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Audra K. Langley

D-Index & Metrics

Psychology

D-Index
35
Citations
5724
World Ranking
9813
National Ranking
5191

Audra K. Langley publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Audra K. Langley sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 120 publications — 32nd percentile

32% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Audra K. Langley D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Audra K. Langley sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 35 D-Index — 16th percentile

16% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Audra K. Langley is affiliated with the University of California, Los Angeles in the United States. Their research primarily focuses on social sciences and psychology, with notable contributions to clinical psychology, sociology and political science, safety research, general health professions, and education.

The scientist's work addresses several key topics including:

  • Child Welfare and Adoption
  • Child Abuse and Trauma
  • Child and Adolescent Psychosocial and Emotional Development
  • Family Support in Illness
  • Intergenerational Family Dynamics and Caregiving
  • Racial and Ethnic Identity Research
  • Family and Disability Support Research

Langley has published extensively, including several recent papers such as:

  • "Understanding and addressing racial stress and trauma in schools: A pathway toward resistance and healing" (2021) in Psychology in the Schools
  • "Concurrent Planning: Understanding the Placement Experiences of Resource Families" (2022) in Adoption Quarterly
  • "Long-term effects of pre-adoptive risk on emotional and behavioral functioning in children adopted from foster care" (2021) in Child Abuse & Neglect
  • "Leveraging a public-public partnership in Los Angeles County to address COVID-19 for children, youth, and families in underresourced communities." (2020) in Psychological Trauma Theory Research Practice and Policy
  • "Impact of COVID-19 on resource families: Unique challenges and strengths" (2021) in Developmental Child Welfare

In addition to journal articles, Langley has contributed to book publications, including a work titled Cognitive Behavioral Intervention for Trauma in Schools (CBITS) for American Indian Youth (2021), published by RAND Corporation eBooks.

Langley frequently collaborates with several co-authors, including Jill Waterman, Matthew A. Ruderman, Vanessa Perez, Todd Franke, and Farzana T. Saleem. Their research is also published repeatedly in venues such as the Journal of Public Child Welfare, the Journal of the American Academy of Child & Adolescent Psychiatry, Adoption Quarterly, PsycEXTRA Dataset, and Psychology in the Schools.

Best Publications

  • Evidence-Based Mental Health Programs in Schools: Barriers and Facilitators of Successful Implementation

    Audra K. Langley;Erum Nadeem;Erum Nadeem;Sheryl H. Kataoka;Bradley D. Stein;Bradley D. Stein

  • Children's mental health care following Hurricane Katrina: a field trial of trauma-focused psychotherapies.

    Lisa H. Jaycox;Judith A. Cohen;Anthony P. Mannarino;Douglas W. Walker

  • Impairment in childhood anxiety disorders: preliminary examination of the child anxiety impact scale-parent version.

    Audra K. Langley;R. Lindsey Bergman;James McCracken;John C. Piacentini

  • Controlled Comparison of Family Cognitive Behavioral Therapy and Psychoeducation/Relaxation Training for Child Obsessive-Compulsive Disorder

    John Piacentini;R. Lindsey Bergman;Susanna Chang;Audra Langley

  • Correlates of Accommodation of Pediatric Obsessive-Compulsive Disorder: Parent, Child, and Family Characteristics

    Tara S. Peris;R. Lindsey Bergman;Audra Langley;Susanna Chang

  • The Utility of Measures of Child and Adolescent Anxiety: A Meta-Analytic Review of the Revised Children's Manifest Anxiety Scale, the State?Trait Anxiety Inventory for Children, and the Child Behavior Checklist.

    Laura D. Seligman;Thomas H. Ollendick;Audra K. Langley;Heidi Bechtoldt Baldacci

  • Support for Students Exposed to Trauma: A Pilot Study

    Lisa H. Jaycox;Audra K. Langley;Bradley D. Stein;Marleen Wong

  • Preventing secondary traumatic stress in educators

    Stephen Hydon;Marleen Wong;Audra K. Langley;Bradley D. Stein

  • The Child Anxiety Impact Scale: Examining Parent- and Child-Reported Impairment in Child Anxiety Disorders

    Audra K. Langley;Avital Falk;Tara Peris;Joshua F. Wiley

  • Family factors predict treatment outcome for pediatric obsessive-compulsive disorder.

    Tara S. Peris;Catherine A. Sugar;R. Lindsey Bergman;Susanna Chang

  • CBITS: Cognitive Behavioral Intervention for Trauma in Schools

    Lisa H. Jaycox;Sheryl H. Kataoka;Bradley D. Stein;Audra K. Langley

  • Providing evidence-based practice to ethnically diverse youths: examples from the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program.

