World's Best Scientists 2026 revealed!
T. Chris Riley-Tillman

T. Chris Riley-Tillman

D-Index & Metrics

Psychology

D-Index
38
Citations
5100
World Ranking
8936
National Ranking
4739

T. Chris Riley-Tillman 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 T. Chris Riley-Tillman 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: 94 publications — 16th percentile

16% of scientists in this discipline score the same or lower.

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

T. Chris Riley-Tillman 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 T. Chris Riley-Tillman 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: 38 D-Index — 24th percentile

24% of scientists in this discipline score the same or lower.

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

Overview

T. Chris Riley-Tillman is affiliated with the University of Missouri in the United States. Their research spans across psychology and social sciences, focusing primarily on developmental and educational psychology.

Their recent publications include the following papers:

  • Development and Preliminary Validity Evidence for the Direct Behavior Rating-Classroom Management (DBR-CM), 2020, Journal of Educational and Psychological Consultation
  • Timing and frequency of screening in schools: A latent variable analysis of behavioral stability over time., 2022, Psychological Assessment
  • Considering Equity of Evidence: Examining Teachers' Justifications for Direct Behavior Rating Scale Scores, 2023, School Mental Health

Frequent coauthors in their research are:

  • Sandra M. Chafouleas
  • Huihui Yu
  • Kellina Lupas
  • D. Betsy McCoach
  • Gregory A. Fabiano

The main fields of study engaged by Riley-Tillman include:

  • Psychology
  • Social Sciences

Within these fields, their scholarly activity concentrates on subfields such as:

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Safety Research
  • Education
  • Law

Their work addresses key topics including:

  • Behavioral and Psychological Studies
  • Child and Adolescent Psychosocial and Emotional Development
  • Disability Education and Employment
  • Education Discipline and Inequality
  • Legal Issues in Education

Riley-Tillman has published in venues such as:

  • Psychological Assessment
  • Journal of Educational and Psychological Consultation
  • School Mental Health

Best Publications

  • Evaluating Educational Interventions: Single-Case Design for Measuring Response to Intervention

    T. Chris Riley-Tillman;Matthew K. Burns

  • Assessing influences on intervention implementation: revision of the usage rating profile-intervention.

    Amy M. Briesch;Sandra M. Chafouleas;Sabina Rak Neugebauer;T. Chris Riley-Tillman

  • Positive psychology goes to school: Are we there yet?

    Sheila M. Clonan;Sandra M. Chafouleas;James L. McDougal;T. Chris Riley-Tillman

  • Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior

    Theodore J. Christ;T. Chris Riley-Tillman;Sandra M. Chafouleas

  • Reconceptualizing intervention integrity: A partnership‐based framework for linking research with practice

    Thomas J. Power;Jessica Blom-Hoffman;Angela T. Clarke;T. Chris Riley-Tillman

  • Direct Behavior Rating (DBR): An Emerging Method for Assessing Social Behavior Within a Tiered Intervention System

    Sandra M. Chafouleas;T. Chris Riley-Tillman;Theodore J. Christ

  • Good, bad, or in‐between: How does the daily behavior report card rate?

    Sandra M. Chafouleas;T. Chris Riley-Tillman;James L. McDougal

  • Acceptability and Reported Use of Daily Behavior Report Cards among Teachers.

    Sandra M. Chafouleas;T. Chris Riley-Tillman;Kari A. Sassu

  • Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior.

    T. Chris Riley-Tillman;Sandra M. Chafouleas;Kari A. Sassu;Julie A. M. Chanese

  • Generalizability and Dependability of Behavior Assessment Methods to Estimate Academic Engagement: A Comparison of Systematic Direct Observation and Direct Behavior Rating.

    Amy M. Briesch;Sandra M. Chafouleas;T. Chris Riley-Tillman

  • Moving beyond assessment of treatment acceptability: An examination of the factor structure of the Usage Rating Profile—Intervention (URP-I).

    Sandra M. Chafouleas;Amy M. Briesch;T. Chris Riley-Tillman;D. Betsy McCoach

  • What do daily behavior report cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off-task behavior

    Sandra M. Chafouleas;James L. McDougal;T. Chris Riley-Tillman;Carlos J. Panahon

  • Generalizability and Dependability of Direct Behavior Ratings to Assess Social Behavior of Preschoolers.

    Sandra M. Chafouleas;Theodore J. Christ;T. Chris Riley-Tillman;Amy M. Briesch

  • School-Based Behavioral Assessment: Informing Intervention and Instruction

    Sandra Chafouleas;T. Chris Riley-Tillman;George M. Sugai

  • Development and initial validation of the Social and Academic Behavior Risk Screener for elementary grades.

    Stephen P. Kilgus;Sandra M. Chafouleas;T. Chris Riley-Tillman

  • An investigation of the generalizability and dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to measure academic engagement and disruptive behavior of middle school students

    Sandra M. Chafouleas;Amy M. Briesch;T. Chris Riley-Tillman;Theodore J. Christ

  • Daily Behavior Report Cards An Investigation of the Consistency of On-Task Data Across Raters and Methods

    Sandra M. Chafouleas;T. Chris Riley-Tillman;Kari A. Sassu;Mary J. LaFrance

  • A comparison of measures to screen for social, emotional, and behavioral risk.

    Faith G. Miller;Daniel Cohen;Sandra M. Chafouleas;T. Chris Riley-Tillman

  • The association between sexual assault and suicidal activity in a national sample

    Jessica L. Tomasula;Laura M. Anderson;Heather L. Littleton;T. Chris Riley-Tillman

  • Direct behavior rating as a school-based behavior screener for elementary and middle grades

    Sandra M. Chafouleas;Stephen P. Kilgus;Rose Jaffery;T. Chris Riley-Tillman

  • A school practitioner's guide to using daily behavior report cards to monitor student behavior

    T. Chris Riley-Tillman;Sandra M. Chafouleas;Amy M. Briesch

Frequent Co-Authors

Sandra M. Chafouleas
Sandra M. Chafouleas University of Connecticut
Amy M. Briesch
Amy M. Briesch Northeastern University
Theodore J. Christ
Theodore J. Christ University of Minnesota
Gregory A. Fabiano
Gregory A. Fabiano Florida International University
D. Betsy McCoach
D. Betsy McCoach University of Connecticut
Tanya L. Eckert
Tanya L. Eckert Syracuse University
Matthew K. Burns
Matthew K. Burns University of Missouri
Keith C. Herman
Keith C. Herman University of Missouri
Robert J. Volpe
Robert J. Volpe Northeastern University
Wendy M. Reinke
Wendy M. Reinke University of Missouri

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