Stephen D. Truscott

1.1k total citations
43 papers, 719 citations indexed

About

Stephen D. Truscott is a scholar working on Developmental and Educational Psychology, Education and Clinical Psychology. According to data from OpenAlex, Stephen D. Truscott has authored 43 papers receiving a total of 719 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Developmental and Educational Psychology, 15 papers in Education and 14 papers in Clinical Psychology. Recurrent topics in Stephen D. Truscott's work include Behavioral and Psychological Studies (14 papers), Educational and Psychological Assessments (10 papers) and Counseling Practices and Supervision (9 papers). Stephen D. Truscott is often cited by papers focused on Behavioral and Psychological Studies (14 papers), Educational and Psychological Assessments (10 papers) and Counseling Practices and Supervision (9 papers). Stephen D. Truscott collaborates with scholars based in United States and Italy. Stephen D. Truscott's co-authors include Sherrie L. Proctor, Diane M. Truscott, Joel Meyers, Laura Wood, Emily Graybill, Audrey J. Leroux, Bonnie K. Nastasi, Martin A. Volker, Daniel Crimmins and Erin Vinoski Thomas and has published in prestigious journals such as Journal of School Psychology, School Psychology Review and Maternal and Child Health Journal.

In The Last Decade

Stephen D. Truscott

42 papers receiving 638 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Stephen D. Truscott United States 19 297 275 245 211 78 43 719
Aaron A. Gubi United States 9 139 0.5× 286 1.0× 229 0.9× 284 1.3× 81 1.0× 21 747
Ann C. Schulte United States 17 397 1.3× 564 2.1× 359 1.5× 145 0.7× 101 1.3× 43 1.0k
Bryan Hiebert Canada 13 115 0.4× 259 0.9× 210 0.9× 230 1.1× 60 0.8× 65 589
Monica Pellerone Italy 18 78 0.3× 314 1.1× 131 0.5× 196 0.9× 69 0.9× 50 671
Felicisima C. Serafica United States 12 148 0.5× 198 0.7× 140 0.6× 140 0.7× 24 0.3× 30 483
John B. Bishop United States 13 52 0.2× 215 0.8× 110 0.4× 277 1.3× 66 0.8× 36 525
Norman A. Scott United States 11 59 0.2× 240 0.9× 76 0.3× 165 0.8× 115 1.5× 28 503
Luis Botella Spain 17 92 0.3× 466 1.7× 62 0.3× 213 1.0× 84 1.1× 80 711
Rachel J. Ammirati United States 8 100 0.3× 111 0.4× 62 0.3× 130 0.6× 47 0.6× 14 486
Thomas A. Brigham United States 16 294 1.0× 122 0.4× 70 0.3× 80 0.4× 91 1.2× 39 620

Countries citing papers authored by Stephen D. Truscott

Since Specialization
Citations

This map shows the geographic impact of Stephen D. Truscott'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 Stephen D. Truscott with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Stephen D. Truscott more than expected).

Fields of papers citing papers by Stephen D. Truscott

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Stephen D. Truscott. 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 Stephen D. Truscott. The network helps show where Stephen D. Truscott may publish in the future.

Co-authorship network of co-authors of Stephen D. Truscott

This figure shows the co-authorship network connecting the top 25 collaborators of Stephen D. Truscott. A scholar is included among the top collaborators of Stephen D. Truscott 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 Stephen D. Truscott. Stephen D. Truscott 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.
Matteucci, Maria Cristina, et al.. (2024). School psychology in Italy: A mixed-method study of actual and desired roles and functions. School Psychology International. 46(1). 21–50. 1 indexed citations
2.
Truscott, Stephen D., et al.. (2023). Commentary: Promise and unrealized potential of mixed methods research in school psychology.. School Psychology. 38(6). 415–417. 1 indexed citations
3.
Truscott, Stephen D., et al.. (2020). Using grant funding to enhance school psychology training. Psychology in the Schools. 57(8). 1309–1326. 4 indexed citations
4.
Graybill, Emily, et al.. (2018). Assessing the Feasibility and Acceptability of ePortfolios in an Inclusive, Graduate-Level Interdisciplinary Training Program.. 8(2). 91–101. 1 indexed citations
5.
Thomas, Erin Vinoski, et al.. (2018). Comparing Traditional Versus Retrospective Pre-/Post-assessment in an Interdisciplinary Leadership Training Program. Maternal and Child Health Journal. 23(2). 191–200. 40 indexed citations
6.
7.
Truscott, Stephen D., et al.. (2017). Exceptional Professional Learning for RtI Implementation in Early Childhood Settings. Contemporary School Psychology. 22(4). 401–412. 2 indexed citations
8.
Wood, Laura, et al.. (2016). Predicting dropout using student- and school-level factors: An ecological perspective.. School Psychology Quarterly. 32(1). 35–49. 59 indexed citations
9.
Truscott, Stephen D., et al.. (2016). Intellectual Humility and Morality as Consultee-Centered Consultation Epistemologies. Journal of Educational and Psychological Consultation. 27(1). 126–142. 4 indexed citations
10.
Truscott, Stephen D., Emilia C. Lopez, Marian C. Fish, & Howard Margolis. (2015). TheJournal of Educational and Psychological Consultation: A Quarter Century of Contribution, A Future of Challenge and Optimism. Journal of Educational and Psychological Consultation. 25(1). 2–15. 6 indexed citations
11.
Proctor, Sherrie L. & Stephen D. Truscott. (2012). Reasons for African American student attrition from school psychology programs. Journal of School Psychology. 50(5). 655–679. 66 indexed citations
12.
Truscott, Stephen D., et al.. (2011). Addressing Pediatric Health Concerns Through School-Based Consultation. Journal of Educational and Psychological Consultation. 21(2). 169–174. 4 indexed citations
13.
Truscott, Stephen D., et al.. (2006). School psychology students' perceptions of their practicum experiences. Psychology in the Schools. 43(6). 727–736. 22 indexed citations
14.
Truscott, Stephen D., et al.. (2004). Empathy, Exposure to Community Violence, and Use of Violence Among Urban, At-Risk Adolescents. Child & Youth Care Forum. 33(1). 33–50. 34 indexed citations
15.
Truscott, Stephen D., et al.. (2004). Do Shared Decision-Making Teams Discuss Special Education in Educational Reform Meetings?. Journal of Disability Policy Studies. 15(2). 112–125. 1 indexed citations
16.
Truscott, Stephen D., et al.. (2003). Does rational persuasion influence potential consultees?. Psychology in the Schools. 40(6). 627–640. 7 indexed citations
17.
Truscott, Stephen D., et al.. (2003). Does the Flynn Effect Differ by IQ Level in Samples of Students Classified as Learning Disabled?. Journal of Psychoeducational Assessment. 21(2). 145–159. 21 indexed citations
18.
Bray, Melissa A., et al.. (2001). A School-Based Intervention Designed to Reduce the Frequency of Tics in Children with Tourette's Syndrome. School Psychology Review. 30(1). 11–22. 27 indexed citations
19.
Truscott, Stephen D., et al.. (1998). The Role of Prereferral Intervention Teams in Early Intervention of Mental Health Problems.. School Psychology Review. 27(2). 2 indexed citations
20.
Truscott, Stephen D., et al.. (1994). WISC—R Subtest Reliability over Time: Implications for Practice and Research. Psychological Reports. 74(1). 147–156. 19 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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