Therese M. Cumming

1.8k total citations
85 papers, 1.0k citations indexed

About

Therese M. Cumming is a scholar working on Education, Clinical Psychology and Safety Research. According to data from OpenAlex, Therese M. Cumming has authored 85 papers receiving a total of 1.0k indexed citations (citations by other indexed papers that have themselves been cited), including 44 papers in Education, 36 papers in Clinical Psychology and 32 papers in Safety Research. Recurrent topics in Therese M. Cumming's work include Family and Disability Support Research (30 papers), Disability Education and Employment (26 papers) and Autism Spectrum Disorder Research (11 papers). Therese M. Cumming is often cited by papers focused on Family and Disability Support Research (30 papers), Disability Education and Employment (26 papers) and Autism Spectrum Disorder Research (11 papers). Therese M. Cumming collaborates with scholars based in Australia, United States and South Africa. Therese M. Cumming's co-authors include Iva Strnadová, Joanne Danker, Marie Knox, Trevor R. Parmenter, Sue C. O’Neill, Jung‐Sook Lee, Kyle Higgins, Sylvia Singh, Leanne Dowse and Jae Yup Jung and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Autism and Developmental Disorders and International Journal of Intercultural Relations.

In The Last Decade

Therese M. Cumming

80 papers receiving 971 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Therese M. Cumming Australia 21 490 326 319 211 171 85 1.0k
Jill Porter United Kingdom 15 439 0.9× 289 0.9× 234 0.7× 154 0.7× 219 1.3× 67 1.0k
Sharon Judge United States 22 507 1.0× 345 1.1× 323 1.0× 61 0.3× 211 1.2× 46 1.2k
Kyle Higgins United States 20 610 1.2× 287 0.9× 247 0.8× 223 1.1× 414 2.4× 77 1.3k
Susan R. Copeland United States 19 553 1.1× 458 1.4× 462 1.4× 312 1.5× 571 3.3× 34 1.2k
José Blackorby United States 15 796 1.6× 475 1.5× 855 2.7× 379 1.8× 429 2.5× 37 1.7k
Allison Lombardi United States 24 852 1.7× 326 1.0× 1.0k 3.3× 79 0.4× 263 1.5× 78 1.6k
Melinda M. Leko United States 20 707 1.4× 240 0.7× 418 1.3× 109 0.5× 450 2.6× 56 1.1k
Lysandra Cook United States 20 434 0.9× 227 0.7× 344 1.1× 186 0.9× 472 2.8× 38 1.0k
David E. Houchins United States 19 703 1.4× 268 0.8× 337 1.1× 99 0.5× 475 2.8× 68 1.1k
Karen Moni Australia 20 538 1.1× 136 0.4× 199 0.6× 60 0.3× 298 1.7× 87 1.1k

Countries citing papers authored by Therese M. Cumming

Since Specialization
Citations

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

Fields of papers citing papers by Therese M. Cumming

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Therese M. Cumming

This figure shows the co-authorship network connecting the top 25 collaborators of Therese M. Cumming. A scholar is included among the top collaborators of Therese M. Cumming 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 Therese M. Cumming. Therese M. Cumming 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.
Cumming, Therese M., et al.. (2024). Supporting early-career teachers with external mentoring: a scoping review. Teachers and Teaching. 31(7). 1180–1200.
2.
Cumming, Therese M., et al.. (2024). Hyflex delivery mode in a postgraduate course: instructor and student perspectives. SHILAP Revista de lepidopterología. 3(1). 1 indexed citations
3.
Cumming, Therese M., et al.. (2023). Accurately Assessing Teacher ADHD-Specific Attitudes Using the Scale for ADHD-Specific Attitudes. Journal of Attention Disorders. 27(5). 554–568. 2 indexed citations
4.
Cumming, Therese M., et al.. (2022). Supporting students with complex needs living in rural and regional New South Wales: is wraparound the answer?. The Australian Educational Researcher. 50(5). 1551–1570. 1 indexed citations
5.
Roberts, Pamela, et al.. (2022). Design principles for dual mode readiness in an uncertain future. Innovations in Education and Teaching International. 61(2). 240–250. 4 indexed citations
6.
7.
Cumming, Therese M., et al.. (2022). South Korean pre-service primary school teachers’ opinions about acceleration for gifted students. Gifted and Talented International. 37(2). 152–162. 1 indexed citations
8.
Cumming, Therese M., et al.. (2022). Policy Context for Transitions to Adulthood Experienced by Young People with Complex Support Needs: Australian Federal and State Perspectives. Child & Youth Services. 44(4). 393–412. 1 indexed citations
9.
Cumming, Therese M., et al.. (2021). Exploring universal design for learning as an accessibility tool in higher education: a review of the current literature. The Australian Educational Researcher. 49(5). 1025–1043. 53 indexed citations
10.
Martin, Andrew J., Iva Strnadová, Julie Loblinzk, Joanne Danker, & Therese M. Cumming. (2021). The role of mobile technology in promoting social inclusion among adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities. 34(3). 840–851. 26 indexed citations
11.
Strnadová, Iva, et al.. (2020). Is it really student-focused planning? Perspectives of students with autism. Research in Developmental Disabilities. 107. 103783–103783. 9 indexed citations
12.
Strnadová, Iva, et al.. (2018). A systematic review of the involvement of students with autism spectrum disorder in the transition planning process: Need for voice and empowerment. Research in Developmental Disabilities. 83. 8–17. 35 indexed citations
13.
Strnadová, Iva, Sue C. O’Neill, & Therese M. Cumming. (2017). A snapshot of education behind the fence: Supporting engagement in education of incarcerated youth in Australia. International Journal of Educational Research. 85. 33–42. 2 indexed citations
14.
Cumming, Therese M., et al.. (2017). School Connectedness for Students with Disabilities. 9 indexed citations
15.
Strnadová, Iva, Therese M. Cumming, & Sue C. O’Neill. (2017). Young People Transitioning from Juvenile Justice to the Community: Transition Planning and Interagency Collaboration. Current Issues in Criminal Justice. 29(1). 19–38. 4 indexed citations
16.
Cumming, Therese M., et al.. (2016). Employing mobile technology to improve language skills of young students with language-based disabilities. Assistive Technology. 29(3). 161–169. 22 indexed citations
17.
O’Neill, Sue C., Iva Strnadová, & Therese M. Cumming. (2016). Evidence-based transition planning practices for secondary students with disabilities: What has Australia signed up for?. Australasian Journal of Special Education. 40(1). 39–58. 13 indexed citations
18.
Danker, Joanne, Iva Strnadová, & Therese M. Cumming. (2016). Engaging Students With Autism Spectrum Disorder in Research Through Participant-Driven Photo-Elicitation Research Technique. Australasian Journal of Special Education. 41(1). 35–50. 29 indexed citations
19.
Cumming, Therese M., Iva Strnadová, & Leanne Dowse. (2014). At-Risk Youth in Australian Schools and Promising Models of Intervention.. International Journal of Special Education (IJSE). 29(3). 16–25. 7 indexed citations
20.
Cumming, Therese M.. (2011). The Education of Students With Emotional and Behavior Disabilities in Australia. Intervention in School and Clinic. 48(1). 55–59. 10 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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