Title: Assistant Professor

Department: Counseling and Applied Educational Psychology

School/Center: Bouve College of Health Sciences

Office Location:

Phone:

Fax:

E-mail:

Education/degrees:
AB, Psychological and Brain Sciences / English & Creative Writing, Dartmouth College
MA, PhD, Educational Psychology, University of Connecticut

Specializations:  School Psychology

Research Interests: My primary research interests involve the (1) identification and examination of feasible and psychometrically-sound measures for the formative assessment of student social behavior, (2) use of self-management as an intervention strategy for reducing problem behaviors in the classroom, and (3) role of student involvement in intervention design and implementation.

Courses: Personality Assessment

Publications:
Briesch, A.M., & Chafouleas, S.M. (in press). Defining behavioral self-management: A review and analysis of the literature 1988-2008. School Psychology Quarterly.

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 Behavior Interventions.

Chafouleas, S.M., Briesch, A.M., Riley-Tillman, T.C., & McCoach, D.B. (2009). Moving beyond assessment of treatment acceptability: An examination of the factor structure of the Usage Rating Profile – Intervention (URP-I). School Psychology Quarterly, 24, 36-47.

Riley-Tillman, T. C., Chafouleas, S. M., Christ, T. C., Briesch, A. M., & LeBel, T. J. (2009). The impact of item wording and behavioral specificity on the accuracy of Direct Behavior Ratings (DBRs). School Psychology Quarterly, 24, 1-12.

Briesch, A.M., Chafouleas, S.M., Lebel, T.J., & Blom-Hoffman, J.A. (2008). Impact of videotaped instruction in dialogic reading strategies on implementation integrity. Psychology in the Schools, 45, 978-993.

Chafouleas, S.M., Riley-Tillman, T.C., Briesch, A.M., & Chanese, J.A. (2008). Generating  usable knowledge: Initial development and validation of the Usage Rating Profile for Interventions (URP-I). Canadian Journal of School Psychology, 23, 175-189.

Simonsen, B., Fairbanks, S., Briesch, A.M., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380.

Riley-Tillman, T.C., Chafouleas, S.M., Briesch A.M., & Eckert, T. (2008). 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, 17, 313-327.

Briesch, A.M., & Volpe, R.J. (2007). Important considerations in the selection of progress monitoring measures for classroom behaviors. School Psychology Forum, 1, 59-74.|

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

Riley-Tillman, T.C., Chafouleas, S.M., & Briesch, A.M. (2007). A practitioner’s guide to Daily Behavior Report Cards. Psychology in the Schools, 44, 77-89.