Publications -Sandra Chafouleas

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Hagermoser Sanetti, L. M., Chafouleas, S. M., Christ, T. J. & Gritter K. L. (In Press). Expending DBR use beyond student assessment: Application to treatment integrity assessment within a multi-tier model of school-based intervention delivery. Assessment for Effective Intervention.

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Madaus, J., Rinaldi, C., Bigaj, S. & Chafouleas, S. M. (In Press). An examination of current assessment practices in Northeastern school districts. Assessment for Effective Intervention.

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Chafouleas, S. M., Riley-Tillman, T. C., Briesch, A. M. & Chanese, J. M. (In Press). Generating Usable Knowledge: Initial Development and Validation of the Usage Rating Profile for Interventions (URP-I). Canadian Journal of School Psychology.

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Madaus, J., Bigaj, S., Chafouleas, S. & Simonsen, B. (In Press). What key information can be included in a comprehensive summary of performance? Career Development for Exceptional Individuals.

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Chafouleas, S. M., Christ, T. J. & Riley-Tillman, T. C. (In Press). Generalizability and dependability of scaling gradients on Direct Behavior Ratings (DBRs). Educational and Psychological Measurement.

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Riley-Tillman, T. C., Chafouleas, S. M., Briesch, A. M. & Eckert, T. L. (In Press). Daily behavior report cards and systematic direct observation: An investigation of the acceptability, reported training and use, and decision reliability among school psychologists. Journal of Behavioral Education.

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LeBel, T. J., Kilgus, S. P., Briesch, A. M. & Chafouleas, S. M. (In Press). The impact of training on the accuracy of teacher-completed Direct Behavior Ratings (DBRs). Journal of Positive Behavioral Interventions. .

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Briesch, A. M., Chafouleas, S. M., LeBel, T. J. & Blom-Hoffman, J. (In Press). Impact of videotaped instruction in dialogic reading strategies: An investigation of caregiver implementation integrity. Psychology in the Schools.

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Riley-Tillman, T. C., Chafouleas, S. M., Christ, T. J., Briesch, A. M. & LeBel, T. J. (In Press). The impact of wording and behavioral specificity on the accuracy of Direct Behavior Ratings (DBRs). School Psychology Quarterly.

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Chafouleas, S. M., Briesch, A. M., Riley-Tillman, T. C. & McCoach, D. B. (In Press). Moving beyond assessment of treatment acceptability: An examination of the factor structure of the Usage Rating Profile – Intervention (URP-I). School Psychology Quarterly.

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Riley-Tillman, T. C., Chafouleas, S. M., Sassu, K. A., Chanese, J. M. & Glazer, A. D. (2008). Examining agreement between Direct Behavior Ratings (DBRs) and systematic direct observation data for on-task and disruptive behavior. Journal of Positive Behavior Interventions, 10, 136-143.

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Walcott, C. M., Chafouleas, S. M., McDougal, J. L., Miller, D. M., Riley-Tillman, T. C., Blom-Hoffman, J. & Volpe, R. J. (2008). School-based health promotion: An introduction to the practitioner’s edition. Psychology in the Schools, 45, 1-5.

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Miller, D. N., Nickerson, A. B., Chafouleas, S. M. & Osborne, K. (2008). Authentically happy school psychologists: Applications of positive psychology for enhancing professional satisfaction and fulfillment.. Psychology in the Schools, 45, 679-692.

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Coogan, B. A., Kehle, T. J., Bray, M. A. & Chafouleas, S. M. (2008). Effects of self-monitoring, peer feedback, and randomization of reinforcers and criteria for reinforcement on reducing inappropriate classroom behavior.. School Psychology Quarterly, 22, 540-556.

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Tillman, T., Kehle, T. J., Bray, M. A., Chafouleas, S. M. & Grigerick, S. (2007). Elementary school students’ perceptions of overweight peers. Canadian Journal of School Psychology, 22, 68-80.

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Alric, J. M., Bray, M. A., Kehle, T. J., Chafouleas, S. M. & Theodore, L. A. (2007). A comparison of independent, interdependent, and dependent group contingencies with randomized reinforcers to increase reading fluency. Canadian Journal of School Psychology, 22, 81-93.

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Miller, D. N., Blom-Hoffman, J., Chafouleas, S. M. & Riley-Tillman, T. C. Volpe, R. J. (2007). Navigating a successful academic career in psychology: Tips and recommendations for graduate students. Graduate Student Journal of Psychology, 9, 47-55.

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Chafouleas, S. M., Riley-Tillman, T. C., Sassu, K. A., LaFrance, M. J. & Patwa, S. S. (2007). Daily behavior report cards (DBRCs): An investigation of consistency of on-task data across raters and method. Journal of Positive Behavior Interventions, 9, 30-37.

