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Thomas J. Power

D-Index & Metrics

Psychology

D-Index
64
Citations
15808
World Ranking
2968
National Ranking
1706

Thomas J. Power 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. Power 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: 216 publications — 73rd percentile

73% of scientists in this discipline score the same or lower.

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

Thomas J. Power 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. Power 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: 64 D-Index — 75th percentile

75% 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

  • 2003 - Fellow of the American Psychological Association (APA)

Overview

Thomas J. Power is affiliated with the Children's Hospital of Philadelphia in the United States. Their work spans a combination of medicine and psychology, focusing particularly on psychiatry and mental health, clinical psychology, and developmental and educational psychology. Their research integrates aspects of general health professions and control and systems engineering.

Their research concentrates on several key topics, including:

  • Attention Deficit Hyperactivity Disorder
  • Child and Adolescent Psychosocial and Emotional Development
  • Behavioral and Psychological Studies
  • Health Policy Implementation Science
  • Infant Development and Preterm Care
  • Family and Disability Support Research
  • Robot Manipulation and Learning

Thomas J. Power has contributed to numerous publications across prominent journals. Frequent publication venues include:

  • Journal of Developmental & Behavioral Pediatrics
  • Journal of Pediatric Psychology
  • School Mental Health
  • Evidence-Based Practice in Child and Adolescent Mental Health
  • arXiv (Cornell University)

Their recent papers include:

  • "Society for Developmental and Behavioral Pediatrics Clinical Practice Guideline for the Assessment and Treatment of Children and Adolescents with Complex Attention-Deficit/Hyperactivity Disorder" (2020, Journal of Developmental & Behavioral Pediatrics)
  • "The Needs-to-Goals Gap: How informant discrepancies in youth mental health assessments impact service delivery" (2021, Clinical Psychology Review)
  • "An Individual Participant Data Meta-analysis: Behavioral Treatments for Children and Adolescents With Attention-Deficit/Hyperactivity Disorder" (2021, Journal of the American Academy of Child & Adolescent Psychiatry)
  • "Implementing Group Parent Training in Telepsychology: Lessons Learned During the COVID-19 Pandemic" (2020, Journal of Pediatric Psychology)
  • "Early Childhood Sleep Intervention in Urban Primary Care: Caregiver and Clinician Perspectives" (2020, Journal of Pediatric Psychology)

The scientist frequently collaborates with other researchers, including Jennifer A. Mautone, Jenelle Nissley-Tsiopinis, George J. DuPaul, Alexander G. Fiks, and Gwendolyn M. Lawson.

Thomas J. Power was recognized as a Fellow of the American Psychological Association (APA) in 2003.

Best Publications

  • Adhd Rating Scale-IV: Checklists, Norms, and Clinical Interpretation

    George J. DuPaul;Thomas J. Power;Arthur D. Anastopoulos;Robert Reid

  • Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms: Factor structure and normative data.

    George J. DuPaul;Robert Reid;Arthur D. Anastopoulos;Matthew C. Lambert

  • Parent Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms: Factor Structure and Normative Data

    George J. DuPaul;Arthur D. Anastopoulos;Thomas J. Power;Robert Reid

  • Patterns of Comorbidity Associated With Subtypes of Attention-Deficit/Hyperactivity Disorder Among 6− to 12-Year-Old Children

    Ricardo B. Eiraldi;Thomas J. Power;Christine Maguth Nezu

  • School-Based Aggression Prevention Programs for Young Children: Current Status and Implications for Violence Prevention

    Stephen S. Leff;Thomas J. Power;Patricia H. Manz;Tracy E. Costigan

  • Assessing culturally different students for attention deficit hyperactivity disorder using behavior rating scales.

