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Psychology

D-Index
34
Citations
4988
World Ranking
10207
National Ranking
5370

Research.com Recognitions

  • 2003 - APA Award for Distinguished Contributions to the International Advancement of Psychology

Overview

Thomas Oakland was affiliated with the University of Florida in the United States. The research work conducted by this scientist primarily focused on various domains within psychology, with a total of seven publications recorded in the field.

Their subfields of study included Developmental and Educational Psychology, Applied Psychology, Clinical Psychology, and General Psychology. These areas collectively reflect a diverse range of psychological research interests.

The main topics of their work focused on:

  • Educational and Psychological Assessments
  • Psychological Testing and Assessment
  • Resilience and Mental Health
  • Academic and Historical Perspectives in Psychology

The scientist published research in multiple venues, notably:

  • Revista Interamericana de Psicología/Interamerican Journal of Psychology
  • Psychology the Journal of the Hellenic Psychological Society

Among the recent papers authored by Thomas Oakland were:

  • "Estatus Internacional Sobre el Desarrollo y Uso de test: Posibles Implicaciones para el Perú," published in 2021 in Revista Interamericana de Psicología/Interamerican Journal of Psychology
  • "Test Development and Use Internationally," published in 2020 in Psychology the Journal of the Hellenic Psychological Society

Thomas Oakland collaborated frequently with several co-authors over the course of their career, including:

  • William E. Hanson
  • Jacqueline P. Leighton
  • Stewart I. Donaldson
  • Mark D. Terjesen
  • C. Norman Shealy

During their career, they received recognition in the form of the APA Award for Distinguished Contributions to the International Advancement of Psychology in 2003.

Best Publications

  • Anatomical risk factors for phonological dyslexia.

    Christiana M. Leonard;Mark A. Eckert;Linda J. Lombardino;Thomas Oakland

  • A critical analysis of cross-cultural research and testing practices: Implications for improved education and training in psychology

    Barbara M. Byrne;Thomas Oakland;Frederick T. L. Leong;Fons J. R. van de Vijver

  • Language, Reading, and Readability Formulas: Implications for Developing and Adapting Tests.

    Thomas Oakland;Holly B. Lane

  • An Evaluation of the Dyslexia Training Program A Multisensory Method for Promoting Reading in Students with Reading Disabilities

    Thomas Oakland;Jeffrey L. Black;George Stanford;George Stanford;Nancy L. Nussbaum

  • The handbook of international school psychology

    Shane R. Jimerson;Thomas Oakland;Peter Farrell

  • Introduction to the Handbook of International School Psychology

    Shane R. Jimerson;Thomas D. Oakland;Peter T. Farrell

  • Psychological and educational assessment of minority children

    Thomas Oakland

  • Estimated Prevalence of Attention-Deficit/ Hyperactivity Disorder Symptoms Among College Freshmen Gender, Race, and Rater Effects

    Dong Hun Lee;Thomas Oakland;Gina Jackson;Joseph Glutting

  • Factors influencing teachers' and psychologists' recommendations regarding special class placement

    Paula Matuszek;Thomas Oakland

  • A Survey of School Psychology in Developed and Developing Countries

    Thomas D. Oakland;Jacqueline L. Cunningham

  • Rehabilitation and health assessment: Applying ICF guidelines

    Elias Mpofu;Thomas Oakland

  • Factorial Invariance of Woodcock-Johnson III Scores for African Americans and Caucasian Americans:

    Oliver W. Edwards;Thomas D. Oakland

  • Adaptive behavior among adults with intellectual disabilities and its relationship to community independence.

    Unknown

  • The Course on Individual Cognitive Assessment.

    Vincent C. Alfonso;Thomas D. Oakland;Regina LaRocca;Alexandra Spanakos

  • Displaying Ethical Behaviors by Psychologists When Standards Are Unclear

    Mark M. Leach;Thomas Oakland

  • Ethics Standards Impacting Test Development and Use: A Review of 31 Ethics Codes Impacting Practices in 35 Countries.

    Mark M. Leach;Thomas Oakland

  • The Effects of Test-Wiseness Materials on Standardized Test Performance of Preschool Disadvantaged Children.

    Thomas Oakland

  • Alternative treatments for attention-deficit/hyperactivity disorder: does evidence support their use?

    Alan W. Brue;Thomas D. Oakland

  • Use of Educational and Psychological Tests Internationally

    Thomas Oakland

  • Assessment of Leadership in Children, Youth and Adults:

    Thomas Oakland;Bradd A. Falkenberg;Christopher Oakland

  • Adaptive behavior assessment system-II : clinical use and interpretation

    Thomas Oakland;Patti L. Harrison

  • A Review of the Vineland Adaptive Behavior Scales, Survey Form

    Thomas Oakland;Susan Houchins

Frequent Co-Authors

Elias Mpofu
Elias Mpofu University of North Texas
Joseph J. Glutting
Joseph J. Glutting University of Delaware
Shane R. Jimerson
Shane R. Jimerson University of California, Santa Barbara
Ronald K. Hambleton
Ronald K. Hambleton University of Massachusetts Amherst
Donald H. Saklofske
Donald H. Saklofske University of Western Ontario
Fons J. R. van de Vijver
Fons J. R. van de Vijver Tilburg University
Geoff Lindsay
Geoff Lindsay University of Warwick
Timothy R. Konold
Timothy R. Konold University of Virginia
Fanny M. Cheung
Fanny M. Cheung Chinese University of Hong Kong
Frederick T. L. Leong
Frederick T. L. Leong Chinese University of Hong Kong, Shenzhen

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