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Psychology

D-Index
74
Citations
15158
World Ranking
1912
National Ranking
1120

Overview

Erik W. Carter is affiliated with Baylor University in the United States. Their research primarily focuses on areas within the social sciences and psychology, engaging extensively with topics related to disability support and education.

The main fields of study in Carter's work include:

  • Social Sciences
  • Psychology

Within these broad fields, their work covers various subfields such as:

  • Safety Research
  • Clinical Psychology
  • Education
  • Occupational Therapy
  • Cognitive Neuroscience

Carter's research addresses several interconnected topics, including:

  • Family and Disability Support Research
  • Disability Education and Employment
  • Assistive Technology in Communication and Mobility
  • Education Systems and Policy
  • Autism Spectrum Disorder Research
  • Inclusion and Disability in Education and Sport
  • Disability Rights and Representation

Their recent papers showcase a range of studies related to youth employment and disability support. Some examples are:

  • "Preparing Youth for the World of Work: Educator Perspectives on Pre-Employment Transition Services" (2020), published in Career Development and Transition for Exceptional Individuals
  • "Perspectives of pre-employment transition services providers on preparing youth with disabilities for employment" (2020), featured in Journal of Vocational Rehabilitation
  • "Supporting Strong Transitions Remotely: Considerations and Complexities for Rural Communities During COVID-19" (2020), appearing in Rural Special Education Quarterly
  • "A Systematic Review of How Peer-Mediated Interventions Impact Students Without Disabilities" (2021), published in Remedial and Special Education
  • "Pursuing Paid Employment for Youth with Severe Disabilities: Multiple Perspectives on Pressing Challenges" (2022), featured in Research and Practice for Persons with Severe Disabilities

Erik W. Carter has frequently published in specific venues known for disability and vocational rehabilitation research, such as:

  • Intellectual and developmental disabilities
  • Inclusion
  • Journal of Vocational Rehabilitation
  • Career Development and Transition for Exceptional Individuals
  • Research and Practice for Persons with Severe Disabilities

The scientist collaborates often with several co-authors, indicating an active research network. These frequent co-authors include:

  • Michele A. Schutz
  • Elise D. McMillan
  • Emily R. Lanchak
  • Jessica M. Awsumb
  • Hilary E. Travers

This profile outlines a research career centered on advancing understanding in disability-related education, employment, and support systems.

Best Publications

  • Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities

    Erik W. Carter;Diane Austin;Audrey A. Trainor

  • Academic, Social, and Behavioral Characteristics of High School Students With Emotional Disturbances or Learning Disabilities

    Kathleen L. Lane;Erik W. Carter;Melinda R. Pierson;Barbara C. Glaeser

  • Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities

    Erik W. Carter;Kathleen Lynne Lane;Melinda R. Pierson;Barbara Glaeser

  • Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions.

    Erik W. Carter;Lisa S. Cushing;Nitasha M. Clark;Craig H. Kennedy

  • Knowledge, Responsibilities, and Training Needs of Paraprofessionals in Elementary and Secondary Schools

    Erik Carter;Laura O'Rourke;Lynn G. Sisco;Danielle Pelsue

  • Increasing Social Interaction among Adolescents with Intellectual Disabilities and Their General Education Peers: Effective Interventions.

    Erik W. Carter;Carolyn Hughes

  • Promoting Access to the General Curriculum Using Peer Support Strategies.

    Erik W. Carter;Craig H. Kennedy

  • Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators

    Erik W. Carter;Kathleen Lynne Lane;Melinda R. Pierson;Kristin K. Stang

  • Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators:

    Erik W. Carter;Carolyn Hughes

  • Preparing Transition-Age Students with High-Functioning Autism Spectrum Disorders for Meaningful Work

    Gloria K. Lee;Erik W. Carter

  • Peer Interactions and Academic Engagement of Youth With Developmental Disabilities in Inclusive Middle and High School Classrooms

    Erik W Carter;Lynn G Sisco;Lissa Brown;Dana Brickham

  • Quality of Life for Transition-Age Youth with Autism or Intellectual Disability

    Elizabeth E. Biggs;Erik W. Carter

  • Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities

    Erik W. Carter;Jennifer Asmus;Colleen K. Moss;Elizabeth E. Biggs

  • Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice:

    Matthew E. Brock;Erik W. Carter

  • Efficacy and Social Validity of Peer Support Arrangements for Adolescents with Disabilities

    Erik W. Carter;Colleen K. Moss;Alicia Hoffman;Yun-Ching Chung

  • Transition Assessment and Planning for Youth With Severe Intellectual and Developmental Disabilities

    Erik W. Carter;Matthew E. Brock;Audrey A. Trainor

  • Social Interactions of Students with Disabilities Who Use Augmentative and Alternative Communication in Inclusive Classrooms.

    Yun-Ching Chung;Erik W. Carter;Lynn G. Sisco

  • Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders

    Erik W. Carter;Eric A. Common;Melissa A. Sreckovic;Heartley B. Huber

  • Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature

    Erik W. Carter;Lynn G. Sisco;Yun-Ching Chung;Tina L. Stanton-Chapman

  • Factors influencing social interaction among high school students with intellectual disabilities and their general education peers.

    Erik W Carter;Carolyn Hughes;Carol B Guth;Susan R Copeland

Frequent Co-Authors

Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
Craig H. Kennedy
Craig H. Kennedy University of Connecticut
Daniel M. Bolt
Daniel M. Bolt University of Wisconsin–Madison
Wendy Machalicek
Wendy Machalicek University of Oregon
Sally J. Rogers
Sally J. Rogers University of California, Davis
Robert M. Hodapp
Robert M. Hodapp Vanderbilt University
Zachary Warren
Zachary Warren Vanderbilt University Medical Center
Joseph H. Wehby
Joseph H. Wehby Vanderbilt University

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