Ryan J. McGill

1.4k total citations
69 papers, 924 citations indexed

About

Ryan J. McGill is a scholar working on Experimental and Cognitive Psychology, Developmental and Educational Psychology and Management Science and Operations Research. According to data from OpenAlex, Ryan J. McGill has authored 69 papers receiving a total of 924 indexed citations (citations by other indexed papers that have themselves been cited), including 42 papers in Experimental and Cognitive Psychology, 40 papers in Developmental and Educational Psychology and 27 papers in Management Science and Operations Research. Recurrent topics in Ryan J. McGill's work include Cognitive Abilities and Testing (40 papers), Educational and Psychological Assessments (31 papers) and Psychometric Methodologies and Testing (26 papers). Ryan J. McGill is often cited by papers focused on Cognitive Abilities and Testing (40 papers), Educational and Psychological Assessments (31 papers) and Psychometric Methodologies and Testing (26 papers). Ryan J. McGill collaborates with scholars based in United States and Switzerland. Ryan J. McGill's co-authors include Gary L. Canivez, Stefan C. Dombrowski, R. T. Busse, Marley W. Watkins, Nicholas Benson, A. Alexander Beaujean, Ryan L. Farmer, Alison E. Pritchard, Lisa A. Jacobson and Kelly S. Kennedy and has published in prestigious journals such as Psychological Assessment, Structural Equation Modeling A Multidisciplinary Journal and British Journal of Educational Psychology.

In The Last Decade

Ryan J. McGill

67 papers receiving 871 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Ryan J. McGill United States 19 445 400 241 227 122 69 924
Gordon E. Taub United States 13 413 0.9× 343 0.9× 122 0.5× 72 0.3× 108 0.9× 29 793
Juan C. Suárez‐Falcón Spain 19 266 0.6× 106 0.3× 114 0.5× 451 2.0× 159 1.3× 59 965
Joseph C. Kush United States 16 254 0.6× 407 1.0× 97 0.4× 91 0.4× 45 0.4× 39 743
Susan J. Maller United States 13 155 0.3× 186 0.5× 137 0.6× 117 0.5× 52 0.4× 27 572
Samuel O. Ortiz United States 7 272 0.6× 356 0.9× 54 0.2× 53 0.2× 69 0.6× 15 579
David J. Hessen Netherlands 14 294 0.7× 84 0.2× 86 0.4× 224 1.0× 51 0.4× 34 704
Marijn van Dijk Netherlands 21 284 0.6× 617 1.5× 48 0.2× 199 0.9× 242 2.0× 66 1.4k
Hoben Thomas United States 21 289 0.6× 376 0.9× 58 0.2× 52 0.2× 234 1.9× 82 1.1k
Xuezhu Ren China 14 252 0.6× 136 0.3× 33 0.1× 100 0.4× 153 1.3× 41 582
Maaike Ugille Belgium 10 44 0.1× 328 0.8× 140 0.6× 58 0.3× 142 1.2× 14 566

Countries citing papers authored by Ryan J. McGill

Since Specialization
Citations

This map shows the geographic impact of Ryan J. McGill's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Ryan J. McGill with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ryan J. McGill more than expected).

Fields of papers citing papers by Ryan J. McGill

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ryan J. McGill. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Ryan J. McGill. The network helps show where Ryan J. McGill may publish in the future.

