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Randy G. Floyd

D-Index & Metrics

Psychology

D-Index
35
Citations
4969
World Ranking
9886
National Ranking
5218

Randy G. Floyd 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 Randy G. Floyd 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: 101 publications — 21st percentile

21% of scientists in this discipline score the same or lower.

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

Randy G. Floyd 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 Randy G. Floyd 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: 35 D-Index — 16th percentile

16% 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

  • 2014 - Fellow of the American Psychological Association (APA)

Overview

Randy G. Floyd is affiliated with the University of Memphis in the United States and has contributed extensively to the field of psychology, with a particular emphasis on developmental and educational psychology, clinical psychology, and experimental and cognitive psychology. Their work spans 42 publications primarily within psychology and its subfields.

The scientist's research covers a variety of topics, including child and adolescent psychosocial and emotional development, educational and psychological assessments, counseling practices and supervision, cognitive abilities and testing, behavioral health and interventions, behavioral and psychological studies, as well as reading and literacy development.

Some of the most frequent publication venues for Randy G. Floyd's work are School Psychology, Contemporary School Psychology, and the Journal of School Psychology, with additional contributions to Psychology in the Schools and PsycEXTRA Dataset.

Their recent papers include the following:

  • How Do School Psychologists Interpret Intelligence Tests for the Identification of Specific Learning Disabilities? (2020, Contemporary School Psychology)
  • Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework. (2020, School Psychology)
  • Methods for addressing publication bias in school psychology journals: A descriptive review of meta-analyses from 1980 to 2019 (2021, Journal of School Psychology)
  • Determining journal article citation classics in school psychology: An updated bibliometric analysis using Google Scholar, Scopus, and Web of Science (2021, Journal of School Psychology)
  • Do Cattell-Horn-Carroll Cognitive Abilities Predict Reading Achievement Similarly for Black Children as for Other Racial/Ethnic Groups? (2021, Contemporary School Psychology)

Randy G. Floyd collaborates frequently with several scholars, including:

  • Patrick J. McNicholas
  • John H. Kranzler
  • Morgan C. Huenergarde
  • Bryn Harris
  • Sequoya A Fitzpatrick

The scientist has been recognized as a Fellow of the American Psychological Association (APA) since 2014. This distinction acknowledges their contributions within the field.

Best Publications

  • Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts

    Rachel M. Best;Randy G. Floyd;Danielle S. Mcnamara

  • Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years

    Randy G. Floyd;Jeffrey J. Evans;Kevin S. McGREW

  • The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence

    Jeffrey J. Evans;Randy G. Floyd;Kevin S. McGrew;Maria H. Leforgee

  • Effects of general and broad cognitive abilities on mathematics achievement.

    Gordon E. Taub;Timothy Z. Keith;Randy G. Floyd;Kevin S. Mcgrew

  • Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge

    Danielle S. McNamara;Yasuhiro Ozuru;Randy G. Floyd

  • Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey.

    Nicholas F. Benson;Randy G. Floyd;John H. Kranzler;Tanya L. Eckert

  • State learning disability eligibility criteria: A comprehensive review.

    Kathrin E. Maki;Randy G. Floyd;Triche Roberson

  • Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects.

    Randy G. Floyd;Timothy Z. Keith;Gordon E. Taub;Kevin S. McGrew

  • THE RELATIVE CONTRIBUTIONS OF THE CATTELL-HORN-CARROLL COGNITIVE ABILITIES IN EXPLAINING WRITING ACHIEVEMENT DURING CHILDHOOD AND ADOLESCENCE

    Randy G. Floyd;Kevin S. McGrew;Jeffrey J. Evans

  • Measurement Properties of Indirect Assessment Methods for Functional Behavioral Assessment: A Review of Research.

    Randy G. Floyd;Robin L. Phaneuf;Susan M. Wilczynski

  • Assessing Intelligence in Children and Adolescents: A Practical Guide

    John H. Kranzler;Randy G. Floyd

  • HOW DO EXECUTIVE FUNCTIONS FIT WITH THE CATTELL-HORN-CARROLL MODEL? SOME EVIDENCE FROM A JOINT FACTOR ANALYSIS OF THE DELIS-KAPLAN EXECUTIVE FUNCTION SYSTEM AND THE WOODCOCK-JOHNSON III TESTS OF COGNITIVE ABILITIES

    Randy G. Floyd;Renee Bergeron;Gloria Hamilton;Gilbert R. Parra

  • Examining the integrity of measurement of cognitive abilities in the prediction of achievement: Comparisons and contrasts across variables from higher-order and bifactor models

    Nicholas F. Benson;John H. Kranzler;Randy G. Floyd

  • CATTELL-HORN-CARROLL BROAD COGNITIVE ABILITY PROFILES OF LOW MATH ACHIEVERS

    Briley E. Proctor;Randy G. Floyd;Renee B. Shaver

  • Preliminary Evidence of the Technical Adequacy of the Preschool Numeracy Indicators.

