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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Social engagement and adaptive functioning during early childhood: Identifying and distinguishing among subgroups differing with regard to social engagement.
Brian E. Vaughn, António J. Santos, Lí­gia Monteiro, et al.
Developmental Psychology (2016) Vol. 52, Iss. 9, pp. 1422-1434
Open Access | Times Cited: 23

Showing 23 citing articles:

Autism Diagnostic Observation Schedule
Catherine Lord, Michael Rutter, Susan Goode, et al.
PsycTESTS Dataset (1989)
Closed Access | Times Cited: 1680
Preschoolers’ interactions with other-gender peers promote prosocial behavior and reduce aggression: An examination of the Buddy Up intervention
Sonya Xinyue Xiao, Laura D. Hanish, Laura Means Malouf, et al.
Early Childhood Research Quarterly (2022) Vol. 60, pp. 403-413
Closed Access | Times Cited: 19
Co-evolution of Friendships and Antipathies: A Longitudinal Study of Preschool Peer Groups
João R. Daniel, António J. Santos, Marta Antunes, et al.
Frontiers in Psychology (2016) Vol. 7
Open Access | Times Cited: 27
Naturalistic evaluation of preschoolers’ spontaneous interactions: The Autism Peer Interaction Observation Scale
Nirit Bauminger‐Zviely, Analia Shefer
Autism (2021) Vol. 25, Iss. 6, pp. 1520-1535
Open Access | Times Cited: 16
Preschool Peer Social Intervention (PPSI) to Enhance Social Play, Interaction, and Conversation: Study Outcomes
Nirit Bauminger‐Zviely, Dganit Eytan, Sagit Hoshmand, et al.
Journal of Autism and Developmental Disorders (2019) Vol. 50, Iss. 3, pp. 844-863
Closed Access | Times Cited: 19
‘Boom Boom in the Zoom Zoom Room’: Online music therapy with children and adolescents with visual impairment
Bill Ahessy
British Journal of Visual Impairment (2021) Vol. 41, Iss. 1, pp. 143-161
Closed Access | Times Cited: 15
Changes in preschool children’s social engagement positively predict changes in social competence: A three‐year longitudinal study of portuguese children
António J. Santos, João R. Daniel, Marta Antunes, et al.
Social Development (2019) Vol. 29, Iss. 2, pp. 544-563
Closed Access | Times Cited: 11
Solitary Activities from Early Childhood to Adolescence
Robert J. Coplan, Laura L. Ooi, Will E. Hipson
(2021), pp. 105-116
Closed Access | Times Cited: 10
Social-Motor Coordination Between Peers: Joint Action Developmental Trajectories in ASD and TD
Shahar Bar Yehuda, Nirit Bauminger‐Zviely
Journal of Autism and Developmental Disorders (2022) Vol. 54, Iss. 3, pp. 811-828
Closed Access | Times Cited: 7
Pathways to peer interaction in ASD and TD through individual and dyadic joint-action motor abilities
Yael Estrugo, Shahar Bar Yehuda, Nirit Bauminger‐Zviely
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 3
Network dynamics of affiliative ties in preschool peer groups
João R. Daniel, António J. Santos, Carla Fernandes, et al.
Social Networks (2019) Vol. 57, pp. 63-69
Closed Access | Times Cited: 8
Simulation Theory Applied to Direct Systematic Observation
Rumen Manolov, José Luís Losada
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 6
Preschoolers’ Beliefs, Emotions and Intended Responses toward Peer Behaviors: Do Children’s Sex, Age, and Social Behavior Make a Difference?
Maryse Guedes, Manuela Veríssimo, António J. Santos
Children (2023) Vol. 10, Iss. 8, pp. 1312-1312
Open Access | Times Cited: 2
Perceptions of Portuguese Psychologists about the Acceptability of a Parent Intervention Targeted at Inhibited Preschoolers
Maryse Guedes, Leandra Coelho, António J. Santos, et al.
Evidence-Based Practice in Child and Adolescent Mental Health (2018) Vol. 4, Iss. 1, pp. 1-17
Closed Access | Times Cited: 5
Perceções dos psicólogos portugueses acerca da aceitabilidade de uma intervenção dirigida a crianças inibidas em idade pré-escolar
Maryse Guedes, Stephanie Alves, António J. Santos, et al.
Análise Psicológica (2019) Vol. 37, Iss. 3, pp. 371-390
Open Access | Times Cited: 4
Children’s Play Profiles: Contributions From Child’s Temperament and Father’s Parenting Styles in a Portuguese Sample
Carolina Santos, Lí­gia Monteiro, Olívia Ribeiro, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 4
Beliefs, practices and support needs of preschool teachers toward shy‐withdrawn behaviours
Maryse Guedes, Manuela Veríssimo, António J. Santos
Infant and Child Development (2024) Vol. 33, Iss. 4
Closed Access
Children’s affiliation toward peers reflected in their picture drawings
Asami Shinohara, Miyabi Narazaki, Tessei Kobayashi
Behavior Research Methods (2022) Vol. 55, Iss. 5, pp. 2733-2742
Open Access | Times Cited: 2
Early Peer Relations in Typical Development
Nirit Bauminger‐Zviely, Dganit Eytan, Sagit Hoshmand, et al.
Social interaction in learning and development (2021), pp. 3-13
Closed Access | Times Cited: 2
Perceptions of Portuguese psychologists about behavioural inhibition/social withdrawal and their related intervention needs during early childhood
Maryse Guedes, Leandra Coelho, António J. Santos, et al.
Psicologia (2020) Vol. 34, Iss. 1, pp. 147-161
Open Access | Times Cited: 1
Perceptions of Portuguese Preschool Teachers and Psychologists about the Acceptability of a New Evidence-Based Universal Intervention Program with Targeted Elements for Inhibited-Withdrawn Behaviors
Maryse Guedes, Manuela Veríssimo, António J. Santos
Evidence-Based Practice in Child and Adolescent Mental Health (2023) Vol. 9, Iss. 4, pp. 453-471
Closed Access
Emerging Sense of Ethnic Awareness and Peer Interactions in Preschool
Saira John
(2017)
Closed Access
The PPSI’s Planning, Development, and Empirical Evaluation
Nirit Bauminger‐Zviely, Dganit Eytan, Sagit Hoshmand, et al.
Social interaction in learning and development (2021), pp. 207-227
Closed Access
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