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Kehle, T. J., Bray, M. A., Chafouleas, S. M. & Kawano, T. (2007). Lack of statistical significance. Psychology in the Schools, 44, 417-422.

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Riley-Tillman, T. C., Chafouleas, S. M. & Briesch, A. M. (2007). A school practitioner’s guide to using Daily Behavior Report Cards to monitor student behavior. Psychology in the Schools, 44, 77-90.

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Chafouleas, S. M., Christ, T. J., Riley-Tillman, T. C., Briesch, A. M. & Chanese, J. M. (2007). Generalizability and dependability of Daily Behavior Report Cards to measure social behavior of preschoolers. School Psychology Review, 36, 63-79.

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Chafouleas, S. M., Riley-Tillman, T. C. & Sassu, K.A. (2006). Acceptability and reported use of Daily Behavior Report Cards among teachers. Journal of Positive Behavior Interventions, 8, 174-182.

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Riley-Tillman, T. C., Chafouleas, S. M., Blom-Hoffman, J., Volpe, R. J., McDougal, J. L. & Miller, D. N. (2006). The value of applicability: Introducing the practitioner’s edition on promoting academic success. Psychology in the Schools, 43.

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Riley-Tillman, T. C., Kalberer, S. M. & Chafouleas, S. M. (2005). Selecting the right tool for the job: A review of behavior monitoring tools used to assess student response to intervention. California School Psychologist, 10, 81-92.

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Riley-Tillman, T. C., Chafouleas, S, McDougal, J, Blom-Hoffman, J. & Volpe, R, Miller, D. (2005). The “practitioners’ edition” series: An annual special issue of Psychology in the Schools. Communique, 34(4), 39.

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Chafouleas, S. M., McDougal, J. L., Riley-Tillman, T. C., Panahon, C. J. & Hilt, A. M. (2005). What do Daily Behavior Report Cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off-task behavior. Psychology in the Schools, 42, 669-676.

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Chafouleas, S. M. & Riley-Tillman, T. C. (2005). Accepting the gap: An introduction to the special issue on bridging research and practice. Psychology in the Schools, 42, 455-458.

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Riley-Tillman, T. C., Chafouleas, S. M., Eckert, T. L. & Kelleher, C. (2005). Bridging the gap between research and practice: A framework for building research agendas in school psychology. Psychology in the Schools, 42, 459-473.

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McDougal, J., Nastasi, B. & Chafouleas, S. M. (2005). Bringing research into practice to intervene with young aggressive students in public schools: Evaluation of the Behavior Consultation Team (BCT). Psychology in the Schools, 42, 537-551.

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Patwa, S. S. & Chafouleas, S. M. Madaus, J. W. (2005). The effects of strategic instruction intervention on the mastery of information by postsecondary students with learning disabilities. School Psychology Review, 34, 556-570.

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Riley-Tillman, T. C., Chafouleas, S. M. & McGrath, M. C. (2004). Brief experimental analysis: An assessment strategy for selecting successful interventions. Communique, 32(16), 10-12.

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Daly, E. J., Chafouleas, S. M., Persampieri, M., Bonfiglio, C. M. & Lafleur, K. (2004). Teaching phoneme segmenting and blending as critical early literacy skills: An experimental analysis of minimal textual repertoires. Journal of Behavioral Education, 13, 165-178.

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Chafouleas, S. M., Martens, B. K., Dobson, R. L., Weinstein, K. S. & Gardner, K. B. (2004). Fluent reading as the improvement of stimulus control: Additive effects of performance-based interventions to repeated reading on students’ reading and error rates. Journal of Behavioral Education, 13, 67-81.

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Chafouleas, S. M. & Bray, M. A. (2004). Introducing positive psychology: Finding its place within school psychology. Psychology in the Schools, 41, 1-6.

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Clonan, S. M., Chafouleas, S. M., McDougal, J. & Riley-Tillman, T. C. (2004). Positive psychology goes to school: Are we there yet? Psychology in the Schools, 41, 101-110.

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Elinoff, M. J. & Chafouleas, S. M. (2004). Review of the book Helping Students Overcome Depression and Anxiety; A Practical Guide. Psychology in the Schools, 41, 277-278.

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Elinoff, M. J. & Chafouleas, S. M, Sassu, K. A. (2004). Bullying: Considerations for defining and intervening in school settings. Psychology in the Schools, 41, 887-898.

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Chafouleas, S. M. & Whitcomb, M. (2004). Integrating home, school and community resources: Evaluation of a district-wide prevention program. Reclaiming Children and Youth, 12, 203-209.

