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Melissa A. Bray

D-Index & Metrics

Psychology

D-Index
36
Citations
5010
World Ranking
9559
National Ranking
5056

Melissa A. Bray publications per year

1966: 1 publications 1967: 0 publications 1968: 0 publications 1969: 0 publications 1970: 0 publications 1971: 0 publications 1972: 0 publications 1973: 0 publications 1974: 0 publications 1975: 0 publications 1976: 0 publications 1977: 0 publications 1978: 0 publications 1979: 0 publications 1980: 0 publications 1981: 0 publications 1982: 0 publications 1983: 0 publications 1984: 0 publications 1985: 0 publications 1986: 0 publications 1987: 0 publications 1988: 0 publications 1989: 0 publications 1990: 0 publications 1991: 0 publications 1992: 0 publications 1993: 0 publications 1994: 0 publications 1995: 0 publications 1996: 2 publications 1997: 0 publications 1998: 4 publications 1999: 1 publications 2000: 3 publications 2001: 8 publications 2002: 8 publications 2003: 9 publications 2004: 15 publications 2005: 6 publications 2006: 3 publications 2007: 8 publications 2008: 0 publications 2009: 10 publications 2010: 2 publications 2011: 5 publications 2012: 5 publications 2013: 1 publications 2014: 0 publications 2015: 2 publications 2016: 7 publications 2017: 17 publications 2018: 5 publications 2019: 8 publications 2020: 6 publications 2021: 5 publications 2022: 8 publications 2023: 8 publications 2024: 4 publications 2025: 6 publications
1966 2025

167 publications in total across all disciplines

Melissa A. Bray publication distribution in Psychology in 2027

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2027. The highlighted bar marks where Melissa A. Bray 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: 147 publications — 47th percentile

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

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

Melissa A. Bray D-index placement in Psychology in 2027

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2027. The highlighted bar marks where Melissa A. Bray 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: 36 D-Index — 19th percentile

19% of scientists in this discipline score the same or lower.

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

Research.com Recognitions

  • 2005 - Fellow of the American Psychological Association (APA)

Overview

Melissa A. Bray is affiliated with the University of Connecticut in the United States and has contributed extensively to research in psychology and medicine, with a primary focus on clinical psychology and pediatrics as well as developmental and educational psychology.

Their research spans multiple topics related to child and adolescent development, autism spectrum disorder, infant development and preterm care, family and disability support, behavioral and psychological studies, COVID-19 and mental health, and resilience.

Recent publications include the following papers:

  • Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework, 2020, School Psychology
  • A meta-analysis of school-based interventions for student refugees, migrants, and immigrants, 2021, Journal of Prevention & Intervention in the Community
  • Improving well-being and behavior in adolescents utilizing a school-based positive psychology intervention, 2021, International Journal of School & Educational Psychology
  • Best practices and emerging trends in assessment of trauma in students with autism spectrum disorder, 2022, Psychology in the Schools
  • Does the Degree of Prematurity Relate to the Bayley-4 Scores Earned by Matched Samples of Infants and Toddlers across the Cognitive, Language, and Motor Domains?, 2023, Journal of Intelligence

Melissa A. Bray frequently publishes in the following venues:

  • Psychology in the Schools
  • Journal of Intelligence
  • COVID
  • International Journal of School & Educational Psychology
  • Contemporary School Psychology

Common coauthors in their research include:

  • Johanna deLeyer-Tiarks
  • Emily L. Winter
  • Sierra M. Trudel
  • Brittany A. Dale
  • Jacqueline M. Caemmerer

Their main fields of study are psychology with 44 publications and medicine with 17 publications. Subfields where they have concentrated work are clinical psychology, pediatrics, perinatology and child health, developmental and educational psychology, education, and cognitive neuroscience.

Melissa A. Bray has received recognition as a Fellow of the American Psychological Association (APA) in 2005.

Best Publications

  • Yoga as an Intervention for Children With Attention Problems.

    Heather L. Peck;Thomas J. Kehle;Melissa A. Bray;Lea A. Theodore

  • Best practices in the identification of gifted students with learning disabilities.

    D. Betsy McCoach;Thomas J. Kehle;Melissa A. Bray;Del Siegle

  • The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder

    Heather Nicholson;Thomas J. Kehle;Melissa A. Bray;Jaci Van Heest

  • A packaged intervention to reduce disruptive behaviors in general education students

    Diane De Martini-Scully;Melissa A. Bray;Thomas J. Kehle

  • Reducing disruptive behaviors in students with serious emotional disturbance

    Erinn H. Musser;Melissa A. Bray;Thomas J. Kehle;William R. Jenson

  • Self-modeling as an intervention for stuttering.

