World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
66
Citations
16429
World Ranking
2703
National Ranking
1554

Susan H. Landry 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 Susan H. Landry 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: 195 publications — 67th percentile

67% of scientists in this discipline score the same or lower.

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

Susan H. Landry 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 Susan H. Landry 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: 66 D-Index — 77th percentile

77% of scientists in this discipline score the same or lower.

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

Overview

Susan H. Landry is affiliated with The University of Texas Health Science Center at Houston in the United States. Their research spans several interconnected fields including psychology, social sciences, and medicine, with particular focus on education, clinical psychology, and developmental and educational psychology.

Their work has contributed to topics such as early childhood education and development, family and disability support research, reading and literacy development, infant development and preterm care, child and adolescent psychosocial and emotional development, child development and digital technology, and parental involvement in education.

Landry's research has been published in various established venues. Frequent publication outlets include:

  • Early Childhood Research Quarterly
  • Early Education and Development
  • Journal of Educational Psychology
  • Maternal and Child Health Journal
  • Journal of Pediatric Psychology

Selected recent papers authored or co-authored by Landry include:

  • "A comparative analysis of instructional coaching approaches: Face-to-face versus remote coaching in preschool classrooms." (2021, Journal of Educational Psychology)
  • "Teaching Together: Pilot study of a tiered language and literacy intervention with Head Start teachers and linguistically diverse families" (2020, Early Childhood Research Quarterly)
  • "Power and Efficacy of Maternal Voice in Neonatal Intensive Care Units: Implicit Bias and Family-Centered Care" (2021, Maternal and Child Health Journal)
  • "Replication of combined school readiness interventions for teachers and parents of head start pre-kindergarteners using remote delivery" (2021, Early Childhood Research Quarterly)
  • "The Texas Kindergarten Entry Assessment: Development, Psychometrics, and Scale-Up of a Comprehensive Screener" (2020, Early Education and Development)

Throughout their career, Landry has collaborated frequently with other researchers. Notable coauthors include:

  • Tricia A. Zucker
  • April Crawford
  • Edward G. Feil
  • Janelle J. Montroy
  • Cheryl Varghese

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

  • Joint attention and language in autism and developmental language delay.

    Katherine A. Loveland;Susan H. Landry

  • 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

  • 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

  • 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

  • Neuroimaging, Physical, and Developmental Findings After Inflicted and Noninflicted Traumatic Brain Injury in Young Children

    Linda Ewing-Cobbs;Larry Kramer;Mary Prasad;Denise Niles Canales

  • 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

  • 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

  • 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

  • Joint attention and infant toy exploration: effects of Down syndrome and prematurity.

    Susan Landry;M. L. Chapieski

  • Speech acts and the pragmatic deficits of autism

    Katherine A. Loveland;Susan H. Landry;Sheryl O. Hughes;Sharon K. Hall

  • Executive functions following traumatic brain injury in young children: a preliminary analysis.

    Linda Ewing-Cobbs;Mary R. Prasad;Susan H. Landry;Larry Kramer

  • The role of early maternal responsiveness in supporting school-aged cognitive development for children who vary in birth status.

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

  • A model of neurocognitive function in spina bifida over the life span

    Maureen Dennis;Susan H. Landry;Marcia Barnes;Jack M. Fletcher

  • Communication behaviors in autism and developmental language delay.

    Susan H. Landry;Katherine A. Loveland

  • Technologies for expanding the reach of evidence-based interventions: Preliminary results for promoting social-emotional development in early childhood.

    Kathleen M. Baggett;Betsy Davis;Edward G. Feil;Lisa L. Sheeber

Frequent Co-Authors

Paul R. Swank
Paul R. Swank 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
David J. Francis
David J. Francis University of Houston
Christopher J. Lonigan
Christopher J. Lonigan Florida State University
Nancy Eisenberg
Nancy Eisenberg Arizona State University
Beth M. Phillips
Beth M. Phillips Florida State University
Jack M. Fletcher
Jack M. Fletcher University of Houston
Tracy L. Spinrad
Tracy L. Spinrad Arizona State University
Jill de Villiers
Jill de Villiers Smith College

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