World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
43
Citations
6050
World Ranking
7343
National Ranking
3964

Thomas J. Kehle 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 Thomas J. Kehle 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: 135 publications — 41st percentile

41% of scientists in this discipline score the same or lower.

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

Thomas J. Kehle 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 Thomas J. Kehle 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: 43 D-Index — 38th percentile

38% of scientists in this discipline score the same or lower.

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

Overview

Thomas J. Kehle was affiliated with the University of Connecticut in the United States. Their work primarily focused on social sciences and psychology, with specific emphasis on sociology and political science, social psychology, and clinical psychology as subfields of study.

Their research explored a range of topics including social and intergroup psychology, critical race theory in education, racial and ethnic identity research, child and adolescent psychosocial and emotional development, attachment and relationship dynamics, and bullying, victimization, and aggression.

Kehle contributed to the academic community through publications in established venues such as Current Psychology and the International Journal of School & Educational Psychology. Notable recent papers included:

  • Using self-affirmations to improve achievement in fourth-grade students (2022, Current Psychology)
  • Self-distancing to reduce anger in high school students (2021, International Journal of School & Educational Psychology)

The scientist collaborated frequently with several coauthors, including Melissa A. Bray, Marisa del Campo, J. Kim, Sierra M. Trudel, and Brenna Fitzmaurice. These collaborative efforts reflect interdisciplinary approaches within social and educational psychology research.

Best Publications

  • Comparison of Cognitive-Behavioral, Relaxation, and Self-Modeling Interventions for Depression among Middle-School Students.

    James S. Kahn;Thomas J. Kehle;William R. Jenson;Elaine Clark

  • Yoga as an Intervention for Children With Attention Problems.

    Heather L. Peck;Thomas J. Kehle;Melissa A. Bray;Lea A. Theodore

  • Best practices in the identification of gifted students with learning disabilities.

    D. Betsy McCoach;Thomas J. Kehle;Melissa A. Bray;Del Siegle

  • The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder

    Heather Nicholson;Thomas J. Kehle;Melissa A. Bray;Jaci Van Heest

  • A packaged intervention to reduce disruptive behaviors in general education students

    Diane De Martini-Scully;Melissa A. Bray;Thomas J. Kehle

  • Reducing disruptive behaviors in students with serious emotional disturbance

    Erinn H. Musser;Melissa A. Bray;Thomas J. Kehle;William R. Jenson

  • Self-modeling as an intervention for stuttering.

    Melissa A. Bray;Thomas J. Kehle

  • Self‐modeling as a treatment for increasing on‐task behavior

    Susan K. Clare;William R. Jenson;Thomas J. Kehle;Melissa A. Bray

  • Effectiveness of Self-Observation with Behavior Disordered Elementary School Children.

    Thomas J. Kehle;Elaine Clark;William R. Jenson;Bruce E. Wampold

  • The Use of Self-Modeling as an Intervention in School Psychology: A Case Study of an Elective Mute.

    Thomas J. Kehle;Steven V. Owen;Elizabeth T. Cressy

  • A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behavior

    Lea A. Theodore;Melissa A. Bray;Thomas J. Kehle

  • Randomization of Group Contingencies and Reinforcers to Reduce Classroom Disruptive Behavior

    Lea A Theodore;Lea A Theodore;Melissa A Bray;Melissa A Bray;Thomas J Kehle;Thomas J Kehle;William R Jenson;William R Jenson

  • Augmented Self-Modeling as a Treatment for Children with Selective Mutism

    Thomas J. Kehle;Melissa R. Madaus;Victoria S. Baratta;Melissa A. Bray

  • A Multi‐Component intervention designed to reduce disruptive classroom behavior

    Thomas J. Kehle;Melissa A. Bray;Lea A. Theodore;William R. Jenson

  • Social Stories to Increase Verbal Initiation in Children With Autism and Asperger’s Disorder

    Kathleen Hanley-Hochdorfer;Melissa A. Bray;Thomas J. Kehle;Mahri J. Elinoff

  • Mystery Motivator as an Intervention to Promote Homework Completion and Accuracy

    Melissa M. R. Madaus;Thomas J. Kehle;Joseph Madaus;Melissa A. Bray

  • Autonomous sensory meridian response (ASMR) and frisson: Mindfully induced sensory phenomena that promote happiness

    Marisa A. del Campo;Thomas J. Kehle

  • Improving homework accuracy: Interdependent group contingencies and randomized components

    Danielle Reinhardt;Lea A. Theodore;Lea A. Theodore;Melissa A. Bray;Thomas J. Kehle

  • Replication of the Systematic Screening for Behavior Disorders (SSBD) Procedure for the Identification of At-Risk Children.

    Hill M. Walker;Herbert H. Severson;Fulvia Nicholson;Thomas Kehle

  • Contemporary Review of Group-Oriented Contingencies for Disruptive Behavior

    Lea A. Theodore;Melissa A. Bray;Thomas J. Kehle;Richard J. Dioguardi

  • The Oxford handbook of school psychology

    Melissa A. Bray;Thomas J. Kehle

Frequent Co-Authors

Melissa A. Bray
Melissa A. Bray University of Connecticut
William R. Jenson
William R. Jenson University of Utah
Sandra M. Chafouleas
Sandra M. Chafouleas University of Connecticut
Joseph W. Madaus
Joseph W. Madaus University of Connecticut
D. Betsy McCoach
D. Betsy McCoach University of Connecticut
Susan M. Sheridan
Susan M. Sheridan University of Nebraska–Lincoln
William M. McMahon
William M. McMahon University of Utah
Tanya L. Eckert
Tanya L. Eckert Syracuse University
Lisa M. Hagermoser Sanetti
Lisa M. Hagermoser Sanetti University of Connecticut

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