World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
80
Citations
31952
World Ranking
1428
National Ranking
857

George Sugai 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 George Sugai 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: 201 publications — 69th percentile

69% of scientists in this discipline score the same or lower.

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

George Sugai 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 George Sugai 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: 80 D-Index — 88th percentile

88% of scientists in this discipline score the same or lower.

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

Overview

George Sugai is affiliated with the University of Connecticut in the United States. Their research primarily spans the fields of social sciences and psychology, with particular attention to education and developmental and educational psychology. The scientist's work also touches on social psychology, clinical psychology, and cognitive neuroscience.

Their recent publications focus on education, behavioral studies, and addressing inequalities within educational settings. These papers include:

  • Strengthening MTSS for Behavior (MTSS-B) to Promote Racial Equity, 2021, School Psychology Review
  • Supports to Improve Academic Outcomes With Racially and Ethnically Minoritized Youth: A Review of Research, 2021, Remedial and Special Education
  • School-Based Supports and Interventions to Improve Social and Behavioral Outcomes with Racially and Ethnically Minoritized Youth: A Review of Recent Quantitative Research, 2021, Journal of Behavioral Education
  • A Teacher Self-Assessment of Culturally Relevant Practice to Inform Educator Professional Development Decisions in MTSS Contexts, 2022, Assessment for Effective Intervention
  • Reinforcement Foundations of a Function-Based Behavioral Approach for Students With Challenging Behavior, 2020, Beyond Behavior

The scientist's research topics reflect a focus on education discipline and inequality, behavioral and psychological studies, bullying, victimization, and aggression, as well as parental involvement in education. There is also emphasis on early childhood education and development, child and adolescent psychosocial and emotional development, and autism spectrum disorder research.

  • Education Discipline and Inequality
  • Behavioral and Psychological Studies
  • Bullying, Victimization, and Aggression
  • Parental Involvement in Education
  • Early Childhood Education and Development
  • Child and Adolescent Psychosocial and Emotional Development
  • Autism Spectrum Disorder Research

The scientist frequently collaborates with several coauthors, including Lindsay M. Fallon, Emily R. DeFouw, Sadie C. Cathcart, Breda V. O'Keeffe, and Brandi Simonsen. Their publications appear in venues such as School Psychology Review, Remedial and Special Education, Journal of Behavioral Education, Assessment for Effective Intervention, and Beyond Behavior.

Best Publications

  • Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

    George Sugai;Robert H. Horner;Glen Dunlap

  • The Evolution of Discipline Practices: School-Wide Positive Behavior Supports

    George Sugai;Robert Horner

  • A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support.

    George Sugai;Robert R. Horner

  • Evidence-Based Practices in Classroom Management: Considerations for Research to Practice.

    Brandi Simonsen;Sarah Fairbanks;Amy Briesch;Diane Myers

  • Integrated Approaches to Preventing Antisocial Behavior Patterns among School-Age Children and Youth.

    Hill M. Walker;Robert H. Horner;George Sugai;Michael Bullis

  • 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

  • A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools.

    Robert H. Horner;George Sugai;Keith Smolkowski;Lucille Eber

  • Examining the Evidence Base for School-Wide Positive Behavior Support

    Robert H. Horner;George Sugai;Cynthia M. Anderson

  • Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches

    George Sugai;Robert H. Horner

  • Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions.

    George Sugai;Jeffrey R. Sprague;Robert H. Horner;Hill M. Walker

  • The School-Wide Evaluation Tool (SET): A Research Instrument for Assessing School-Wide Positive Behavior Support.

    Robert H. Horner;Anne W. Todd;Teri Lewis-Palmer;Larry K. Irvin

  • Effective Behavior Support: A Systems Approach to Proactive Schoolwide Management.

    Timothy J. Lewis;George Sugai

  • Effective Teaching: Principles and Procedures of Applied Behavior Analysis with Exceptional Students

    Mark Wolery;Donald B. Bailey;George M. Sugai

  • Validity of Office Discipline Referral Measures as Indices of School-Wide Behavioral Status and Effects of School-Wide Behavioral Interventions

    Larry K. Irvin;Tary J. Tobin;Jeffrey R. Sprague;George Sugai

  • Response to Intervention: Examining Classroom Behavior Support in Second Grade:

    Sarah Fairbanks;George Sugai;David Guardino;Margaret Lathrop

  • Reducing Problem Behavior through a School-Wide System of Effective Behavioral Support: Investigation of a School-Wide Social Skills Training Program and Contextual Interventions.

    Timothy J. Lewis;George Sugai;Geoff Colvin

  • School-Wide Behavioral Support: Starting the Year Off Right

    Susan Taylor-Greene;Doris Brown;Larry Nelson;Julie Longton

  • Function-Based Intervention Planning: Comparing the Effectiveness of FBA Function-Based and Non-Function-Based Intervention Plans.

    Kimberly Ingram;Teri Lewis-Palmer;George Sugai

  • Wraparound and Positive Behavioral Interventions and Supports in the Schools.

    Lucille Eber;George Sugai;Carl R. Smith;Terrance M. Scott

  • Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School

    Kent McIntosh;K. Brigid Flannery;George Sugai;Drew H. Braun

Frequent Co-Authors

Robert H. Horner
Robert H. Horner University of Oregon
Brandi Simonsen
Brandi Simonsen University of Connecticut
Dean L. Fixsen
Dean L. Fixsen University of North Carolina at Chapel Hill
Nicholas A. Gage
Nicholas A. Gage University of Florida
Terrance M. Scott
Terrance M. Scott University of Louisville
Jeffrey R. Sprague
Jeffrey R. Sprague University of Oregon
Sandra M. Chafouleas
Sandra M. Chafouleas University of Connecticut
Hill M. Walker
Hill M. Walker University of Oregon
Kent McIntosh
Kent McIntosh University of Oregon
Glen Dunlap
Glen Dunlap University of South Florida

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Related Online Degrees & Career Pathways

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Each state sets specific standards for education and practice. For example, learning about the Kentucky education requirements for social workers can help you plan if you wish to pursue online social work degrees and gain flexibility in your academic journey.

Some states may require a bachelor’s or master’s degree for licensing. Researching the Louisiana education requirements for social workers and the degree needed to be a social worker in Maine can clarify expectations before enrolling in an online program. Exploring these career and degree options early can set you up for success in a wide range of psychology and social services roles.

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