    Robert Reid;George J. DuPaul;Thomas J. Power;Arthur D. Anastopoulos

  • Reliability and Validity of Parent and Teacher Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms:

    George J. DuPaul;Thomas J. Power;Kara E. McGoey;Martin J. Ikeda

  • Multidimensional assessment of family involvement among urban elementary students

    Patricia H. Manz;John W. Fantuzzo;Thomas J. Power

  • Service Utilization among Ethnic Minority Children with ADHD: A Model of Help-Seeking Behavior

    Ricardo B. Eiraldi;Ricardo B. Eiraldi;Laurie B. Mazzuca;Angela T. Clarke;Thomas J. Power

  • Factors Influencing Teacher Identification of Peer Bullies and Victims

    Stephen S. Leff;Charlotte J. Patterson;Janis B. Kupersmidt;Thomas J. Power

  • 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

  • A family-school intervention for children with ADHD: results of a randomized clinical trial.

    Thomas J. Power;Jennifer A. Mautone;Stephen L. Soffer;Angela T. Clarke

  • Using participatory research to develop a playground-based prevention program

    Stephen S Leff;Tracy Costigan;Thomas J Power

  • Social and academic impairment in youth with ADHD, predominately inattentive type and sluggish cognitive tempo

    Stephen A. Marshall;Steven W. Evans;Ricardo B. Eiraldi;Stephen P. Becker

  • Assessing the Climate of the Playground and Lunchroom: Implications for Bullying Prevention Programming.

    Stephen S. Leff;Thomas J. Power;Tracy E. Costigan;Patricia H. Manz

  • Patterns of Parent-Reported Homework Problems among ADHD-Referred and Non-Referred Children.

    Thomas J. Power;Branlyn E. Werba;Marley W. Watkins;Jennifer G. Angelucci

  • Evaluating Attention Deficit Hyperactivity Disorder Using Multiple Informants: The Incremental Utility of Combining Teacher with Parent Reports.

    Thomas J. Power;Ted J. Andrews;Ricardo B. Eiraldi;Brian J. Doherty

  • ADHD Rating Scale-IV: School Checklist

    George J. DuPaul;Thomas J. Power;Arthur D. Anastopoulos;Robert Reid

  • The Acceptability of Interventions for Attention-Deficit Hyperactivity Disorder Among Elementary and Middle School Teachers

    Thomas J. Power;Laura E. Hess;David S. Bennett

  • Parent Acceptability and Feasibility of ADHD Interventions: Assessment, Correlates, and Predictive Validity

    David S. Bennett;Thomas J. Power;Anthony L. Rostain;Debra E. Carr

  • Promoting Children's Health: Integrating School, Family, and Community

    Thomas J Power;George J DuPaul;Edward S Shapiro;Anne E Kazak

Frequent Co-Authors

George J. DuPaul
George J. DuPaul Lehigh University
Marley W. Watkins
Marley W. Watkins Baylor University
Arthur D. Anastopoulos
Arthur D. Anastopoulos University of North Carolina at Greensboro
Benjamin E. Yerys
Benjamin E. Yerys Children's Hospital of Philadelphia
Edward S. Shapiro
Edward S. Shapiro Lehigh University
Susan M. Sheridan
Susan M. Sheridan University of Nebraska–Lincoln
Steven W. Evans
Steven W. Evans Nationwide Children's Hospital
Flaura Koplin Winston
Flaura Koplin Winston Children's Hospital of Philadelphia
Julie Sarno Owens
Julie Sarno Owens Ohio University
Marc S. Atkins
Marc S. Atkins University of Illinois at Chicago

External Links

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Related Online Degrees & Career Pathways

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It's also important to understand the differences in responsibilities and training between mental health roles. Compare the positions and requirements for a clinical therapist vs psychologist roles and responsibilities to find the best fit for your interests and educational ambitions.

Advanced qualifications, such as a doctorate, can further expand your horizons within psychology. If you’re curious about high-level opportunities, discover the variety of jobs with phd in psychology available in research, academia, and specialized clinical practice.

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Jeffrey H. Newcorn

Jeffrey H. Newcorn

Icahn School of Medicine at Mount Sinai

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