World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
47
Citations
7910
World Ranking
6221
National Ranking
3371

Maureen A. Conroy 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 Maureen A. Conroy 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: 158 publications — 53rd percentile

53% of scientists in this discipline score the same or lower.

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

Maureen A. Conroy 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 Maureen A. Conroy 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: 47 D-Index — 47th percentile

47% of scientists in this discipline score the same or lower.

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

Overview

Maureen A. Conroy is affiliated with the University of Florida in the United States. Their research focuses on psychology and social sciences, with significant contributions in clinical psychology, education, and developmental and educational psychology. Their work spans broader areas within health professions, psychiatry, and mental health.

Their research emphasizes topics such as child and adolescent psychosocial and emotional development, behavioral and psychological studies, and early childhood education and development. Additional topics include family and disability support research, health policy implementation science, parental involvement in education, and autism spectrum disorder research.

Several frequent co-authors have collaborated extensively with Maureen A. Conroy, including Kevin S. Sutherland, Kristen L. Granger, Bryce D. McLeod, Michael Broda, and Alexandra Montesion.

Maureen A. Conroy's publications have appeared regularly in various academic journals. Notable frequent publication venues include School Mental Health, Journal of Positive Behavior Interventions, Behavioral Disorders, Journal of Emotional and Behavioral Disorders, and Psychology in the Schools.

Representative recent papers authored or co-authored by Maureen A. Conroy are:

  • Preliminary Study of the Effects of BEST in CLASS-Web on Young Children's Social-Emotional and Behavioral Outcomes (2021, Journal of Early Intervention)
  • Quality Indicators for Mixed-Methods Research in Special Education (2022, Exceptional Children)
  • Preliminary Study of the Effects of BEST in CLASS-Elementary on Outcomes of Elementary Students With Problem Behavior (2020, Journal of Positive Behavior Interventions)
  • The mediating role of teacher self-efficacy in the relation between teacher-child race mismatch and conflict (2020, Psychology in the Schools)
  • A Preliminary Study of BEST in CLASS-Elementary on Teacher Self-Efficacy, Burnout, and Attributions (2021, Behavioral Disorders)

Best Publications

  • Prevention and Intervention with Young Children's Challenging Behavior: Perspectives regarding Current Knowledge:

    Glen Dunlap;Philip S. Strain;Lise Fox;Judith J. Carta

  • An Intervention Hierarchy for Promoting Young Children's Peer Interactions in Natural Environments.

    William H. Brown;Samuel L. Odom;Maureen A. Conroy

  • A Descriptive Analysis of Positive Behavioral Intervention Research with Young Children with Challenging Behavior.

    Maureen A. Conroy;Glen Dunlap;Shelley Clarke;Peter J. Alter

  • Slowing Down the Bandwagon: The Misapplication of Functional Assessment for Students with Emotional or Behavioral Disorders

    Gary M. Sasso;Maureen A. Conroy;Janine Peck Stichter;James J. Fox

  • Effects of Circumscribed Interests on the Social Behaviors of Children with Autism Spectrum Disorders

    Brian A. Boyd;Brian A. Boyd;Maureen A. Conroy;G. Richmond Mancil;Taketo Nakao

  • Early Identification, Prevention, and Early Intervention with Young Children at Risk for Emotional or Behavioral Disorders: Issues, Trends, and a Call for Action.

    Maureen A. Conroy;William H. Brown

  • Creating a Positive Classroom Atmosphere: Teachers' Use of Effective Praise and Feedback.

    Maureen A. Conroy;Kevin S. Sutherland;Angela Snyder;Maha Al-Hendawi

  • Classwide Interventions Effective Instruction Makes a Difference

    Maureen A. Conroy;Kevin S. Sutherland;Angela L. Snyder;Samantha Marsh

  • School-based peer-related social competence interventions for children with autism spectrum disorder: a meta-analysis and descriptive review of single case research design studies.

    Kelly J. Whalon;Maureen A. Conroy;Jose R. Martinez;Brittany L. Werch

  • Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms

    Bryce D. McLeod;Kevin S. Sutherland;Ruben G. Martinez;Maureen A. Conroy

  • Availability of Special Education Teachers Trends and Issues

    Antonis Katsiyannis;Dalun Zhang;Maureen A. Conroy

  • An Examination of the Relation Between Functional Behavior Assessment and Selected Intervention Strategies With School-Based Teams

    Terrance M. Scott;Julianna McIntyre;Carl Liaupsin;C. Michael Nelson

  • Functional Assessment-Based Intervention Research on Students with or at Risk for Emotional and Behavioral Disorders in School Settings:

    Kelly Heckaman;Maureen Conroy;James Fox;Andrea Chait

  • Emotional or Behavioral Disorders: Background and Current Status of the E/BD Terminology and Definition.

    Steven R. Forness;Kenneth A. Kavale

  • Workload Manageability Among Novice Special and General Educators: Relationships With Emotional Exhaustion and Career Intentions:

    Elizabeth Bettini;Nathan Jones;Mary Brownell;Maureen Conroy

  • A Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors

    Todd Haydon;Maureen A. Conroy;Terrance M. Scott;Paul T. Sindelar

  • The Use of an Antecedent-Based Intervention to Decrease Stereotypic Behavior in a General Education Classroom: A Case Study

    Maureen A. Conroy;Jennifer M. Asmus;Jennifer A. Sellers;Crystal N. Ladwig

  • Supporting Students With Emotional or Behavioral Disorders: State of the Field:

    Barbara S. Mitchell;Lee Kern;Maureen A. Conroy

  • Early Childhood Teachers' use of Specific Praise Statements with Young Children at Risk for Behavioral Disorders:

    Elizabeth Kirby Fullerton;Maureen A. Conroy;Vivian I. Correa

  • Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom:

    Kevin S. Sutherland;Nirbhay N. Singh

  • A Comparison of Functional Behavior Assessment Methodologies with Young Children: Descriptive Methods and Functional Analysis

    Peter J. Alter;Maureen A. Conroy;G. Rich Mancil;Todd Haydon

Frequent Co-Authors

Kevin S. Sutherland
Kevin S. Sutherland Virginia Commonwealth University
Bryce D. McLeod
Bryce D. McLeod Virginia Commonwealth University
Brian A. Boyd
Brian A. Boyd University of Kansas
James Algina
James Algina University of Florida
Robert A. Gable
Robert A. Gable Old Dominion University
Terrance M. Scott
Terrance M. Scott University of Louisville
Patricia Snyder
Patricia Snyder University of Florida
Brian Reichow
Brian Reichow University of Connecticut Health Center
C. Michael Nelson
C. Michael Nelson University of Kentucky
Antonis Katsiyannis
Antonis Katsiyannis Clemson University

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