    Melissa A. Bray;Thomas J. Kehle

  • Self‐modeling as a treatment for increasing on‐task behavior

    Susan K. Clare;William R. Jenson;Thomas J. Kehle;Melissa A. Bray

  • Introducing positive psychology: Finding a place within school psychology

    Sandra M. Chafouleas;Melissa A. Bray

  • A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behavior

    Lea A. Theodore;Melissa A. Bray;Thomas J. Kehle

  • Randomization of Group Contingencies and Reinforcers to Reduce Classroom Disruptive Behavior

    Lea A Theodore;Lea A Theodore;Melissa A Bray;Melissa A Bray;Thomas J Kehle;Thomas J Kehle;William R Jenson;William R Jenson

  • Augmented Self-Modeling as a Treatment for Children with Selective Mutism

    Thomas J. Kehle;Melissa R. Madaus;Victoria S. Baratta;Melissa A. Bray

  • A Multi‐Component intervention designed to reduce disruptive classroom behavior

    Thomas J. Kehle;Melissa A. Bray;Lea A. Theodore;William R. Jenson

  • Social Stories to Increase Verbal Initiation in Children With Autism and Asperger’s Disorder

    Kathleen Hanley-Hochdorfer;Melissa A. Bray;Thomas J. Kehle;Mahri J. Elinoff

  • Mystery Motivator as an Intervention to Promote Homework Completion and Accuracy

    Melissa M. R. Madaus;Thomas J. Kehle;Joseph Madaus;Melissa A. Bray

  • Improving homework accuracy: Interdependent group contingencies and randomized components

    Danielle Reinhardt;Lea A. Theodore;Lea A. Theodore;Melissa A. Bray;Thomas J. Kehle

  • Contemporary Review of Group-Oriented Contingencies for Disruptive Behavior

    Lea A. Theodore;Melissa A. Bray;Thomas J. Kehle;Richard J. Dioguardi

  • The Oxford handbook of school psychology

    Melissa A. Bray;Thomas J. Kehle

  • Written emotional expression as an intervention for asthma

    Melissa A. Bray;Lea A. Theodore;Shamim S. Patwa;Suzanne G. Margiano

  • Homework Success for Children with ADHD: A Family-School Intervention Program

    Lea A. Theodore;Thomas J. Kehle;Melissa A. Bray

  • Promoting Happiness and Life Satisfaction in School Children

    Kelly McCabe;Melissa A. Bray;Thomas J. Kehle;Lea A. Theodore

  • RESEARCH TO PRACTICE Yoga as an Intervention for Children With Attention Problems

    Heather L. Peck;Melissa A. Bray;Lea A. Theodore

Frequent Co-Authors

Thomas J. Kehle
Thomas J. Kehle University of Connecticut
Sandra M. Chafouleas
Sandra M. Chafouleas University of Connecticut
William R. Jenson
William R. Jenson University of Utah
Joseph W. Madaus
Joseph W. Madaus University of Connecticut
D. Betsy McCoach
D. Betsy McCoach University of Connecticut
Alan S. Kaufman
Alan S. Kaufman University of Connecticut
James C. Kaufman
James C. Kaufman University of Connecticut
Cynthia A. Riccio
Cynthia A. Riccio Texas A&M University
John H. Kranzler
John H. Kranzler University of Florida
Michelle K. Demaray
Michelle K. Demaray Northern Illinois University

External Links

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Related Online Degrees & Career Pathways

Studying Psychology in the USA offers a variety of online degree options, each leading to unique career pathways. Beyond bachelor’s and master’s programs in psychology, many students pursue specialized licensure to become professional counselors. This often requires additional coursework, supervised experience, and passing state-specific exams.

The path to licensure varies by state. For example, those interested in counseling in Connecticut must meet the Connecticut lpc licensure requirements, which include graduate education and documented clinical hours. Similarly, students aiming for professional practice in Delaware should familiarize themselves with how to get an lpc license in Delaware, noting any unique local regulations.

For those considering work in the Southeast, the Florida licensed professional counselor requirements highlight necessary qualifications for practice, while aspiring counselors in Georgia need to understand the Georgia licensed professional counselor requirements.

Researching and comparing these pathways is key, as state regulations impact your educational choices and future career opportunities in clinical, educational, or research environments.

Best Scientists Citing Melissa A. Bray

Thomas J. Power

Thomas J. Power

Children's Hospital of Philadelphia

Publications: 24

Christopher H. Skinner

Christopher H. Skinner

University of Tennessee at Knoxville

Publications: 14

Mark Onslow

Mark Onslow

University of Technology Sydney

Publications: 11

Debra Kamps

Debra Kamps

University of Kansas

Publications: 9

Ann Packman

Ann Packman

University of Technology Sydney

Publications: 9

Richard I. Parker

Richard I. Parker

Texas A&M University

Publications: 7

Sue O'Brian

Sue O'Brian

University of Technology Sydney

Publications: 7

Frank C. Worrell

Frank C. Worrell

University of California, Berkeley

Publications: 7

George J. DuPaul

George J. DuPaul

Lehigh University

Publications: 6

Frank M. Gresham

Frank M. Gresham

Louisiana State University

Publications: 6

William R. Jenson

William R. Jenson

University of Utah

Publications: 6

Joshua M. Langberg

Joshua M. Langberg

Virginia Commonwealth University

Publications: 6

Clayton R. Cook

Clayton R. Cook

University of Minnesota

Publications: 5

Susan M. Sheridan

Susan M. Sheridan

University of Nebraska–Lincoln

Publications: 5

Tyler L. Renshaw

Tyler L. Renshaw

Utah State University

Publications: 5

Ross G. Menzies

Ross G. Menzies

University of Technology Sydney

Publications: 5

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