World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
75
Citations
20480
World Ranking
1791
National Ranking
1052

Overview

Paul R. Swank is affiliated with The University of Texas Health Science Center at Houston in the United States. Their research is situated within the field of Medicine, with a particular focus on Pediatrics, Perinatology, and Child Health.

The primary area of investigation for Swank involves topics related to Infant Development and Preterm Care. Their contributions to these subjects are reflected in the research outputs and thematic focus observed.

Swank has collaborated with several co-authors throughout their research career. Notable frequent collaborators include:

  • Susan H. Landry
  • Karen E. Smith

This suggests interdisciplinary cooperation in their studies, possibly enhancing the scope and depth of investigation in pediatric and perinatal health.

Though specific publication venues and book publishers are not detailed, the concentration within Medicine and Pediatrics, Perinatology, and Child Health indicates engagement with specialized academic journals dedicated to these medical subfields.

Best Publications

  • Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills.

    Susan H. Landry;Karen E. Smith;Paul R. Swank

  • Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary?

    Susan H. Landry;Karen E. Smith;Paul R. Swank;Mike A. Assel

  • A Responsive Parenting Intervention: The Optimal Timing Across Early Childhood for Impacting Maternal Behaviors and Child Outcomes

    Susan H. Landry;Karen E. Smith;Paul R. Swank;Cathy Guttentag

  • Patterns of adjustment among children of battered women.

    John H. Grych;Ernest N. Jouriles;Paul R. Swank;Renee McDonald

  • Early Maternal and Child Influences on Children's Later Independent Cognitive and Social Functioning

    Susan H. Landry;Karen E. Smith;Paul R. Swank;Cynthia L. Miller-Loncar

  • Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk.

    Susan H. Landry;Karen E. Smith;Cynthia L. Miller-Loncar;Paul R. Swank

  • Effect of erythropoietin and transfusion threshold on neurological recovery after traumatic brain injury: a randomized clinical trial

    Claudia S. Robertson;H. Julia Hannay;Jose-Miguel Yamal;Shankar Gopinath

  • The Role of Early Parenting in Children's Development of Executive Processes

    Susan H. Landry;Cynthia L. Miller-Loncar;Karen E. Smith;Paul R. Swank

  • Effectiveness of Comprehensive Professional Development for Teachers of At-Risk Preschoolers

    Susan H. Landry;Jason L. Anthony;Paul R. Swank;Pauline Monseque-Bailey

  • Enhancing Early Literacy Skills for Preschool Children Bringing a Professional Development Model to Scale

    Susan H. Landry;Paul R. Swank;Karen E. Smith;Michael A. Assel

  • Late intellectual and academic outcomes following traumatic brain injury sustained during early childhood.

    Linda Ewing-Cobbs;Mary R Prasad;Larry A Kramer;Charles S Cox

  • Self-esteem and women with disabilities

    Margaret A Nosek;Rosemary B Hughes;Nancy Swedlund;Heather B Taylor

  • High Versus Low Implementation of Instructional Support Teams A Case for Maintaining Program Fidelity

    Joseph F. Kovaleski;Edward E. Gickling;Henry Morrow;Paul R. Swank

  • Modeling of longitudinal academic achievement scores after pediatric traumatic brain injury.

    Linda Ewing-Cobbs;Marcia Barnes;Jack M Fletcher;Harvey S Levin

  • The effects of a responsive parenting intervention on parent-child interactions during shared book reading.

    Susan H. Landry;Karen E. Smith;Paul R. Swank;Tricia Zucker

  • Frontal and Temporal Morphometric Findings on MRI in Children after Moderate to Severe Traumatic Brain Injury

    Elisabeth A. Wilde;Jill V. Hunter;Mary R. Newsome;Randall S. Scheibel

  • The Relation of Change in Maternal Interactive Styles to the Developing Social Competence of Full-Term and Preterm Children

    Susan H. Landry;Karen E. Smith;Cynthia L. Miller-Loncar;Paul R. Swank

  • The Importance of Parenting During Early Childhood for School-Age Development

    Susan H. Landry;Karen E. Smith;Paul R. Swank

  • Watch, Discover, Think, and Act: evaluation of computer-assisted instruction to improve asthma self-management in inner-city children

    L. K. Bartholomew;R. S. Gold;G. S. Parcel;D. I. Czyzewski

  • Relation of infant feeding practices, cigarette smoke exposure, and group child care to the onset and duration of otitis media with effusion in the first two years of life

    Mary Jean Owen;Mary Jean Owen;Constance D. Baldwin;Constance D. Baldwin;Paul R. Swank;Paul R. Swank;Amarjit K. Pannu;Amarjit K. Pannu

Frequent Co-Authors

Susan H. Landry
Susan H. Landry The University of Texas Health Science Center at Houston
Linda Ewing-Cobbs
Linda Ewing-Cobbs The University of Texas Health Science Center at Houston
Marcia A. Barnes
Marcia A. Barnes Vanderbilt University
Jason L. Anthony
Jason L. Anthony University of South Florida
Gerri Hanten
Gerri Hanten Baylor College of Medicine
Ernest N. Jouriles
Ernest N. Jouriles Southern Methodist University
Renee McDonald
Renee McDonald Southern Methodist University
Beth M. Phillips
Beth M. Phillips Florida State University
Christopher J. Lonigan
Christopher J. Lonigan Florida State University
Nancy Eisenberg
Nancy Eisenberg Arizona State University

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

Exploring a career in psychology can open doors to a range of rewarding opportunities, especially if you are considering online degrees. Many students begin with an undergraduate program before pursuing advanced qualifications such as a master’s or doctoral degree. Specializations like counseling, clinical psychology, or school psychology are popular options that prepare graduates for professional roles.

For those aiming to become licensed therapists, requirements can vary by location. For example, the processes for becoming a licensed therapist in Columbus and Corpus Christi licensed therapist education requirements each have specific coursework and supervised clinical experience mandates.

Likewise, prospective counselors should review the licensed therapist requirements in Dallas and the Denver licensed therapist education requirements to ensure they meet local licensing standards. Online degrees can help meet these requirements, offering flexibility for working students. As you plan your studies, research both state regulations and accredited programs to set yourself on the path to a successful psychology career.

Best Scientists Citing Paul R. Swank

Trending Scientists

Recently Published Articles