World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
97
Citations
29471
World Ranking
718
National Ranking
450

Frank M. Gresham 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 Frank M. Gresham 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: 273 publications — 84th percentile

84% of scientists in this discipline score the same or lower.

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

Frank M. Gresham 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 Frank M. Gresham 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: 97 D-Index — 94th percentile

94% of scientists in this discipline score the same or lower.

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

Research.com Recognitions

  • 2000 - Fellow of the American Association for the Advancement of Science (AAAS)
  • 1986 - Fellow of the American Psychological Association (APA)

Overview

Frank M. Gresham is affiliated with Louisiana State University in the United States. Their research contributions primarily span the fields of Psychology and Social Sciences, with a particular focus on Clinical Psychology and Education. Their scholarly work includes studies related to Child and Adolescent Psychosocial and Emotional Development, Resilience and Mental Health, Health, Psychology, and Well-being, Early Childhood Education and Development, Infant Development and Preterm Care, as well as Teacher Professional Development and Motivation.

The scientist's recent publications include:

  • The Work and Social Adjustment Scale for Youth: Psychometric properties of the teacher version and evidence of contextual variability in psychosocial impairments. (2022, Psychological Assessment)
  • Evidence-Based Social-Emotional Learning Intervention Programs for Preschool Children: An Important Key to Development and Learning (2024, International Journal of Psychology and Educational Studies)
  • Work and Social Adjustment Scale for Youth--Teacher Version (2022, PsycTESTS Dataset)

Frequent co-authors in their research work are:

  • Andres De Los Reyes
  • Clayton R. Cook
  • Margaret Sullivan
  • Nicole Morrell
  • Mo Wang

The main venues where Gresham's work has been published include:

  • Psychological Assessment
  • International Journal of Psychology and Educational Studies
  • PsycTESTS Dataset

Gresham's research explores various psychological and educational domains with an emphasis on measurement tools and intervention effectiveness related to youth psychosocial adjustment and social-emotional learning. Their collaborative efforts involve contributions across multiple research groups examining child development and teacher-related motivational factors.

In recognition of contributions to the field, Gresham was awarded Fellow status by notable professional societies:

  • Fellow of the American Association for the Advancement of Science (AAAS), 2000
  • Fellow of the American Psychological Association (APA), 1986

Best Publications

  • Interpreting Outcomes of Social Skills Training for Students with High-Incidence Disabilities:

    Frank M M. G Gresham;George S Sugai;Robert H H. H Horner

  • Antisocial behavior in school : evidence-based practices

    Hill M. Walker;Elizabeth Ramsey;Frank M. Gresham

  • Assessment of depression in childhood and adolescence: an evaluation of the Center for Epidemiological Studies Depression Scale for Children (CES-DC).

    Michael E. Faulstich;Michael P. Carey;Laurie Ruggiero;Patience Enyart

  • Assessment of Treatment Integrity in School Consultation and Prereferral Intervention

    Frank M. Gresham

  • Assessment and Classification of Children's Social Skills: A Review of Methods and Issues.

    Frank M. Gresham;Stephen N. Elliott

  • Comparability of the social skills rating system to the social skills improvement system :content and psychometric comparisons across elementary and secondary age levels

    Frank M. Gresham;Stephen N. Elliott;Michael J. Vance;Clayton R. Cook

  • Development of a modified treatment evaluation inventory

    Mary L. Kelley;Robert W. Heffer;Frank M. Gresham;Stephen N. Elliott

  • Treatment integrity in applied behavior analysis with children.

    Frank M. Gresham;Kristin A. Gansle;George H. Noell

  • Social skills interventions for children.

    Stephen N. Elliott;Frank M. Gresham

  • Treatment Integrity in Learning Disabilities Intervention Research: Do We Really Know How Treatments Are Implemented?

    Frank M. Gresham;Donald L. MacMillan;Margaret E. Beebe-Frankenberger;Kathleen M. Bocian

  • The Relationship Between Adaptive Behavior and Social Skills: Issues in Definition and Assessment

    Frank M. Gresham;Stephen N. Elliott

  • Treatment Integrity of School-Based Behavioral Intervention Studies: 1980–1990

    Frank M. Gresham;Kristin A. Gansle;George H. Noell;Stacey Cohen

  • Proactive, Early Screening to Detect Behaviorally At-Risk Students: Issues, Approaches, Emerging Innovations, and Professional Practices.

    Herbert H. Severson;Hill M. Walker;Jennifer Hope-Doolittle;Thomas R. Kratochwill

  • Social Skills Training with Handicapped Children: A Review

    Frank M. Gresham

  • Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders: A Review and Analysis of the Meta-Analytic Literature

    Clayton R. Cook;Frank M. Gresham;Lee Kern;Ramón B. Barreras

  • Misguided Mainstreaming: The Case for Social Skills Training with Handicapped Children

    Frank M. Gresham

  • Current Status and Future Directions of School-Based Behavioral Interventions.

    Frank M. Gresham

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

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

  • Treatment integrity of school-based interventions with children in the journal of applied behavior analysis 1991-2005.

    Laura Lee McIntyre;Frank M Gresham;Florence D DiGennaro;Derek D Reed

  • Cross-Informant Agreement for Ratings for Social Skill and Problem Behavior Ratings: An Investigation of the Social Skills Improvement System—Rating Scales

    Frank M. Gresham;Stephen N. Elliott;Clayton R. Cook;Michael J. Vance

  • Social skills intervention guide : practical strategies for social skills training

    Stephen N. Elliott;Frank M. Gresham

  • Children's Depression Inventory: Construct and Discriminant Validity across Clinical and Nonreferred (Control) Populations.

    Michael P. Carey;Michael E. Faulstich;Frank M. Gresham;Laurie Ruggiero

Frequent Co-Authors

Stephen N. Elliott
Stephen N. Elliott Arizona State University
Clayton R. Cook
Clayton R. Cook University of Minnesota
Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
Hill M. Walker
Hill M. Walker University of Oregon
George H. Noell
George H. Noell Louisiana State University
Lee Kern
Lee Kern Lehigh University
Steven R. Forness
Steven R. Forness University of California, Los Angeles
Michael P. Carey
Michael P. Carey Brown University
Daniel J. Reschly
Daniel J. Reschly Vanderbilt University
Gary N. Siperstein
Gary N. Siperstein University of Massachusetts Boston

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