Yun-Ching Chung

909 total citations
24 papers, 667 citations indexed

About

Yun-Ching Chung is a scholar working on Clinical Psychology, Occupational Therapy and Safety Research. According to data from OpenAlex, Yun-Ching Chung has authored 24 papers receiving a total of 667 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Clinical Psychology, 14 papers in Occupational Therapy and 14 papers in Safety Research. Recurrent topics in Yun-Ching Chung's work include Family and Disability Support Research (15 papers), Assistive Technology in Communication and Mobility (14 papers) and Disability Education and Employment (14 papers). Yun-Ching Chung is often cited by papers focused on Family and Disability Support Research (15 papers), Assistive Technology in Communication and Mobility (14 papers) and Disability Education and Employment (14 papers). Yun-Ching Chung collaborates with scholars based in United States. Yun-Ching Chung's co-authors include Erik W. Carter, Lynn G. Sisco, Natalie R. Andzik, Karen H. Douglas, Virginia L. Walker, Julia B. Stoner, Tina L. Stanton‐Chapman, Colleen K. Moss, Alicia Hoffman and Michael P. Kranak and has published in prestigious journals such as The Journal of the Acoustical Society of America, Exceptional Children and The Journal of Special Education.

In The Last Decade

Yun-Ching Chung

23 papers receiving 631 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Yun-Ching Chung United States 13 372 313 292 227 198 24 667
Lynn G. Sisco United States 9 385 1.0× 133 0.4× 399 1.4× 162 0.7× 159 0.8× 9 651
Sharon Glennen United States 12 332 0.9× 182 0.6× 335 1.1× 180 0.8× 233 1.2× 21 660
Carly B. Gilson United States 11 230 0.6× 154 0.5× 294 1.0× 147 0.6× 102 0.5× 35 498
Virginia L. Walker United States 15 391 1.1× 113 0.4× 296 1.0× 262 1.2× 324 1.6× 70 731
Pamela J. Mims United States 11 102 0.3× 112 0.4× 266 0.9× 188 0.8× 365 1.8× 27 583
Ee Rea Hong United States 18 465 1.3× 268 0.9× 81 0.3× 694 3.1× 425 2.1× 37 863
Joshua N. Baker United States 11 116 0.3× 99 0.3× 307 1.1× 119 0.5× 329 1.7× 31 620
J. Matt Jameson United States 13 229 0.6× 98 0.3× 333 1.1× 144 0.6× 247 1.2× 28 600
Jessica Caron United States 16 179 0.5× 572 1.8× 85 0.3× 365 1.6× 158 0.8× 33 714
Sally Clendon New Zealand 10 129 0.3× 152 0.5× 82 0.3× 119 0.5× 226 1.1× 27 400

Countries citing papers authored by Yun-Ching Chung

Since Specialization
Citations

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

Fields of papers citing papers by Yun-Ching Chung

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Yun-Ching Chung. 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 Yun-Ching Chung. The network helps show where Yun-Ching Chung may publish in the future.

