D-Index & Metrics Best Publications

D-Index & Metrics

Discipline name D-index D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines. Citations Publications World Ranking National Ranking
Psychology D-index 73 Citations 16,002 232 World Ranking 1150 National Ranking 709

Overview

What is she best known for?

The fields of study she is best known for:

  • Social science
  • Developmental psychology
  • Social psychology

Kathleen Lynne Lane focuses on Developmental psychology, Clinical psychology, Emotional and behavioral disorders, Academic achievement and Intervention. She studies Developmental psychology, focusing on Learning disability in particular. Kathleen Lynne Lane combines subjects such as Treatment Effectiveness Evaluation, Erikson's stages of psychosocial development and Identification with her study of Clinical psychology.

Her Academic achievement research is multidisciplinary, incorporating perspectives in Interpersonal competence, Social psychology, Social skills and Primary education. Her Intervention research integrates issues from Time on task and Reinforcement. Kathleen Lynne Lane interconnects El Niño, Positive behavior support and Developmental disorder in the investigation of issues within Special education.

Her most cited work include:

  • Academic Achievement of K-12 Students with Emotional and Behavioral Disorders (436 citations)
  • Academic Achievement of K-12 Students with Emotional and Behavioral Disorders (436 citations)
  • Rates of progression of coronary calcium by electron beam tomography. (232 citations)

What are the main themes of her work throughout her whole career to date?

Intervention, Developmental psychology, Clinical psychology, Medical education and Psychological intervention are her primary areas of study. Her Intervention study also includes

  • Applied psychology that intertwine with fields like Reinforcement,
  • Mathematics education that intertwine with fields like Inclusion. Kathleen Lynne Lane integrates Developmental psychology and Emotional and behavioral disorders in her research.

Her work on Predictive validity is typically connected to Risk screening as part of general Clinical psychology study, connecting several disciplines of science. Her studies in Medical education integrate themes in fields like Pedagogy and Teaching method. Her research in Social skills focuses on subjects like Academic achievement, which are connected to Primary education.

She most often published in these fields:

  • Intervention (26.32%)
  • Developmental psychology (25.26%)
  • Clinical psychology (20.00%)

What were the highlights of her more recent work (between 2018-2021)?

  • Medical education (18.95%)
  • Mathematics education (15.09%)
  • Evidence-based practice (4.91%)

In recent papers she was focusing on the following fields of study:

Her scientific interests lie mostly in Medical education, Mathematics education, Evidence-based practice, Applied psychology and Clinical psychology. Her work in Mathematics education addresses issues such as Self, which are connected to fields such as Goal orientation, Set, Teaching method and Psychological intervention. Her study in Goal orientation is interdisciplinary in nature, drawing from both Academic achievement, Inclusion and Autism.

Predictive validity is the focus of her Clinical psychology research. Her Educational research study incorporates themes from Special education, Information retrieval and Behavioral momentum. Her Behavioral interventions study is concerned with Intervention in general.

Between 2018 and 2021, her most popular works were:

  • A systematic review of just-in-time adaptive interventions (JITAIs) to promote physical activity (32 citations)
  • A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance: (26 citations)
  • Development of the Self-Determined Learning Model of Instruction Coaching Model: Implications for Research and Practice. (7 citations)

In her most recent research, the most cited papers focused on:

  • Social science
  • Social psychology
  • Developmental psychology

Kathleen Lynne Lane mainly investigates Evidence-based practice, Applied psychology, Teaching method, Mathematics education and Medical education. Intervention, Behavioral momentum, Information retrieval, Special education and Educational research are fields of study that intersect with her Evidence-based practice research. Her Behavioral interventions study, which is part of a larger body of work in Intervention, is frequently linked to Core component, bridging the gap between disciplines.

Her research in Applied psychology intersects with topics in mHealth, Behavioural sciences and Health promotion. Her research in the fields of School culture, Student engagement and Learner engagement overlaps with other disciplines such as Component. Her work in the fields of Medical education, such as Faculty development, overlaps with other areas such as Self-management and Strategy development.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Academic Achievement of K-12 Students with Emotional and Behavioral Disorders

J. Ron Nelson;Gregory J. Benner;Kathleen Lynne Lane;Kathleen Lynne Lane;Benjamin W. Smith.
Exceptional Children (2004)

867 Citations

Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013

Nelson C. Brunsting;Melissa A. Sreckovic;Kathleen Lynne Lane.
Education and Treatment of Children (2014)

447 Citations

Rates of progression of coronary calcium by electron beam tomography.

Matthew J Budoff;Kathleen L Lane;Hamid Bakhsheshi;Songshou Mao.
American Journal of Cardiology (2000)

353 Citations

Academic Instruction for Students with Emotional and Behavioral Disorders

Joseph H. Wehby;Kathleen L. Lane;Katherine B. Falk.
Journal of Emotional and Behavioral Disorders (2003)

336 Citations

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.
Journal of Emotional and Behavioral Disorders (2006)

336 Citations

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.
Exceptional Children (2006)

326 Citations

Functional Behavioral Assessment and Function-Based Intervention: An Effective, Practical Approach

John Umbreit;Jolenea Ferro;Carl J. Liaupsin;Kathleen Lynne Lane.
(2006)

324 Citations

Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting

Kathleen Lynne Lane;Sally M. Barton-Arwood;J. Ron Nelson;Joseph Wehby.
Journal of Behavioral Education (2008)

311 Citations

Teacher Expectations of Student Behavior Social Skills Necessary for Success in Elementary School Classrooms

Kathleen L. Lane;Christine C. Givner;Melinda R. Pierson.
Journal of Special Education (2004)

268 Citations

Treatment Integrity: An Essential—But Often Forgotten—Component of School-Based Interventions

Kathleen Lynne Lane;Kathleen M. Bocian;Donald L. MacMillan;Frank M. Gresham.
Preventing School Failure (2004)

262 Citations

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Best Scientists Citing Kathleen Lynne Lane

Karrie A. Shogren

Karrie A. Shogren

University of Kansas

Publications: 41

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Matthew J. Budoff

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Michael L. Wehmeyer

Michael L. Wehmeyer

University of Kansas

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Steve Graham

Steve Graham

Arizona State University

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George Sugai

George Sugai

University of Connecticut

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Terrance M. Scott

Terrance M. Scott

University of Louisville

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Lee Kern

Lee Kern

Lehigh University

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Joseph H. Wehby

Joseph H. Wehby

Vanderbilt University

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Erik W. Carter

Erik W. Carter

Vanderbilt University

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Karen R. Harris

Karen R. Harris

Arizona State University

Publications: 20

Frank M. Gresham

Frank M. Gresham

Louisiana State University

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Michael H. Epstein

Michael H. Epstein

University of Nebraska–Lincoln

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Thomas W. Farmer

Thomas W. Farmer

William & Mary

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Robert H. Horner

Robert H. Horner

University of Oregon

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Sandra M. Chafouleas

Sandra M. Chafouleas

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Brandi Simonsen

Brandi Simonsen

University of Connecticut

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