World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
53
Citations
10644
World Ranking
4815
National Ranking
2659

Timothy J. Lewis 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 Timothy J. Lewis 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: 159 publications — 54th percentile

54% of scientists in this discipline score the same or lower.

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

Timothy J. Lewis 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 Timothy J. Lewis 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: 53 D-Index — 59th percentile

59% of scientists in this discipline score the same or lower.

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

Overview

Timothy J. Lewis is affiliated with the University of Missouri in the United States. Their research spans several intersecting domains within psychology and social sciences, focusing primarily on behavioral and psychological studies as well as developmental and educational psychology.

The scientist's recent publications cover various topics related to emotional, behavioral, and developmental challenges in educational settings. Notable papers include:

  • "A Daily Check-In/Check-Out Intervention for Students with Internalizing Concerns" (2020), published in the Journal of Behavioral Education
  • "Evaluation of a Comprehensive Assessment-Based Intervention for Secondary Students With Social, Emotional, and Behavioral Problems" (2020), published in the Journal of Emotional and Behavioral Disorders
  • "Exploring Extracurricular Activity Participation, School Engagement, and Social Competence for Students With Emotional and Behavioral Disorders" (2023), published in Behavioral Disorders
  • "An Analysis of Selected Aspects of Functional Behavioral Assessments and Behavior Intervention Plans" (2023), published in The Journal of Special Education
  • "Exploring Feasibility and Social Validity of a Multicomponent Social Narrative Intervention" (2021), published in Education and Treatment of Children

Their frequent co-authors include Nicholas A. Gage, Brandi Simonsen, Kent McIntosh, Barbara S. Mitchell, and Heather Peshak George. These collaborations indicate a multidisciplinary approach to addressing complex psychological and behavioral issues.

The primary fields of study for Timothy J. Lewis encompass:

  • Psychology
  • Social Sciences
  • Neuroscience

Within these fields, their work is further concentrated in subfields such as:

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Education
  • Cognitive Neuroscience
  • Safety Research

Their research covers a variety of topics that include:

  • Behavioral and Psychological Studies
  • Autism Spectrum Disorder Research
  • Child and Adolescent Psychosocial and Emotional Development
  • Disability Education and Employment
  • Attention Deficit Hyperactivity Disorder
  • Parental Involvement in Education
  • Bullying, Victimization, and Aggression

Publication venues have included journals such as The Journal of Special Education, Journal of Behavioral Education, Behavioral Disorders, Journal of Emotional and Behavioral Disorders, and Education and Treatment of Children, reflecting a focus on both clinical and educational aspects of psychological research.

Best Publications

  • Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

    George Sugai;Robert H. Horner;Glen Dunlap

  • Effective Behavior Support: A Systems Approach to Proactive Schoolwide Management.

    Timothy J. Lewis;George Sugai

  • Reducing Problem Behavior through a School-Wide System of Effective Behavioral Support: Investigation of a School-Wide Social Skills Training Program and Contextual Interventions.

    Timothy J. Lewis;George Sugai;Geoff Colvin

  • High-Leverage Practices in Special Education.

    James McLeskey;Mary-Dean Barringer;Bonnie Billingsley;Mary Brownell

  • Functional Behavioral Assessment An Investigation of Assessment Reliability and Effectiveness of Function-Based Interventions

    Lori L. Newcomer;Timothy J. Lewis

  • Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support

    Melissa Ann Stormont;Sandra Covington Smith;Timothy J. Lewis

  • The Effects of Pre-Correction and Active Supervision on the Recess Behavior of Elementary Students.

    Timothy J. Lewis;Geoff Colvin;George Sugai

  • Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices:

    Timothy J. Lewis;Shawna Hudson;Mary Richter;Nanci Johnson

  • School-Wide Positive Behavior Support and Students with Emotional/Behavioral Disorders: Implications for Prevention, Identification and Intervention

    Timothy J. Lewis;Stacey E. L. Jones;Robert H. Horner;George Sugai

  • Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports

    Timothy J. Lewis;Lisa J. Powers;Michele J. Kelk;Lori L. Newcomer

  • Functional Behavioral Assessment-Based Interventions for Students with or at Risk for Emotional and/or Behavioral Disorders in School: A Hierarchical Linear Modeling Meta-Analysis.

    Nicholas A. Gage;Timothy J. Lewis;Janine P. Stichter

  • Assessing teacher use of opportunities to respond and effective classroom management strategies: Comparisons among high- and low-risk elementary schools

    Janine P. Stichter;Timothy J. Lewis;Tiffany A. Whittaker;Mary Richter

  • Scaling Up School-Wide Positive Behavioral Interventions and Supports: Experiences of Seven States With Documented Success

    Robert H. Horner;Donald Kincaid;George Sugai;Timothy Lewis

  • The Problem Behavior Questionnaire: A Teacher-Based Instrument To Develop Functional Hypotheses of Problem Behavior in General Education Classrooms

    Timothy J. Lewis;Terrance M. Scott;George Sugai

  • Full Inclusion and the Education of Children and Youth with Emotional and Behavioral Disorders.

    Timothy J. Lewis;David Chard;Terrance M. Scott

  • Language Learning Strategies in Independent Settings

    Stella Hurd;Tim Lewis

  • Functional assessment of problem behavior: A pilot investigation on the comparative and interactive effects of teacher and peer social attention on students in general education settings.

    Timothy J. Lewis;George Sugai

  • Positive Behavior Support Systems: Applying Key Features in Preschool Settings:

    Melissa Stormont;Timothy J. Lewis;Rebecca Beckner

  • Technical Adequacy of the SWPBIS Tiered Fidelity Inventory

    Kent McIntosh;Michelle M. Massar;Robert F. Algozzine;Heather Peshak George

  • Descriptive and experimental analysis of teacher and peer attention and the use of assessment-based intervention to improve pro-social behavior

    Timothy J. Lewis;George Sugai

  • Evaluating the impact of virtual exchange on initial teacher education: a European policy experiment

    Alice Baroni;Melinda Dooly;Pilar Garcés García;Sarah Guth

Frequent Co-Authors

George Sugai
George Sugai University of Connecticut
Nicholas A. Gage
Nicholas A. Gage University of Florida
Robert H. Horner
Robert H. Horner University of Oregon
Melissa Stormont
Melissa Stormont University of Missouri
Terrance M. Scott
Terrance M. Scott University of Louisville
Simon Armour
Simon Armour University of Bristol
Lee Kern
Lee Kern Lehigh University
Bart Rienties
Bart Rienties The Open University
Kent McIntosh
Kent McIntosh University of Oregon
Mary T. Brownell
Mary T. Brownell University of Florida

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Related Online Degrees & Career Pathways

Exploring a career in psychology opens doors to various rewarding pathways, particularly in counseling and mental health services. Online psychology degrees offer flexibility for both undergraduate and graduate studies. Graduates who wish to practice as counselors must navigate state-specific licensure requirements, which can vary significantly across the U.S.

For example, those interested in working with clients in Louisiana should carefully review the Louisiana licensed professional counselor requirements, as these include specific educational and supervised experience criteria. Likewise, individuals considering practice in New England should consult the Maine licensed professional counselor requirements.

If you aim to become an LPC in Maryland, make sure to understand the lpc licensure requirements in Maryland. Similarly, those wishing to build a practice in Massachusetts will need to follow the Massachusetts licensed professional counselor requirements.

Researching each state’s licensure details early in your academic journey is important for planning your coursework, supervised practice, and exam preparation. This ensures you are well-prepared to pursue your desired career trajectory in psychology or counseling.

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