Co-authorship network of co-authors of Yun-Ching Chung

This figure shows the co-authorship network connecting the top 25 collaborators of Yun-Ching Chung. A scholar is included among the top collaborators of Yun-Ching Chung 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 Yun-Ching Chung. Yun-Ching Chung 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.
Douglas, Karen H., et al.. (2022). Using Technology to Support Academic Learning. The Journal of Special Education. 56(3). 158–167. 4 indexed citations
2.
Chung, Yun-Ching & Karen H. Douglas. (2022). The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms. Focus on Autism and Other Developmental Disabilities. 38(4). 223–233.
3.
Douglas, Karen H., et al.. (2022). Social Positioning to Increase Communication of Adults With Extensive Support Needs. Intellectual and developmental disabilities. 60(1). 1–15. 1 indexed citations
4.
Walker, Virginia L. & Yun-Ching Chung. (2021). Augmentative and Alternative Communication in an Elementary School Setting: A Case Study. Language Speech and Hearing Services in Schools. 53(1). 167–180. 6 indexed citations
5.
Andzik, Natalie R. & Yun-Ching Chung. (2021). Augmentative and Alternative Communication for Adults With Complex Communication Needs: A Review of Single-Case Research. Communication Disorders Quarterly. 43(3). 182–194. 6 indexed citations
6.
Douglas, Karen H., et al.. (2020). Teaching American Government Content to Students with Developmental Disabilities Using Technology and Constant Time Delay. Journal of Developmental and Physical Disabilities. 32(6). 925–941. 5 indexed citations
7.
Chung, Yun-Ching, et al.. (2019). Interactions of High School Students With Intellectual and Developmental Disabilities in Inclusive Classrooms. Intellectual and developmental disabilities. 57(4). 307–322. 6 indexed citations
8.
Walker, Virginia L., Karen H. Douglas, & Yun-Ching Chung. (2017). An Evaluation of Paraprofessionals' Skills and Training Needs in Supporting Students with Severe Disabilities.. International Journal of Special Education (IJSE). 32(3). 460–471. 13 indexed citations
9.
Andzik, Natalie R., et al.. (2017). National survey describing and quantifying students with communication needs. Developmental Neurorehabilitation. 21(1). 40–47. 34 indexed citations
10.
Andzik, Natalie R., et al.. (2017). AAC services in schools: a special educator’s perspective. International Journal of Developmental Disabilities. 65(2). 89–97. 35 indexed citations
11.
Walker, Virginia L., et al.. (2017). Function-Based Intervention in Inclusive School Settings: A Meta-Analysis. Journal of Positive Behavior Interventions. 20(4). 203–216. 51 indexed citations
12.
Andzik, Natalie R., Yun-Ching Chung, & Michael P. Kranak. (2016). Communication Opportunities for Elementary School Students who use Augmentative and Alternative Communication. Augmentative and Alternative Communication. 32(4). 272–281. 43 indexed citations
13.
Chung, Yun-Ching & Julia B. Stoner. (2016). A meta-synthesis of team members’ voices: what we need and what we do to support students who use AAC. Augmentative and Alternative Communication. 32(3). 175–186. 41 indexed citations
14.
Chung, Yun-Ching & Karen H. Douglas. (2015). A Peer Interaction Package for Students with Autism Spectrum Disorders who Use Speech-Generating Devices. Journal of Developmental and Physical Disabilities. 27(6). 831–849. 21 indexed citations
15.
Chung, Yun-Ching & Karen H. Douglas. (2014). Communicative Competence Inventory for Students Who Use Augmentative and Alternative Communication. Teaching Exceptional Children. 47(1). 56–68. 8 indexed citations
16.
Chung, Yun-Ching, Erik W. Carter, & Lynn G. Sisco. (2012). Social Interactions of Students with Disabilities Who Use Augmentative and Alternative Communication in Inclusive Classrooms. American Journal on Intellectual and Developmental Disabilities. 117(5). 349–367. 109 indexed citations
17.
Chung, Yun-Ching, Erik W. Carter, & Lynn G. Sisco. (2012). A Systematic Review of Interventions to Increase Peer Interactions for Students with Complex Communication Challenges. Research and Practice for Persons with Severe Disabilities. 37(4). 271–287. 27 indexed citations
18.
Carter, Erik W., Colleen K. Moss, Alicia Hoffman, Yun-Ching Chung, & Lynn G. Sisco. (2011). Efficacy and Social Validity of Peer Support Arrangements for Adolescents with Disabilities. Exceptional Children. 78(1). 107–125. 85 indexed citations
19.
Carter, Erik W., Lynn G. Sisco, Yun-Ching Chung, & Tina L. Stanton‐Chapman. (2010). Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature. Research and Practice for Persons with Severe Disabilities. 35(3-4). 63–79. 80 indexed citations
20.
Weismer, Gary, et al.. (2007). Consonant-vowel (CV) and vowel-consonant (VC) transitions in the speech of persons with dysarthria and healthy controls. The Journal of the Acoustical Society of America. 121(5_Supplement). 3135–3135. 1 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Lynn G. Sisco Breakdown of academic impact, for papers by Sharon Glennen Breakdown of academic impact, for papers by Carly B. Gilson Breakdown of academic impact, for papers by Virginia L. Walker Breakdown of academic impact, for papers by Pamela J. Mims Breakdown of academic impact, for papers by Ee Rea Hong Breakdown of academic impact, for papers by Joshua N. Baker Breakdown of academic impact, for papers by J. Matt Jameson Breakdown of academic impact, for papers by Jessica Caron Breakdown of academic impact, for papers by Sally Clendon
Rankless by CCL
2026