Thomas Zane

2.1k total citations
33 papers, 294 citations indexed

About

Thomas Zane is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Clinical Psychology. According to data from OpenAlex, Thomas Zane has authored 33 papers receiving a total of 294 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Developmental and Educational Psychology, 16 papers in Cognitive Neuroscience and 10 papers in Clinical Psychology. Recurrent topics in Thomas Zane's work include Behavioral and Psychological Studies (25 papers), Autism Spectrum Disorder Research (16 papers) and Family and Disability Support Research (5 papers). Thomas Zane is often cited by papers focused on Behavioral and Psychological Studies (25 papers), Autism Spectrum Disorder Research (16 papers) and Family and Disability Support Research (5 papers). Thomas Zane collaborates with scholars based in United States. Thomas Zane's co-authors include Benjamin L. Handen, Richard T. Walls, William D. Ellis, Mary Jane Weiss, Kimberly A. Schreck, Michael F. Dorsey, Michael Weinberg, D. F. Hake, Gerald Groden and Kathleen N. Zimmerman and has published in prestigious journals such as Journal of Applied Behavior Analysis, Contemporary Educational Psychology and Exceptional Children.

In The Last Decade

Thomas Zane

31 papers receiving 259 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Thomas Zane United States	10	214	177	69	60	43	33	294
Karen A. Toussaint United States	9	219 1.0×	212 1.2×	65 0.9×	75 1.3×	37 0.9×	13	287
Judah B. Axe United States	11	266 1.2×	226 1.3×	80 1.2×	56 0.9×	45 1.0×	34	331
Alexandra M. Hilt United States	8	275 1.3×	183 1.0×	123 1.8×	74 1.2×	31 0.7×	9	306
Jessica Singer‐Dudek United States	11	277 1.3×	201 1.1×	62 0.9×	55 0.9×	63 1.5×	20	323
Melissa N. Andersen United States	8	133 0.6×	108 0.6×	89 1.3×	31 0.5×	43 1.0×	14	261
Kelly A. Heckaman United States	7	261 1.2×	220 1.2×	152 2.2×	56 0.9×	17 0.4×	9	305
Moses R. Johnson United States	11	296 1.4×	158 0.9×	110 1.6×	62 1.0×	47 1.1×	16	328
A.J.J.M. Ruijssenaars Netherlands	8	188 0.9×	65 0.4×	57 0.8×	37 0.6×	34 0.8×	36	294
Vincent Winterling United States	5	348 1.6×	242 1.4×	104 1.5×	95 1.6×	75 1.7×	6	396
Christine Milne United States	10	217 1.0×	226 1.3×	95 1.4×	81 1.4×	13 0.3×	39	273

Countries citing papers authored by Thomas Zane

Since Specialization

Citations

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

Fields of papers citing papers by Thomas Zane

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Thomas Zane. 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 Thomas Zane. The network helps show where Thomas Zane may publish in the future.

Co-authorship network of co-authors of Thomas Zane

This figure shows the co-authorship network connecting the top 25 collaborators of Thomas Zane. A scholar is included among the top collaborators of Thomas Zane 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 Thomas Zane. Thomas Zane is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Zane, Thomas, et al.. (2024). The Effect of Choice on Student Performance in Online Graduate Classes. Journal of Behavioral Education. 34(3). 506–525. 1 indexed citations

Zane, Thomas, et al.. (2023). One Worldview to Rule Them All. lnternational Electronic Journal of Elementary Education. 1 indexed citations

Schreck, Kimberly A., et al.. (2023). Teaching Behavior Analysts to Address Unethical Behavior: Developing Evidence-Based Ethics Instructional Methods. Behavior Analysis in Practice. 18(3). 776–788. 1 indexed citations

Zane, Thomas, et al.. (2023). You’re Not Skyping Your Uncle Buck on Saturday Night: Proper Behavior in Online Learning Environments. Journal of College and Character. 24(3). 285–292.

Schreck, Kimberly A., et al.. (2023). Behavior Analysts' Use of Treatments for Individuals with Autism: Trends within the Field. Behavior Analysis in Practice. 16(4). 1061–1084. 3 indexed citations

Zane, Thomas, et al.. (2023). Effects of Feedback Statements on Staff Procedural Integrity. Journal of Organizational Behavior Management. 44(3). 233–249.

Zane, Thomas, et al.. (2022). An Economic Evaluation of Emerging and Ineffective Interventions: Examining the Role of Cost When Translating Research into Practice. Exceptional Children. 88(3). 245–262. 7 indexed citations

Zane, Thomas, et al.. (2018). Customer Service Skill Development for Students With Autism Spectrum Disorder Using Video Modeling. Career Development and Transition for Exceptional Individuals. 42(4). 246–252. 5 indexed citations

Zane, Thomas, et al.. (2018). The Use of Remote Monitoring to Increase Staff Fidelity of Protocol Implementation When Working with Adults with Autism. Research and Practice for Persons with Severe Disabilities. 43(4). 239–251. 4 indexed citations

10.

Schreck, Kimberly A., et al.. (2016). Behavior Analysts' Use of and Beliefs in Treatments for People with Autism: A 5‐Year Follow‐up. Behavioral Interventions. 31(4). 355–376. 11 indexed citations

11.

Weiss, Mary Jane & Thomas Zane. (2010). Three Important Things to Consider When Starting Intervention for a Child Diagnosed With Autism. Behavior Analysis in Practice. 3(2). 58–60. 7 indexed citations

12.

Nichols, B.D., et al.. (2010). The clinical utility of two reinforcement preference assessment techniques: A comparison of duration of assessment and identification of functional reinforcers.. The Behavior Analyst Today. 10(3-4). 456–466. 8 indexed citations

13.

Dorsey, Michael F., et al.. (2009). The Case for Licensure of Applied Behavior Analysts. Behavior Analysis in Practice. 2(1). 53–58. 16 indexed citations

14.

Zane, Thomas, et al.. (1993). Improving the Accuracy of Self-Corrected Mathematics Homework. The Journal of Educational Research. 86(3). 184–189. 6 indexed citations

15.

Zane, Thomas, et al.. (1992). The Extent to Which Software Developers Validate Their Claims. Journal of Research on Computing in Education. 24(3). 7 indexed citations

16.

Handen, Benjamin L. & Thomas Zane. (1987). Delayed prompting: A review of procedural variations and results. Research in Developmental Disabilities. 8(2). 307–330. 53 indexed citations

17.

Groden, Gerald, et al.. (1987). Effects of fenfluramine on the behavior of autistic individuals. Research in Developmental Disabilities. 8(2). 203–211. 9 indexed citations

18.

Zane, Thomas. (1981). Prompting and Fading Guidance Procedures: Their Effect on Chaining and Whole Task Teaching Strategies.. Education and training of the mentally retarded. 16(2). 9 indexed citations

19.

Walls, Richard T., Thomas Zane, & William D. Ellis. (1981). Forward and Backward Chaining, and Whole Task Methods. Behavior Modification. 5(1). 61–74. 27 indexed citations

20.

Ellis, William D., Richard T. Walls, & Thomas Zane. (1980). Preresponse and error-correction prompting procedures for learning complex assembly tasks. Contemporary Educational Psychology. 5(1). 30–40. 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.

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