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D-Index & Metrics

Psychology

D-Index
44
Citations
7877
World Ranking
6970
National Ranking
3776

Ilene S. Schwartz 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 Ilene S. Schwartz 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: 97 publications — 18th percentile

18% of scientists in this discipline score the same or lower.

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

Ilene S. Schwartz 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 Ilene S. Schwartz 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: 44 D-Index — 41st percentile

41% of scientists in this discipline score the same or lower.

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

Overview

Ilene S. Schwartz is affiliated with the University of Washington in the United States. Their research primarily spans the fields of Psychology and Neuroscience, with a significant focus on Cognitive Neuroscience and Developmental and Educational Psychology. Clinical Psychology, Education, and General Health Professions also represent important subfields in their academic contributions.

The main topics covered in their work include Autism Spectrum Disorder Research, Behavioral and Psychological Studies, Family and Disability Support Research, Health Policy Implementation Science, Child and Adolescent Psychosocial and Emotional Development, Bullying, Victimization, and Aggression, as well as Parental Involvement in Education.

Schwartz has been published in several notable venues, including:

  • Behavior Analysis in Practice
  • Journal of Developmental and Physical Disabilities
  • Research and Practice for Persons with Severe Disabilities
  • International Journal of Educational Research
  • Frontiers in Psychiatry

Recent papers by Ilene S. Schwartz and collaborators reflect the scope of their research interests:

  • Quality of Life for People with Disabilities: Why Applied Behavior Analysts Should Consider This a Primary Dependent Variable, 2021, Research and Practice for Persons with Severe Disabilities
  • When Rules Are Not Enough: Developing Principles to Guide Ethical Conduct, 2020, Behavior Analysis in Practice
  • Teaching Imitation to Young Children with Autism Spectrum Disorder Using Discrete Trial Training and Contingent Imitation, 2021, Journal of Developmental and Physical Disabilities
  • Exploring individual and organizational mechanisms of implementation of evidence-based practices for the inclusion of elementary students with autism: Study protocol, 2021, International Journal of Educational Research
  • Compassion: The Eighth Dimension of Applied Behavior Analysis, 2023, Behavior Analysis in Practice

Frequent collaborators include Katherine J. Bateman, Elizabeth M. Kelly, Nancy Rosenberg, Alice Bravo, and Ashley Penney. These partnerships have contributed to multiple publications across the identified research fields.

Best Publications

  • SOCIAL VALIDITY ASSESSMENTS: IS CURRENT PRACTICE STATE OF THE ART?

    Ilene S. Schwartz;Donald M. Baer

  • Effects of Video Modeling Alone and With Self-Management on Compliment-Giving Behaviors of Children with High-Functioning ASD:

    Allison Lowy Apple;Felix Billingsley;Ilene S. Schwartz;Edward G. Carr

  • Peer Imitation: Increasing Social Interactions in Children with Autism and Other Developmental Disabilities in Inclusive Preschool Classrooms

    Ann N. Garfinkle;Ilene S. Schwartz

  • Preschool inclusion in the United States: a review of research from an ecological systems perspective

    Samuel L. Odom;Joann Vitztum;Ruth Wolery;Joan Lieber

  • The Picture Exchange Communication System: Communicative outcomes for young children with disabilities.

    Ilene S. Schwartz;Ann N. Garfinkle;Janet Bauer

  • Alternative Seating for Young Children with Autism Spectrum Disorder: Effects on Classroom Behavior

    Denise Lynn Schilling;Ilene S. Schwartz

  • Developmentally Appropriate Practice Appraising Its Usefulness for Young Children with Disabilities

    Judith J. Carta;Ilene S. Schwartz;Jane B. Atwater;Scott R. McConnell

  • A comparison of preschool and kindergarten teacher expectations for school readiness

    Ann Higgins Hains;Susan A. Fowler;Ilene S. Schwartz;Esther Kottwitz

  • Supporting Young Children's IEP Goals in Inclusive Settings Through Embedded Learning Opportunities:

    Eva Horn;Joan Lieber;Shouming Li;Susan Sandall

  • Four Portraits of Friendship at an Inclusive School

    Debbie Staub;Ilene S. Schwartz;Chrysan Gallucci;Charles A. Peck

  • Parents’ Perspectives of Collaboration with School Professionals: Barriers and Facilitators to Successful Partnerships in Planning for Students with ASD

    Vanessa Tucker;Ilene Schwartz

  • ABA and the Development of Meaningful Social Relations for Young Children with Autism.

    Phillip S. Strain;Ilene Schwartz

  • Building Blocks for Teaching Preschoolers with Special Needs

    Susan Rebecka Sandall;Ilene S. Schwartz

  • Parent Perception of the Impacts of Inclusion on Their Nondisabled Child.

    Charles A. Peck;Debbie Staub;Chrysan Gallucci;Ilene Schwartz

  • When Asking Questions is Not Enough: An Observational Study of Social Communication Differences in High Functioning Children with Autism

    Christopher D. Jones;Ilene S. Schwartz

  • A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade

    Debra Kamps;Kathy Thiemann-Bourque;Linda Heitzman-Powell;Ilene Schwartz

  • Positive Behavior Support and Applied Behavior Analysis: A Familial Alliance

    Glen Dunlap;Edward G. Carr;Robert H. Horner;Jennifer R. Zarcone

  • Key Influences on the Initiation and Implementation of Inclusive Preschool Programs

    Joan Lieber;Marci J. Hanson;Paula J. Beckman;Samuel L. Odom

  • Effects of Teaching Early Interventionists to Use Discrete Trials During Ongoing Classroom Activities

    Bonnie J. McBride;Ilene S. Schwartz

  • On the Forms of Inclusion: Organizational Context and Individualized Service Models.

    Samuel L. Odom;Eva M. Horn;Jules M. Marquart;Marci J. Hanson

Frequent Co-Authors

Samuel L. Odom
Samuel L. Odom University of North Carolina at Chapel Hill
Phillip S. Strain
Phillip S. Strain University of Denver
Debra Kamps
Debra Kamps University of Kansas
Scott R. McConnell
Scott R. McConnell University of Minnesota
Judith J. Carta
Judith J. Carta University of Kansas
Beth Harry
Beth Harry University of Miami
Philip S. Dale
Philip S. Dale University of New Mexico
Donald M. Baer
Donald M. Baer University of Kansas
Edward G. Carr
Edward G. Carr Stony Brook University
Susan Goldin-Meadow
Susan Goldin-Meadow University of Chicago

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