World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
38
Citations
5828
World Ranking
8898
National Ranking
4728

John Wills Lloyd 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 John Wills Lloyd 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: 132 publications — 39th percentile

39% of scientists in this discipline score the same or lower.

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

John Wills Lloyd 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 John Wills Lloyd 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: 38 D-Index — 24th percentile

24% of scientists in this discipline score the same or lower.

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

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
Bryan G. Cook
Bryan G. Cook University of Virginia
Michael H. Epstein
Michael H. Epstein University of Nebraska–Lincoln
Mary T. Brownell
Mary T. Brownell University of Florida
Edward J. Kameenui
Edward J. Kameenui University of Oregon
David J. Chard
David J. Chard Southern Methodist University
Kenneth A. Kavale
Kenneth A. Kavale Regent University
Scott K. Baker
Scott K. Baker Southern Methodist University
Antonis Katsiyannis
Antonis Katsiyannis Clemson University

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