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Riley-Tillman, T. C. & Chafouleas, S. M. (2003). Using interventions that exist in the natural environment to increase treatment integrity and social influence. Journal of Educational and Psychological Consultation, 14, 139-156.

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Weinstein, K. S. & Chafouleas, S. M. (2003). Review of the book School and families: Creating essential connections for learning. Psychology in the Schools, 40, 444-445.

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Chafouleas, S. M., Riley-Tillman, T. C. & Eckert, T. L. (2003). A comparison of school psychologists’ acceptability of norm-referenced, curriculum-based, and brief experimental analysis methods to assess reading. School Psychology Review, 32, 272-281.

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VanAuken, T., Chafouleas, S. M., Bradley, T. A. & Martens, B. K. (2002). Using brief experimental analysis to select oral reading interventions: An investigation of treatment utility. Journal of Behavioral Education, 11, 165-181.

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Chafouleas, S. M., Riley-Tillman, T. C. & McDougal, J. (2002). Good, bad, or in-between: How does the daily behavior report card rate? Psychology in the Schools, 39, 157-169.

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Chafouleas, S. M. Clonan, S. M. & VanAuken, T. L. (2002). A national survey of current supervision and evaluation practices of school psychologists. Psychology in the Schools, 39, 317-326.

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Kehle, T. J., Bray, M. A., Chafouleas, S. M. & McLoughlin, C. S. (2002). Promoting intellectual growth in adulthood. School Psychology International, 23, 233-241.

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Chafouleas, S. M. Martens, B. K. (2002). Accuracy-based phonological awareness tasks: Are they reliable, efficient and sensitive to growth? School Psychology Quarterly, 12, 128-147.

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Kehle, T. J., Bray, M. A. & Chafouleas, S. M. (2002). Effectiveness of self-modeling as an intervention for behavioral change: Or is it really the alteration of memory? The General Psychologist, 36, 7-8.

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Chafouleas, S. M., VanAuken, T. & Dunham, K. (2001). Not all phonemes are created equal: The effects of linguistic manipulations on phonological awareness tasks. Journal of Psychoeducational Assessment, 19, 216-226.

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Dumont, R. & Chafouleas, S. M. (1999). Conducting behavior observations: Some technical support? Communique, 32-33.

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Chafouleas, S. M., Lewandowski, L. J., Smith, C. R. & Blachman, B. A. (1997). Phonological awareness measures in children: Examining performance across tasks and ages. Journal of Psychoeducational Assessment, 334-345.

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Books

Book Chapters

Chafouleas, S.M., Blom-Hoffman, J. & Chafouleas, E.J. (2006). Kidney Diseases. In L. Phelps (Ed.), Chronic Health-Related Disorders in Children: Collaborative Medical and Psychoeducational Interventions . Washington, DC: American Psychological Association.

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Chafouleas, S.M., Riley-Tillman, T.C. & McDougal, J. (2004). Daily Behavior Report Cards (DBRCs): Useful tools for monitoring and changing behavior. In A. Canter, L. Paige, S. Carroll & I. Romero (Eds.), Helping Children at Home and School: Handouts From Your School Psychologist . Bethesda, MD: National Association of School Psychologists.

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McDougal, J.L. & Chafouleas, S.M. (2004). Observing and measuring behavior in the classroom: Information and tools for school-based professionals. In A. Canter, L. Paige, S. Carroll & I. Romero (Eds.), Helping Children at Home and School: Handouts From Your School Psychologist . Bethesda, MD: National Association of School Psychologists.

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Chafouleas, S.M., Coyne, M. & Elinoff, M.J. (2004). Assessment of phonological awareness. In A. Canter, L. Paige, S. Carroll & I. Romero (Eds.), Helping Children at Home and School: Handouts From Your School Psychologist . Bethesda, MD: National Association of School Psychologists.

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Chafouleas, S.M., Bray, M.A. & Kehle, T.J. (2003). Intellectual growth, childhood. In T. Gullotta & M. Bloom (Eds.), The Encyclopedia of Primary Prevention and Health Promotion (pp. 635-640). New York, NY: Kluwer Academic/Plenum Publishers.

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McDougal, J. Chafouleas, S.M. (2002). Functional behavioral assessment. In B. Waterman & J. Carlson (Eds.), Social and personal assessment of school-aged children: Interventions for educational and clinical use (pp. 64-84). Needham Heights, MA: Allyn & Bacon.

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Chafouleas, S.M. Dumont, R. (2002). Use of direct techniques with school-aged children. In B. Waterman & J. Carlson (Eds.), Social and personal assessment of school-aged children: Interventions for educational and clinical use (pp. 85-104). Needham Heights, MA: Allyn & Bacon.

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