World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
63
Citations
10047
World Ranking
3161
National Ranking
1790

Christopher H. Skinner 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 Christopher H. Skinner 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: 204 publications — 70th percentile

70% of scientists in this discipline score the same or lower.

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

Christopher H. Skinner 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 Christopher H. Skinner 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: 63 D-Index — 73rd percentile

73% of scientists in this discipline score the same or lower.

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

Overview

Christopher H. Skinner is affiliated with the University of Tennessee at Knoxville in the United States. Their research primarily focuses on psychology, with particular attention to developmental and educational psychology, cognitive neuroscience, social psychology, education, and statistics and probability.

The main fields of study include:

  • Psychology

Subfields of study related to their work encompass:

  • Developmental and Educational Psychology
  • Cognitive Neuroscience
  • Social Psychology
  • Education
  • Statistics and Probability

Their research topics cover a range of areas such as:

  • Behavioral and Psychological Studies
  • Autism Spectrum Disorder Research
  • Bullying, Victimization, and Aggression
  • Cognitive and developmental aspects of mathematical skills
  • Child and Adolescent Psychosocial and Emotional Development
  • Reading and Literacy Development
  • Disability Education and Employment

Christopher H. Skinner has contributed to several notable publications. Recent papers include:

  • Toward a More Comprehensive Evaluation of Interventions: A Dose-Response Curve Analysis of an Explicit Timing Intervention, 2020, School Psychology Review
  • Using Tootling to Enhance First-Grade Students' Use of a Social Skill: Evaluating the Catching Compliments Game, 2021, Education and Treatment of Children
  • Interdependent Group Rewards: Rewarding On-Task Behavior Versus Academic Performance in an Eighth-Grade Classroom Serving Students With Emotional and Behavioral Disorders, 2020, Behavioral Disorders
  • Factors Influencing the Effectiveness of Interventions: An Interaction of Instructional Set Size and Dose, 2020, School Psychology Review
  • Interdependent Group-Oriented Contingencies: Randomly Selected Components to the Rescue, 2021, Teaching Exceptional Children

Frequent publication venues for their work are:

  • Psychology in the Schools
  • School Psychology
  • School Psychology Review
  • Teaching Exceptional Children
  • Journal of Behavioral Education

Collaborations feature repeated co-authorship with several researchers, including:

  • Margaret Crewdson
  • S. Paul Wright
  • Merilee McCurdy
  • Kristen Fowler
  • Gary J. Duhon

Best Publications

  • Functional Behavioral Assessment: Principles, Procedures, and Future Directions.

    Frank M. Gresham;T. Steuart Watson;Christopher H. Skinner

  • Altering Response Topography to Increase Response Efficiency and Learning Rates.

    Christopher H. Skinner;Phillip J. Belfiore;Holly W. Mace;Shandra Williams-Wilson

  • Increasing learning rates by increasing student response rates: A summary of research.

    Christopher H. Skinner;Priscilla A. Fletcher;Carlen Henington

  • Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems

    Brian C. Poncy;Christopher H. Skinner;Kathryn E. Jaspers

  • Cover, Copy, and Compare: A Self-Managed Academic Intervention Effective Across Skills, Students, and Settings

    Christopher H. Skinner;T. F. McLaughlin;Pat Logan

  • Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond

    Christopher H. Skinner;Danielle N. Pappas;Kai A. Davis

  • An empirical analysis of interspersal research evidence, implications and applications of the discrete task completion hypothesis.

    Christopher H Skinner

  • Preventing Academic Skills Deficits

    Christopher H. Skinner

  • Interventions for Reading Problems: Designing and Evaluating Effective Strategies

    Edward J Daly;Sabina Neugebauer;Sandra Chafouleas;Christopher H Skinner

  • Enhancing academic performance in a classroom serving students with serious emotional disturbance: interdependent group contingencies with randomly selected components

    Joan Popkin;Christopher H. Skinner

  • Independent and Interdependent Group Contingencies: Smoothing the Rough Waters

    Christopher H. Skinner;Craig S. Cashwell;Merrily S. Dunn

  • Increasing On-Task Behavior in an Elementary Student during Mathematics Seatwork by Interspersing Additional Brief Problems

    Merilee McCurdy;Christopher H. Skinner;Kay Grantham;T. Steuart Watson

  • Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention

    Jennifer T. Freeland;Christopher H. Skinner;Bertha Jackson;C. Elizabeth McDaniel

  • Instructional Effectiveness and Instructional Efficiency as Considerations for Data-Based Decision Making: An Evaluation of Interspersing Procedures

    Gary L. Cates;Christopher H. Skinner;T. Steuart Watson;Tawnya J. Meadows

  • Increasing Tootling: The Effects of a Peer-Monitored Group Contingency Program on Students' Reports of Peers' Prosocial Behaviors.

    Christopher H. Skinner;Tammy H. Cashwell;Amy L. Skinner

  • Randomized interdependent group contingencies: Group reinforcement with a twist

    Kimberly Kelshaw-Levering;Heather E. Sterling-Turner;Jennifer R. Henry;Christopher H. Skinner

  • An Investigation of the Reliability and Standard Error of Measurement of Words Read Correctly Per Minute Using Curriculum-Based Measurement

    Brian C. Poncy;Christopher H. Skinner;Philip K. Axtell

  • A Comparison of Instructional Response Requirements on the Multiplication Performance of Behaviorally Disordered Students

    Unknown

  • The 1-minute explicit timing intervention: The influence of mathematics problem difficulty.

    Katrina N. Rhymer;Christopher H. Skinner;Shantwania Jackson;Stephanie McNeill

  • The Taped-Problems Intervention: Increasing Multiplication Fact Fluency Using a Low-Tech, Classwide, Time-Delay Intervention

    Elizabeth McCallum;Christopher H. Skinner;Haley Turner;Lee Saecker

  • Applying Herrnstein's Matching Law to Influence Students' Choice to Complete Difficult Academic Tasks

    Christopher H. Skinner;Sheri L. Robinson;Gregg A. Johns;Patricia Logan

Frequent Co-Authors

David F. Cihak
David F. Cihak University of Tennessee at Knoxville
Frank M. Gresham
Frank M. Gresham Louisiana State University
Sandra M. Chafouleas
Sandra M. Chafouleas University of Connecticut
Randy G. Floyd
Randy G. Floyd University of Memphis
Keith Topping
Keith Topping University of Dundee

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Related Online Degrees & Career Pathways

Studying psychology in the USA opens doors to a variety of online degrees and rewarding career pathways, particularly in social work and related helping professions. With the rising demand for mental health and support services, many students pursue online programs to gain the flexibility they need for balancing studies with other commitments.

Becoming a licensed social worker is a common next step, but requirements differ by state. For example, if you are interested in working in the Southeast, you should review the South Carolina social work education requirements to understand specific qualifications. Similarly, students planning to practice in the Midwest should consult the South Dakota social work license requirements.

In other regions, know the Tennessee social work education requirements or the Texas social work license requirements before applying for credentials.

Exploring related online degrees in counseling, social work, or behavioral health is a smart way to broaden your expertise and career opportunities after completing a psychology program.

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