World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
53
Citations
11145
World Ranking
4806
National Ranking
2655

Michael H. Epstein 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 Michael H. Epstein 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: 286 publications — 86th percentile

86% of scientists in this discipline score the same or lower.

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

Michael H. Epstein 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 Michael H. Epstein 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: 53 D-Index — 59th percentile

59% of scientists in this discipline score the same or lower.

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

Overview

Michael H. Epstein is affiliated with the University of Nebraska-Lincoln in the United States. Their research primarily centers on psychological and social sciences, with a particular focus on clinical psychology, education, developmental and educational psychology, safety research, and social psychology.

Their scholarly work extensively covers topics related to behavioral and psychological studies, child and adolescent psychosocial and emotional development, education discipline and inequality, disability education and employment, early childhood education and development, youth substance use and school attendance, and family and disability support research.

Michael H. Epstein has published numerous papers in established academic venues. Frequent publication platforms include:

  • Behavioral Disorders
  • Journal of Applied School Psychology
  • Psychology in the Schools
  • Journal of Psychoeducational Assessment
  • Journal of Emotional and Behavioral Disorders

Their recent publications are as follows:

  • Differences between Students with Emotional Disturbance, Learning Disabilities, and without Disabilities on the Five Dimensions of Emotional Disturbance, 2021, Journal of Applied School Psychology
  • Differential item functioning of the Scales for Assessing Emotional Disturbance-3 for White and African American students, 2020, Psychology in the Schools
  • Differential Item Functioning of the Scales for Assessing Emotional Disturbance-3 for White and Hispanic Students, 2021, Journal of Emotional and Behavioral Disorders
  • An Initial Study of the Emotional and Behavioral Characteristics of Black Students School Identified as Emotionally Disturbed, 2021, Behavioral Disorders
  • Comparing Behavioral and Emotional Strengths of Students With and Without Emotional Disturbance, 2021, Journal of Psychoeducational Assessment

Frequent collaborators in their research include:

  • Matthew C. Lambert
  • Douglas Cullinan
  • Jodie Martin
  • Antonis Katsiyannis
  • W. Alex Mason

Best Publications

  • A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance:

    Robert Reid;Robert Reid;Jorge E. Gonzalez;Philip D. Nordness;Alexandra Trout

  • The Children and Youth We Serve A National Picture of the Characteristics of Students With Emotional Disturbances Receiving Special Education

    Mary Wagner;Krista Kutash;Albert J. Duchnowski;Michael H. Epstein

  • Research on the Academic Status of Children with Emotional and Behavioral Disorders A Review of the Literature From 1961 to 2000

    Alexandra L. Trout;Philip D. Nordness;Corey D. Pierce;Michael H. Epstein

  • The academic status of children and youth in out-of-home care: A review of the literature

    Alexandra L. Trout;Jessica Hagaman;Kathryn Casey;Robert Reid

  • A Review of Self-Management Interventions Targeting Academic Outcomes for Students with Emotional and Behavioral Disorders.

    Paul Mooney;Joseph B. Ryan;Brad M. Uhing;Robert Reid

  • Language skills of children with EBD: A literature review

    Gregory J. Benner;J. Ron Nelson;Michael H. Epstein

  • Educating Students With Emotional Disturbances: A National Perspective on School Programs and Services

    Mary Wagner;Marilyn Friend;William D. Bursuck;Krista Kutash

  • Outcomes for children and youth with emotional and behavioral disorders and their families: Programs and evaluation best practices.

    Michael H. Epstein;Krista Kutash;Albert J. Duchnowski

  • The Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study: Study Designs and Implications for Children and Youth With Emotional Disturbance

    Mary Wagner;Krista Kutash;Albert J. Duchnowski;Michael H. Epstein

  • Peer-Mediated Intervention Studies on Academic Achievement for Students with EBD A Review

    Joseph B. Ryan;Robert Reid;Michael H. Epstein

  • Status of and Trends in Academic Intervention Research for Students with Emotional Disturbance

    Paul Mooney;Michael H. Epstein;Robert Reid;J. Ron Nelson

  • Characteristics of Students Placed in Special Programs for the Seriously Emotionally Disturbed.

    James M. Kauffman;Douglas Cullinan;Michael H. Epstein

  • The Convergent Validity of Office Discipline Referrals with the CBCL-TRF

    J. Ron Nelson;Gregory J. Benner;Robert C. Reid;Michael H. Epstein

  • Psychopharmacological Intervention I Teacher Perceptions of Psychotropic Medication for Students with Serious Emotional Disturbance

    Nirbhay N. Singh;Michael H. Epstein;Jerry Luebke;Yadhu N. Singh

  • Assessing Parenting Skills and Attitudes: A Review of the Psychometrics of Parenting Measures

    Kristin Duppong Hurley;Jacqueline Huscroft-D’Angelo;Alexandra Trout;Annette Griffith

  • Teacher-Mediated Interventions for Children with EBD and Their Academic Outcomes A Review

    Corey D. Pierce;Robert Reid;Michael H. Epstein

  • The Development and Validation of a Scale to Assess the Emotional and Behavioral Strengths of Children and Adolescents

    Michael H. Epstein

  • The Academic Status of Adolescents with Behavioral Disorders.

    Michael H. Epstein;Diane Kinder;Bill Bursuck

  • The Behavioral and Emotional Rating Scale: Test-Retest and Inter-Rater Reliability

    Michael H. Epstein;Mark K. Harniss;Nils Pearson;Gail Ryser

  • The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment

    Michael H. Epstein

Frequent Co-Authors

J. Ron Nelson
J. Ron Nelson University of Nebraska–Lincoln
Hill M. Walker
Hill M. Walker University of Oregon
Mary Wagner
Mary Wagner SRI International
C. Michael Nelson
C. Michael Nelson University of Kentucky
James M. Kauffman
James M. Kauffman University of Virginia
Frank M. Gresham
Frank M. Gresham Louisiana State University
W. Alex Mason
W. Alex Mason University of Nebraska–Lincoln
Phillip S. Strain
Phillip S. Strain University of Denver
Steven R. Forness
Steven R. Forness University of California, Los Angeles
Antonis Katsiyannis
Antonis Katsiyannis Clemson University

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