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D-Index & Metrics

Psychology

D-Index
38
Citations
5828
World Ranking
8901
National Ranking
4727

Overview

John Wills Lloyd is affiliated with the University of Virginia in the United States. Their recent research contributions focus on various aspects of education, behavioral studies, and research data management, often intersecting with educational psychology and collaborative teaching methods.

The scientist has published numerous papers in well-regarded venues. Recent papers include:

  • Professional Learning and Development in Classroom Management for Novice Teachers: A Systematic Review, 2021, Education and Treatment of Children
  • Open Science and Single-Case Design Research, 2021, Remedial and Special Education
  • Meta-Analysis of Prompt and Duration for Curriculum-Based Measurement of Written Language, 2020, Exceptionality
  • An Exploratory Study of an Instructional Model for Co-Teaching, 2020, Exceptionality
  • Developing and Implementing FBA-BIPs in Elementary Classrooms: A Conceptual Replication., 2020, CSUSB ScholarWorks (California State University, San Bernardino)

Their frequent co-authors include:

  • William J. Therrien (18 collaborations)
  • Shanna E. Hirsch (3 collaborations)
  • Kristina N. Randall (3 collaborations)
  • Allison L. Bruhn (2 collaborations)
  • Michelle Dunn (2 collaborations)

Research is regularly published in these venues:

  • Exceptional Children (16 publications)
  • Exceptionality (2 publications)
  • Education and Treatment of Children (1 publication)
  • Remedial and Special Education (1 publication)
  • CSUSB ScholarWorks (California State University, San Bernardino) (1 publication)

John Wills Lloyd's work spans several subfields within education, including:

  • Education
  • Developmental and Educational Psychology
  • Statistics, Probability and Uncertainty
  • Information Systems and Management
  • Information Systems

Their main research topics cover:

  • Behavioral and Psychological Studies
  • Collaborative Teaching and Inclusion
  • Writing and Handwriting Education
  • Teacher Education and Leadership Studies
  • Meta-analysis and Systematic Reviews
  • Scientific Computing and Data Management
  • Research Data Management Practices

Best Publications

  • Congruence Between Roles and Actions of Secondary Special Educators in Co-Taught and Special Education Settings:

    Margaret P. Weiss;John Wills Lloyd

  • Designing High-Quality Research in Special Education: Group Experimental Design

    Russell Gersten;Scott Baker;John Wills Lloyd

  • Mega-analysis of Meta-analyses: What Works in Special Education and Related Services.

    Steven R. Forness;Kenneth A. Kavale;Ilaina M. Blum;John W. Lloyd

  • Some Methods Are More Effective Than Others

    John Wills Lloyd;Steven R. Forness;Kenneth A. Kavale

  • Effects of a Cognitive-Behavioral Intervention on the Preshot Routine and Performance in Golf

    Patrick J. Cohn;Robert J. Rotella;John W. Lloyd

  • Examining the Research Base of the Regular Education Initiative Efficacy Studies and the Adaptive Learning Environments Model

    Daniel P. Hallahan;Clayton E. Keller;James D. McKinney;John Wills Lloyd

  • Why do teachers refer pupils for special education? An analysis of referral records

    John Wills Lloyd;James M. Kauffman;Timothy J. Landrum;Donald L. Roe

  • Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD: A UDL Approach

    Michael J. Kennedy;Cathy Newman Thomas;J. Patrick Meyer;Kat D. Alves

  • SELF-MONITORING OF ATTENTION AS A TREATMENT FOR A LEARNING DISABLED BOY'S OFF-TASK BEHAVIOR

    Daniel P. Hallahan;John Lloyd;Marianne Myron Kosiewicz;James M. Kauffman

  • Redefining the Applied Research Agenda Cooperative Learning, Prereferral, Teacher Consultation, and Peer-Mediated Interventions

    John Wills Lloyd;E. Paula Crowley;Frank W. Kohler;Phillip S. Strain

  • Effects of a 6-week strength and proprioception training program on measures of dynamic balance: a single-case design.

    Carl G Mattacola;John Wills Lloyd

  • Self-recording of attention versus productivity.

    John Wills Lloyd;David F. Bateman;Timothy J. Landrum;Daniel P. Hallahan

  • Conditions for Co-teaching: Lessons from a Case Study

    Margaret P. Weiss;John Lloyd

  • Self-Recording during Group Instruction: Effects on Attention to Task.

    Daniel P. Hallahan;Kathleen J. Marshall;John Wills Lloyd

  • The Electronic Academical Village

    Glen Bull;Judi Harris;John Lloyd;Jerry Short

  • Promoting Open Science to Increase the Trustworthiness of Evidence in Special Education

    Bryan G. Cook;John Wills Lloyd;David Thomas Mellor;Brian A. Nosek;Brian A. Nosek

  • Effects of Multimedia Vocabulary Instruction on Adolescents With Learning Disabilities

    Michael J. Kennedy;Donald D. Deshler;John Wills Lloyd

  • Effects of Reading Comprehension Interventions for Students with Learning Disabilities

    Elizabeth Talbott;John Wills Lloyd;Melody Tankersley

  • Adaptive and Maladaptive Behavior Teachers' Attitudes and their Technical Assistance Needs

    James M. Kauffman;John Wills Lloyd;Kathleen A. McGee

  • Effects of Explicit Instruction on Decoding of Struggling First Grade Students: A Data-Based Case Study

    Paige C. Pullen;Holly B. Lane;John W. Lloyd;Rhonda Nowak

  • Issues in Educating Students With Disabilities

    John Wills Lloyd;Edward J. Kameenui;David J. Chard

Frequent Co-Authors

James M. Kauffman
James M. Kauffman University of Virginia
Daniel P. Hallahan
Daniel P. Hallahan University of Virginia
Kenneth A. Kavale
Kenneth A. Kavale Regent University
Brian Reichow
Brian Reichow University of Connecticut Health Center
Steven R. Forness
Steven R. Forness University of California, Los Angeles
Phillip S. Strain
Phillip S. Strain University of Denver
Michael H. Epstein
Michael H. Epstein University of Nebraska–Lincoln
Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
Scott K. Baker
Scott K. Baker Southern Methodist University
Antonis Katsiyannis
Antonis Katsiyannis Clemson University

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