism-related traits and suicide risk among active duty U.S. military service members.. Psychological Services. 18(3). 377–388. 12 indexed citations
7.
Gallyer, Austin J., Ian H. Stanley, Taylor N. Day, & Thomas E. Joiner. (2020). Examining the interaction of autism spectrum disorder-related traits and unit cohesion on suicide risk among military personnel. Journal of Affective Disorders. 271. 59–65. 4 indexed citations
8.
Groves, Nicole B., Michael Kofler, Erica L. Wells, Taylor N. Day, & Elizabeth Chan. (2020). An Examination of Relations Among Working Memory, ADHD Symptoms, and Emotion Regulation. Journal of Abnormal Child Psychology. 48(4). 525–537. 40 indexed citations
9.
Mathes, Brittany M., et al.. (2020). Indices of change in exposure and response prevention for contamination-based OCD. Behaviour Research and Therapy. 133. 103707–103707. 9 indexed citations
10.
11.
Wells, Erica L., Nicole B. Groves, Taylor N. Day, et al.. (2020). Evidence against emotion inference deficits in children with ADHD.. Emotion. 21(3). 665–677. 4 indexed citations
12.
Cougle, Jesse R., et al.. (2019). Interpretation Bias Modification Versus Progressive Muscle Relaxation for Social Anxiety Disorder: A Web-Based Controlled Trial. Behavior Therapy. 51(1). 99–112. 29 indexed citations
13.
Kofler, Michael, Sherelle L. Harmon, Paula Aduen, et al.. (2018). Neurocognitive and behavioral predictors of social problems in ADHD: A Bayesian framework.. Neuropsychology. 32(3). 344–355. 43 indexed citations
14.
Aduen, Paula, Taylor N. Day, Michael Kofler, et al.. (2018). Social Problems in ADHD: Is it a Skills Acquisition or Performance Problem?. Journal of Psychopathology and Behavioral Assessment. 40(3). 440–451. 73 indexed citations
15.
Wells, Erica L., Taylor N. Day, Sherelle L. Harmon, Nicole B. Groves, & Michael Kofler. (2018). Are emotion recognition abilities intact in pediatric ADHD?. Emotion. 19(7). 1192–1205. 14 indexed citations
16.
Mazefsky, Carla A., Taylor N. Day, Matthew Siegel, et al.. (2016). Development of the Emotion Dysregulation Inventory: A PROMIS®ing Method for Creating Sensitive and Unbiased Questionnaires for Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. 48(11). 3736–3746. 81 indexed citations
17.
18.
Campbell, Susan B., et al.. (2015). Concern for Another’s Distress in Toddlers at High and Low Genetic Risk for Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. 45(11). 3594–3605. 20 indexed citations
19.
Campbell, Susan B., et al.. (2014). Social engagement with parents in 11-month-old siblings at high and low genetic risk for autism spectrum disorder. Autism. 19(8). 915–924. 38 indexed citations
20.
Day, Taylor N., et al.. (2010). "Hey, Your Tree Is Shading My Solar Panels": California's Solar Shade Control Act. RePEc: Research Papers in Economics. 2(1). 361–381. 4 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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