Veronica P. Fleury

2.2k total citations · 1 hit paper
18 papers, 1.5k citations indexed

About

Veronica P. Fleury is a scholar working on Cognitive Neuroscience, Developmental and Educational Psychology and Education. According to data from OpenAlex, Veronica P. Fleury has authored 18 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Cognitive Neuroscience, 16 papers in Developmental and Educational Psychology and 11 papers in Education. Recurrent topics in Veronica P. Fleury's work include Autism Spectrum Disorder Research (16 papers), Reading and Literacy Development (10 papers) and Child Development and Digital Technology (10 papers). Veronica P. Fleury is often cited by papers focused on Autism Spectrum Disorder Research (16 papers), Reading and Literacy Development (10 papers) and Child Development and Digital Technology (10 papers). Veronica P. Fleury collaborates with scholars based in United States. Veronica P. Fleury's co-authors include Angel Fettig, Kara Hume, Connie Wong, Samuel L. Odom, Ann W. Cox, Joshua B. Plavnick, Matthew E. Brock, Tia R. Schultz, Suzanne Kucharczyk and Ilene Sharon Schwartz and has published in prestigious journals such as Journal of Autism and Developmental Disorders, Exceptional Children and The Journal of Special Education.

In The Last Decade

Veronica P. Fleury

17 papers receiving 1.4k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review

2015 1.0k citations Connie Wong, Samuel L. Odom et al. Journal of Autism and Developmental Disorders profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Veronica P. Fleury United States	11	1.1k	815	744	435	210	18	1.5k
Nancy S. McIntyre United States	17	1.2k 1.1×	747 0.9×	612 0.8×	451 1.0×	267 1.3×	43	1.5k
Joshua B. Plavnick United States	17	1.3k 1.2×	953 1.2×	911 1.2×	355 0.8×	306 1.5×	47	1.7k
Angel Fettig United States	16	1.1k 1.0×	883 1.1×	1.0k 1.4×	562 1.3×	258 1.2×	45	1.8k
Suzanne Kucharczyk United States	9	1.0k 0.9×	639 0.8×	794 1.1×	298 0.7×	229 1.1×	26	1.3k
Tia R. Schultz United States	12	1.2k 1.0×	661 0.8×	977 1.3×	396 0.9×	289 1.4×	18	1.5k
Ann W. Cox United States	7	1.0k 0.9×	677 0.8×	798 1.1×	289 0.7×	226 1.1×	12	1.3k
L. Juane Heflin United States	19	1.0k 0.9×	858 1.1×	766 1.0×	349 0.8×	200 1.0×	23	1.4k
Erik Drasgow United States	23	631 0.6×	773 0.9×	487 0.7×	304 0.7×	164 0.8×	76	1.2k
Kristi L. Morin United States	13	858 0.8×	535 0.7×	577 0.8×	216 0.5×	183 0.9×	33	1.1k
Leslie Neely United States	21	971 0.9×	739 0.9×	598 0.8×	196 0.5×	237 1.1×	64	1.2k

Countries citing papers authored by Veronica P. Fleury

Since Specialization

Citations

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

Fields of papers citing papers by Veronica P. Fleury

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Veronica P. Fleury. 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 Veronica P. Fleury. The network helps show where Veronica P. Fleury may publish in the future.

Co-authorship network of co-authors of Veronica P. Fleury

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

All Works

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18 of 18 papers shown

Fleury, Veronica P., et al.. (2024). Learning to Implement Dialogic Reading Through Video-Based Online Training: A Preliminary Study. Language Speech and Hearing Services in Schools. 55(3). 985–993.

Fleury, Veronica P., et al.. (2022). An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices. Focus on Autism and Other Developmental Disabilities. 37(3). 189–198. 1 indexed citations

Fleury, Veronica P., et al.. (2021). Early Lessons Learned in Designing an Adaptive Shared Reading Intervention for Preschoolers With Autism. Exceptional Children. 88(1). 45–64. 3 indexed citations

Fleury, Veronica P., et al.. (2021). Building Comprehension Skills of Young Children With Autism One Storybook at a Time. Language Speech and Hearing Services in Schools. 52(1). 153–164. 12 indexed citations

Fleury, Veronica P., et al.. (2021). Sampling Engagement in Shared Reading Activities With Children With Autism Spectrum Disorder: A Generalizability Study. Topics in Early Childhood Special Education. 41(3). 178–190. 1 indexed citations

Fleury, Veronica P., et al.. (2020). Shared Reading Extratextual Talk With Children With Autism Who Have Spontaneous Speech. The Journal of Special Education. 55(1). 23–33. 6 indexed citations

Fleury, Veronica P., et al.. (2019). Public Perception of Autism Treatments: The Role of Credibility and Evidence. Journal of Autism and Developmental Disorders. 49(5). 1876–1886. 11 indexed citations

Fleury, Veronica P., et al.. (2018). Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers. Journal of Autism and Developmental Disorders. 48(10). 3596–3607. 36 indexed citations

Johnson, LeAnne, et al.. (2018). Translating Evidence-Based Practices to Usable Interventions for Young Children With Autism. Journal of Early Intervention. 40(2). 158–176. 16 indexed citations

10.

Fleury, Veronica P., et al.. (2018). Flapping, Spinning, Rocking, and Other Repetitive Behaviors: Intervening With Young Children Who Engage in Stereotypy. Young Exceptional Children. 23(2). 63–75. 5 indexed citations

11.

Fleury, Veronica P., et al.. (2018). Early Indication of Reading Difficulty? A Descriptive Analysis of Emergent Literacy Skills in Children With Autism Spectrum Disorder. Topics in Early Childhood Special Education. 38(2). 82–93. 16 indexed citations

12.

Fettig, Angel, et al.. (2017). Dialogic Reading in Early Childhood Settings: A Summary of the Evidence Base. Topics in Early Childhood Special Education. 37(3). 132–146. 63 indexed citations

13.

Fleury, Veronica P. & Ilene Sharon Schwartz. (2016). A Modified Dialogic Reading Intervention for Preschool Children With Autism Spectrum Disorder. Topics in Early Childhood Special Education. 37(1). 16–28. 78 indexed citations

14.

Wong, Connie, Samuel L. Odom, Kara Hume, et al.. (2015). Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review. Journal of Autism and Developmental Disorders. 45(7). 1951–1966. 1009 indexed citations breakdown →

15.

Fleury, Veronica P., Susan Hedges, Kara Hume, et al.. (2014). Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education. Remedial and Special Education. 35(2). 68–79. 115 indexed citations

16.

Fleury, Veronica P., Julie Thompson, & Connie Wong. (2014). Learning How to Be a Student. Behavior Modification. 39(1). 69–97. 15 indexed citations

17.

Fleury, Veronica P.. (2013). Engaging Children With Autism in Shared Book Reading. Young Exceptional Children. 18(1). 3–16. 9 indexed citations

18.

Fleury, Veronica P., et al.. (2013). Promoting active participation in book reading for preschoolers with Autism Spectrum Disorder: A preliminary study. Child Language Teaching and Therapy. 30(3). 273–288. 55 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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