School-Based Behavioral Assessment : Informing Prevention and Intervention

Autor: Sandra M. Chafouleas, Austin H. Johnson, T. Chris Riley-Tillman, Emily A. Iovino

Revised and expanded with the latest tools and strategies, this concise book offers guidance for effectively conducting social, emotional, and behavioral assessments in today's K–12 schools. The expert authors present foundational knowledge on asse

Timing and frequency of screening in schools: A latent variable analysis of behavioral stability over time

Autor: Huihui Yu, Kellina K. Lupas, Sandra M. Chafouleas, D. Betsy McCoach, Gregory A. Fabiano, T. Chris Riley-Tillman, Megan E. Welsh, Daniel T. Volk

Publikováno v: Psychological assessment. 34(10)

The growth of school-based initiatives incorporating multitiered systems of support (MTSS) for social, emotional, and behavioral domains has fueled interest in behavioral assessment. These assessments are foundational to determining risk for behavior

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::48343cdae99987d1ca2d6dea1878d4b7
https://pubmed.ncbi.nlm.nih.gov/35980696

Developing a direct rating behavior scale for depression in middle school students

Autor: Michael P. Van Wie, Stephen P. Kilgus, T. Chris Riley-Tillman, Keith C. Herman, James Sinclair

Publikováno v: School Psychology. 34:86-95

Research has supported the applied use of Direct Behavior Rating Single-Item Scale (DBR-SIS) targets of "academic engagement" and "disruptive behavior" for a range of purposes, including universal screening and progress monitoring. Though useful in e

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b76faff40e81fb67942720808c5a0300
https://doi.org/10.1037/spq0000263

Examining the Concurrent Criterion-Related Validity of Direct Behavior Rating–Single Item Scales With Students With Social Competence Deficits

Autor: Sarah Owens, Janine P. Stichter, Alexander M. Schoemann, T. Chris Riley-Tillman, Stephen P. Kilgus

Publikováno v: Assessment for Effective Intervention. 44:123-134

A line of research has supported the development and validation of Direct Behavior Rating–Single Item Scales (DBR-SIS) for use in progress monitoring. Yet, this research was largely conducted within the general education setting with typically deve

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::c9eab115afb5be2cb31faeeab0623e1d
https://doi.org/10.1177/1534508417749873

Confirmation of models for interpretation and use of the Social and Academic Behavior Risk Screener (SABRS)

Autor: Wesley A. Sims, T. Chris Riley-Tillman, Stephen P. Kilgus, Nathaniel P. von der Embse

Publikováno v: Kilgus, Stephen P; Sims, Wesley A; von der Embse, Nathaniel P; & Riley-Tillman, T Chris. (2019). Confirmation of models for interpretation and use of the Social and Academic Behavior Risk Screener (SABRS).. School Psychology Quarterly, 30(3), 335-352. doi: 10.1037/spq0000087. UC Riverside: Retrieved from: http://www.escholarship.org/uc/item/2hc2p25z
School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, vol 30, iss 3

The purpose of this investigation was to evaluate the models for interpretation and use that serve as the foundation of an interpretation/use argument for the Social and Academic Behavior Risk Screener (SABRS). The SABRS was completed by 34 teachers

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2a223f22db1da497be969011d7c8c5cc
http://www.escholarship.org/uc/item/2hc2p25z