World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
83
Citations
23488
World Ranking
1279
National Ranking
775

Stephen N. Elliott 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 Stephen N. Elliott 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: 297 publications — 87th percentile

87% of scientists in this discipline score the same or lower.

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

Stephen N. Elliott 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 Stephen N. Elliott 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: 83 D-Index — 89th percentile

89% of scientists in this discipline score the same or lower.

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

Overview

Stephen N. Elliott is affiliated with Arizona State University in the United States. Their research predominantly lies within the fields of Psychology and Social Sciences, with a particular focus on Education and Clinical Psychology, as well as Developmental and Educational Psychology, Social Psychology, and Management Science and Operations Research.

The main topics addressed in Elliott's work include:

  • Child and Adolescent Psychosocial and Emotional Development
  • Early Childhood Education and Development
  • Educational and Psychological Assessments
  • Parental Involvement in Education
  • Bullying, Victimization, and Aggression
  • Resilience and Mental Health
  • Teacher Education and Leadership Studies

Elliott has contributed publications to several key venues such as:

  • PsycTESTS Dataset
  • International Journal of Emotional Education
  • Journal of Psychoeducational Assessment
  • Frontiers in Psychology
  • School Mental Health

Recent papers authored or co-authored by Elliott include:

  • "Screening the Whole Social-Emotional Child: Expanding a Brief SEL Assessment to Include Emotional Behavior Concerns," 2021, published in School Psychology Review
  • "The SSIS SEL Brief Scales-Student Form: Initial development and validation," 2020, School Psychology
  • "Initial Development and Validation of the Social Skills Improvement System-Social and Emotional Learning Brief Scales-Teacher Form," 2020, Journal of Psychoeducational Assessment
  • "Examining the structural validity of the SSIS SEL brief scales-Teacher and student forms," 2021, Psychology in the Schools
  • "Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries," 2022, Frontiers in Psychology

Frequent collaborators in Elliott's research include Christopher J. Anthony, James C. DiPerna, Pui-Wa Lei, Valeria Cavioni, and I Grazzani.

Best Publications

  • Educational Psychology: Effective Teaching, Effective Learning

    John F. Travers;Stephen N. Elliott;Thomas R. Kratochwill

  • Teacher judgments concerning the acceptability of school-based interventions.

    Brian K. Martens;Joseph C. Witt;Stephen N. Elliott;Dion X. Darveaux

  • Assessment and Classification of Children's Social Skills: A Review of Methods and Issues.

    Frank M. Gresham;Stephen N. Elliott

  • Influence of treatment effectiveness information on the acceptability of classroom interventions.

    Mary Boone Von Brock;Stephen N. Elliott

  • Comparability of the social skills rating system to the social skills improvement system :content and psychometric comparisons across elementary and secondary age levels

    Frank M. Gresham;Stephen N. Elliott;Michael J. Vance;Clayton R. Cook

  • Development of a modified treatment evaluation inventory

    Mary L. Kelley;Robert W. Heffer;Frank M. Gresham;Stephen N. Elliott

  • The Behavior Intervention Rating Scale: Development and Validation of a Pretreatment Acceptability and Effectiveness Measure

    Stephen N. Elliott;Mary Von Brock Treuting

  • Assessing Learning-Centered Leadership: Connections to Research, Professional Standards, and Current Practices

    Ellen Goldring;Andrew Porter;Joseph Murphy;Stephen N. Elliott

  • Social skills interventions for children.

    Stephen N. Elliott;Frank M. Gresham

  • Advances in school psychology

    Thomas R. Kratochwill;Stephen N. Elliott;Maribeth Gettinger

  • The Relationship Between Adaptive Behavior and Social Skills: Issues in Definition and Assessment

    Frank M. Gresham;Stephen N. Elliott

  • Development and Validation of the Academic Competence Evaluation Scales

    James Clyde DiPerna;Stephen N. Elliott

  • Leadership for learning: a research-based model and taxonomy of behaviors1

    Joseph Murphy;Stephen N. Elliott;Ellen Goldring;Andrew C. Porter

  • Acceptability of Behavioral Treatments: Review of Variables That Influence Treatment Selection

    Stephen N. Elliott

  • Cross-Informant Agreement for Ratings for Social Skill and Problem Behavior Ratings: An Investigation of the Social Skills Improvement System—Rating Scales

    Frank M. Gresham;Stephen N. Elliott;Clayton R. Cook;Michael J. Vance

  • Social skills intervention guide : practical strategies for social skills training

    Stephen N. Elliott;Frank M. Gresham

  • Factors affecting teachers' judgments of the acceptability of behavioral interventions: Time involvement, behavior problem severity, and type of intervention

    Joseph C. Witt;B.K. Martens;Stephen N. Elliott

  • A Model of Academic Enablers and Elementary Reading/Language Arts Achievement

    James Clyde DiPerna;Robert J. Volpe;Stephen N. Elliott

  • Acceptability of positive and reductive behavioral interventions: Factors that influence teachers' decisions

    Stephen N. Elliott;Joseph C. Witt;Gloria A. Galvin;Reece Peterson

  • Learning-Centered Leadership: A Conceptual Foundation.

    Joseph Murphy;Stephen N. Elliott;Ellen Goldring;Andrew C. Porter

  • School Psychology Review

    Stephen N. Elliott;Donna Wallace

Frequent Co-Authors

Frank M. Gresham
Frank M. Gresham Louisiana State University
Joseph Murphy
Joseph Murphy Vanderbilt University
Ellen Goldring
Ellen Goldring Vanderbilt University
Thomas R. Kratochwill
Thomas R. Kratochwill University of Wisconsin–Madison
Andrew C. Porter
Andrew C. Porter University of Pennsylvania
Joseph C. Witt
Joseph C. Witt Louisiana State University
Gerald Tindal
Gerald Tindal University of Oregon
Daniel M. Bolt
Daniel M. Bolt University of Wisconsin–Madison
Christine Kerres Malecki
Christine Kerres Malecki Northern Illinois University
Naomi Zigmond
Naomi Zigmond University of Pittsburgh

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 psychology in the USA opens doors to numerous rewarding careers, many of which begin with a solid educational foundation. Online degrees in psychology and related disciplines offer flexible pathways for students and working professionals alike. These programs frequently include specialized coursework in counseling, research, and clinical practice, providing a base for those aiming to become licensed professionals.

If you are considering clinical practice, it’s important to understand state-specific requirements for licensure. For instance, to learn more about becoming a licensed therapist in Arlington, you can explore the necessary education, exams, and supervised experience. Similarly, the licensed therapist requirements in Atlanta and licensed therapist requirements in Aurora will show you different pathways and regulations. Those interested in Texas can read more about how to become a licensed therapist in Austin.

As online psychology programs become more popular, understanding these region-specific routes is crucial. Whether you wish to work as a licensed counselor, therapist, or pursue research, an informed approach can help you achieve your career goals efficiently.

Best Scientists Citing Stephen N. Elliott

Trending Scientists

Recently Published Articles