    Randy G. Floyd;Robin Hojnoski;Jennifer Key

  • Validation and Decision Accuracy of Early Numeracy Skill Indicators

    Scott A. Methe;John M. Hintze;Randy G. Floyd

  • The Exchangeability of IQs: Implications for Professional Psychology

    Randy G. Floyd;M. H. Clark;William R. Shadish

  • World knowledge driving young readers' comprehension difficulties

    Danielle S. McNamara;Randy G. Floyd;Rachel Best;Max Louwerse

  • Strategies and attributes of highly productive scholars and contributors to the school psychology literature: recommendations for increasing scholarly productivity.

    Rebecca S. Martínez;Randy G. Floyd;Luke W. Erichsen

  • Classification agreement analysis of Cross-Battery Assessment in the identification of specific learning disorders in children and youth

    John H. Kranzler;Randy G. Floyd;Nicholas Benson;Brian Zaboski

  • A review of the Beck Youth Inventories of Emotional and Social Impairment

    Jillayne E. Bose-Deakins;Randy G. Floyd

  • Test Review: Wechsler Abbreviated Scale of Intelligence, Second Edition.

    Sarah M. Irby;Randy G. Floyd

Frequent Co-Authors

John H. Kranzler
John H. Kranzler University of Florida
Kevin S. McGrew
Kevin S. McGrew University of Minnesota
Danielle S. McNamara
Danielle S. McNamara Arizona State University
Matthew R. Reynolds
Matthew R. Reynolds Tufts University
Timothy Z. Keith
Timothy Z. Keith The University of Texas at Austin
Tanya L. Eckert
Tanya L. Eckert Syracuse University
Christopher H. Skinner
Christopher H. Skinner University of Tennessee at Knoxville
Melissa A. Bray
Melissa A. Bray University of Connecticut
Sterett H. Mercer
Sterett H. Mercer University of British Columbia
Michelle K. Demaray
Michelle K. Demaray Northern Illinois University

External Links

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Related Online Degrees & Career Pathways

Aspiring psychologists and mental health professionals can pursue a diverse range of online degrees that prepare them for specialized roles across the USA. One popular pathway is becoming a Marriage and Family Therapist (MFT), which requires specific education and state licensure.

The steps to becoming an MFT vary by region. For example, mft requirements in Tulsa include completing a graduate program and accumulating supervised clinical hours. If you are interested in practicing in Virginia, you should explore how to become an mft in Virginia Beach, which outlines coursework and state-specific exams.

In urban areas like the nation’s capital, mft requirements in Washington DC highlight unique regulations and licensing steps. Similarly, Wichita mft education requirements detail the qualifications needed in Kansas.

Researching these career pathways can help you identify the right program and licensing route for your goals. Online degrees offer flexibility, making it easier to fulfill these requirements no matter where you live.

Best Scientists Citing Randy G. Floyd

Danielle S. McNamara

Danielle S. McNamara

Arizona State University

Publications: 33

Gary L. Canivez

Gary L. Canivez

Eastern Illinois University

Publications: 21

Matthew R. Reynolds

Matthew R. Reynolds

Tufts University

Publications: 20

Scott A. Crossley

Scott A. Crossley

Vanderbilt University

Publications: 18

Marley W. Watkins

Marley W. Watkins

Baylor University

Publications: 18

Alan S. Kaufman

Alan S. Kaufman

University of Connecticut

Publications: 18

Yaacov Petscher

Yaacov Petscher

Florida State University

Publications: 13

Matthew K. Burns

Matthew K. Burns

University of Missouri

Publications: 12

Steven I. Pfeiffer

Steven I. Pfeiffer

Florida State University

Publications: 11

Jack M. Fletcher

Jack M. Fletcher

University of Houston

Publications: 10

Dawn P. Flanagan

Dawn P. Flanagan

St. John's University

Publications: 10

Stephen C. Bowden

Stephen C. Bowden

University of Melbourne

Publications: 9

John H. Kranzler

John H. Kranzler

University of Florida

Publications: 8

Paul van den Broek

Paul van den Broek

Leiden University

Publications: 8

Timothy Z. Keith

Timothy Z. Keith

The University of Texas at Austin

Publications: 8

Kevin S. McGrew

Kevin S. McGrew

University of Minnesota

Publications: 8

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