Co-authorship network of co-authors of Ryan J. McGill

This figure shows the co-authorship network connecting the top 25 collaborators of Ryan J. McGill. A scholar is included among the top collaborators of Ryan J. McGill based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Ryan J. McGill. Ryan J. McGill is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Dombrowski, Stefan C., Ryan J. McGill, Gary L. Canivez, et al.. (2025). Conjectures and refutations in cognitive ability structural validity research: Insights from Bayesian structural equation modeling. Journal of School Psychology. 110. 101432–101432. 2 indexed citations
2.
McGill, Ryan J., Stefan C. Dombrowski, & Gary L. Canivez. (2025). Beyond Primary Assessment on the WISC‐V: An Investigation of the Structural Validity of the Ancillary Scores. Psychology in the Schools. 62(7). 2164–2177.
3.
Hajovsky, Daniel B., Kathrin E. Maki, Christopher R. Niileksela, & Ryan J. McGill. (2025). Science and Practice of Identifying Specific Learning Disabilities: Kind Conversations About a Wicked Problem. Journal of Psychoeducational Assessment. 43(4). 359–379.
4.
Dombrowski, Stefan C., A. Alexander Beaujean, Ryan J. McGill, & Ryan L. Farmer. (2023). Online cognitive assessment in the era of COVID-19: Examining the validity of the MEZURE.. Psychological Assessment. 35(11). 901–910. 2 indexed citations
5.
Watkins, Marley W., Gary L. Canivez, Stefan C. Dombrowski, et al.. (2021). Long-term stability of Wechsler Intelligence Scale for Children–fifth edition scores in a clinical sample. Applied Neuropsychology Child. 11(3). 422–428. 16 indexed citations
6.
Canivez, Gary L., Nathaniel P. von der Embse, & Ryan J. McGill. (2021). Construct validity of the BASC-3 teacher rating scales: Independent hierarchical exploratory factor analyses with the normative sample.. School Psychology. 36(4). 235–254. 11 indexed citations
7.
Farmer, Ryan L., Ryan J. McGill, Stefan C. Dombrowski, et al.. (2020). Teleassessment with children and adolescents during the coronavirus (COVID-19) pandemic and beyond: Practice and policy implications.. Professional Psychology Research and Practice. 51(5). 477–487. 36 indexed citations
8.
Maki, Kathrin E., et al.. (2020). Assessing the Impact of Sequential Data Presentation on Specific Learning Disabilities Identification Decisions Using Patterns of Strengths and Weaknesses Methods. Journal of Psychoeducational Assessment. 39(3). 372–380. 3 indexed citations
9.
Dombrowski, Stefan C., Ryan J. McGill, & Grant B. Morgan. (2019). Monte Carlo Modeling of Contemporary Intelligence Test (IQ) Factor Structure: Implications for IQ Assessment, Interpretation, and Theory. Assessment. 28(3). 977–993. 17 indexed citations
10.
11.
Benson, Nicholas, A. Alexander Beaujean, Ryan J. McGill, & Stefan C. Dombrowski. (2018). Revisiting Carroll’s survey of factor-analytic studies: Implications for the clinical assessment of intelligence.. Psychological Assessment. 30(8). 1028–1038. 20 indexed citations
12.
McGill, Ryan J., Stefan C. Dombrowski, & Gary L. Canivez. (2018). Cognitive profile analysis in school psychology: History, issues, and continued concerns. Journal of School Psychology. 71. 108–121. 55 indexed citations
13.
14.
McGill, Ryan J. & Stefan C. Dombrowski. (2017). What School Psychologists Need to Know about Factor Analysis.. Communique. 46(1). 16–18. 3 indexed citations
15.
Dombrowski, Stefan C., Ryan J. McGill, & Gary L. Canivez. (2017). Hierarchical exploratory factor analyses of the Woodcock-Johnson IV Full Test Battery: Implications for CHC application in school psychology.. School Psychology Quarterly. 33(2). 235–250. 25 indexed citations
16.
Dombrowski, Stefan C., Ryan J. McGill, & Gary L. Canivez. (2016). Exploratory and hierarchical factor analysis of the WJ-IV Cognitive at school age.. Psychological Assessment. 29(4). 394–407. 43 indexed citations
17.
McGill, Ryan J.. (2016). Invalidating the Full Scale IQ Score in the Presence of Significant Factor Score Variability: Clinical Acumen or Clinical Illusion?. NSUWorks (Nova Southeastern University). 6(1). 49–79. 10 indexed citations
18.
McGill, Ryan J. & R. T. Busse. (2014). Incremental validity of the WJ III COG: Limited predictive effects beyond the GIA-E.. School Psychology Quarterly. 30(3). 353–365. 22 indexed citations
19.
McGill, Ryan J., et al.. (2014). Social Story™ interventions for decreasing challenging behaviours: a single-case meta-analysis 1995–2012. Educational Psychology in Practice. 31(1). 21–42. 25 indexed citations
20.
McGill, Ryan J.. (2013). Cognitive Therapy for Adolescents in School Settings. Contemporary School Psychology. 17(1). 147–149. 30 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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