    Victoria K. Ngo;Audra K. Langley;Sheryl H. Kataoka;Erum Nadeem

  • Bounce back: Effectiveness of an elementary school-based intervention for multicultural children exposed to traumatic events.

    Audra K. Langley;Araceli Gonzalez;Catherine A. Sugar;Diana Solis

  • Correlates of comorbid anxiety and externalizing disorders in childhood obsessive compulsive disorder.

    Audra K. Langley;Adam B. Lewin;Adam B. Lewin;R. Lindsey Bergman;Joyce C. Lee

  • Psychological impact of fire disaster on children and their parents.

    Russell T. Jones;David P. Ribbe;Phillippe B. Cunningham;J. David Weddle

  • Cognitive-Behavioral Treatment of Childhood OCD: It's Only a False Alarm Therapist Guide

    John Piacentini;Audra Langley;Tami Roblek

  • Assessment of childhood anxiety

    Audra K. Langley;R. Lindsey Bergman;John C. Piacentini

  • Treating Traumatized Children After Hurricane Katrina: Project Fleur-de Lis

    Judith A. Cohen;Lisa H. Jaycox;Douglas W. Walker;Anthony P. Mannarino

  • Effects on school outcomes in low-income minority youth: preliminary findings from a community-partnered study of a school-based trauma intervention

    Sheryl H. Kataoka;Lisa H. Jaycox;Marleen Wong;Erum Nadeem

  • Cognitive-behavioral therapy for children who have obsessive-compulsive disorder

    John Piacentini;Audra K. Langley

  • Going to Scale: Experiences Implementing a School-Based Trauma Intervention.

    Erum Nadeem;Lisa H. Jaycox;Sheryl H. Kataoka;Audra K. Langley

Frequent Co-Authors

John Piacentini
John Piacentini University of California, Los Angeles
Lisa H. Jaycox
Lisa H. Jaycox RAND Corporation
Bradley D. Stein
Bradley D. Stein RAND Corporation
Jeanne Miranda
Jeanne Miranda University of California, Los Angeles
Tara S. Peris
Tara S. Peris University of California, Los Angeles
Golda S. Ginsburg
Golda S. Ginsburg University of Connecticut
Boris Birmaher
Boris Birmaher University of Pittsburgh
Philip C. Kendall
Philip C. Kendall Temple University
Anne Marie Albano
Anne Marie Albano Columbia University
Anthony P. Mannarino
Anthony P. Mannarino Allegheny General Hospital

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Related Online Degrees & Career Pathways

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For example, becoming a substance abuse counselor can start with online study, but it’s important to understand the substance abuse counselor requirements in Winston Salem, which often include supervised practice and state licensure. Similarly, those interested in working with individuals with behavioral challenges can become a Board Certified Behavior Analyst (BCBA). Requirements can differ by location, so prospective students should review the Albuquerque bcba requirements, Anaheim bcba requirements, and Anchorage bcba requirements to ensure they meet local expectations.

Overall, online psychology degrees can set a solid foundation for these rewarding roles, but it’s essential to check specific state or city regulations early in your academic planning.

Best Scientists Citing Audra K. Langley

Eric A. Storch

Eric A. Storch

Baylor College of Medicine

Publications: 116

Adam B. Lewin

Adam B. Lewin

University of South Florida

Publications: 56

John Piacentini

John Piacentini

University of California, Los Angeles

Publications: 56

Philip C. Kendall

Philip C. Kendall

Temple University

Publications: 55

Tanya K. Murphy

Tanya K. Murphy

University of South Florida

Publications: 41

Golda S. Ginsburg

Golda S. Ginsburg

University of Connecticut

Publications: 31

Joseph F. McGuire

Joseph F. McGuire

University of California, Los Angeles

Publications: 28

Tara S. Peris

Tara S. Peris

University of California, Los Angeles

Publications: 27

Scott N. Compton

Scott N. Compton

Duke University

Publications: 21

Jonathan S. Comer

Jonathan S. Comer

Florida International University

Publications: 20

Cathy Creswell

Cathy Creswell

University of Oxford

Publications: 19

John T. Walkup

John T. Walkup

Lurie Children's Hospital

Publications: 19

James T. McCracken

James T. McCracken

University of California, Los Angeles

Publications: 19

Martin E. Franklin

Martin E. Franklin

University of Pennsylvania

Publications: 18

Anne Marie Albano

Anne Marie Albano

Columbia University

Publications: 18

Tord Ivarsson

Tord Ivarsson

University of Gothenburg

Publications: 18

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