Johnson, A. H., Miller, F. G., Chafouleas, S. M., Riley-Tillman, T. C., Fabiano, G. A., & Welsh, M. E. (2016). Evaluating the technical adequacy of DBR-SIS in tri-annual behavioral screening: A multisite investigation. Journal of School Psychology, 54, 39-57.
Miller, F. G., Cohen, D., Chafouleas, S. M., Riley-Tillman, T. C., Welsh, M. E., Fabiano, G. A. (2015). A comparison of measures to screen for social, emotional, and behavioral risk. School Psychology Quarterly, 30, 184-196.
Kilgus, S. P., Riley-Tillman, T. C., Chafouleas, S. M., Christ, T. J., & Welsh, M. (2014). Direct Behavior Rating as a school-based behavior universal screener: Replication across sites. Journal of School Psychology, 52, 63-82.
Chafouleas, S. M., Kilgus, S. P., Jaffery, R., Riley-Tillman, T. C., Welsh, M. E., & Christ, T. J. (2013). Direct Behavior Rating as a school-based behavior screener for elementary and middle grades. Journal of School Psychology, 51, 367-385.doi:10.1016/j.jsp.2013.04.002
Kilgus, S. P., Chafouleas, S. M., Riley-Tillman, T. C., & Welsh, M. E. (2012). Direct Behavior Rating scales as screeners: A preliminary investigation of diagnostic accuracy in elementary school. School Psychology Quarterly, 27, 41-50. doi: 10.1037/a0027150.
Chafouleas, S.M., Kilgus, S.P., & Hernandez, P. (2009). Using Direct Behavior Rating (DBR) to screen for school social risk: A preliminary comparison of methods in a kindergarten sample. Assessment for Effective Intervention, 34, 224-230.doi:10.1177/1534508409333547
Riley-Tillman, T.C., Methe, S.A., & Weegar, K. (2009). Examining the use of Direct Behavior Rating methodology on classwide formative assessment: A case study. Assessment for Effective Intervention, 34, 242-250. doi:10.1177/1534508409333879
Welsh, M. E., Miller, F. G., Kooken, J. W., Chafouleas, S. M., & McCoach, D. B. (in press). The kindergarten transition: Behavioral trajectories and school adjustment in the first year of school. Journal of Research in Childhood Education.
von der Embse, N., Scott, E. C.*, Kilgus, S. P. (2015). The sensitivity to change and concurrent validity of direct behavior rating single item scales for anxiety. School Psychology Quarterly, 30, 244-259. doi:10.1037/spq0000083
Miller, F. G., Patwa, S., & Chafouleas, S. M. (2014). Using Direct Behavior Rating – Single Item Scales to assess student behavior within multi-tiered systems of support. Journal of Special Education Leadership, 27, 77-85.
Chafouleas, S. M., Sanetti, L. M. H., Kilgus, S. P., & Maggin, D. M. (2012). Evaluating sensitivity to behavioral change across consultation cases using Direct Behavior Rating Single-Item Scales (DBR-SIS). Exceptional Children, 78, 491-505.
Chafouleas, S.M., Riley-Tillman, T.C., Sassu, K.A., LaFrance, M.J., & Patwa, S.S. (2007). The consistency of Daily Behavior Report Cards in monitoring interventions. Journal of Positive Behavior Interventions, 9, 30-37. doi:10.1177/10983007070090010401
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. The California School Psychologist, 10, 81-91.
Chafouleas, S. M., Jaffery, R., Riley-Tillman, T. C., Christ, T. J., & Sen, R. (2013). The impact of target, wording, and duration on rating accuracy for Direct Behavior Rating. Assessment for Effective Intervention, 39, 39-53. doi:10.1177/1534508413489335
Briesch, A. M., Kilgus, S. P., Chafouleas, S. M., Riley-Tillman, T. C., & Christ, T. J., (2012). The influence of alternative scale formats on the generalizability of data obtained from Direct Behavior Rating Single Item Scales (DBR-SIS).Assessment for Effective Intervention, doi: 10.1177/1534508412441966.
Briesch, A.M., Chafouleas, S.M., & Riley-Tillman, T.C. (2010). Generalizability and dependability of behavior assessment methods to estimate academic engagement: A comparison of systematic direct observation and Direct Behavior Rating. School Psychology Review, 39, 408-421.
Christ, T. J., Riley-Tillman, T. C., Chafouleas, S. M., & Boice, C. H. (2010). Generalizability and dependability of Direct Behavior Ratings (DBR) across raters and observations. Educational and Psychological Measurement,70. doi:10.1177/0013164410366695
Riley-Tillman, T.C., Christ, T.J., Chafouleas, S.M., Boice, C.H. & Briesch, A.M. (2010). The impact of observation duration on the accuracy of data obtained from Direct Behavior Rating (DBR). Journal of Positive Behavior Interventions.doi:10.1177/1098300710361954
Chafouleas, S.M., Briesch, A.M., Riley-Tillman, T.C., Christ, T.C., Black, A.C., & Kilgus, S.P. (2010). An investigation of the generalizability and dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to measure academic engagement and disruptive behavior of middle school students. Journal of School Psychology, 48, 219-246. doi:10.1016/j.jsp.2010.02.001
Chafouleas, S. M., Christ, T. J., & Riley-Tillman, T. C. (2009). Generalizability of scaling gradients on Direct Behavior Ratings.Educational & Psychological Measurement, 69, 157-173. doi:10.1177/0013164408322005
Riley-Tillman, T.C., Chafouleas, S.M., Sassu, K.A., Chanese, J.A.M., & Glazer, A.D. (2008). Examining the agreement of Direct Behavior Ratings and Systematic Direct Observation for on-task and disruptive behavior. Journal of Positive Behavior Interventions, 10, 136-143. doi:10.1177/1098300707312542
Chafouleas, S.M., Christ, T., Riley-Tillman, T.C., Briesch, A.M., & Chanese, J. (2007). Generalizability and dependability of Direct Behavior Ratings to measure social behavior of preschoolers. School Psychology Review, 36(1), 63-79.
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. doi:10.1002/pits.20102
Harrison, S.E., Riley-Tillman, T.C., & Chafouleas, S.M. (2014). Direct behavior ratings: Considerations for rater accuracy. Canadian Journal of School Psychology. doi:1177/0829573513515424
Chafouleas, S. M., Riley-Tillman, T. C., Jaffery, R., Miller, F. G., & Harrison, S. E. (2014). Preliminary investigation of the impact of a web-based module on Direct Behavior Rating accuracy. School Mental Health. doi: 10.1007/s12310-014-9130-z
Chafouleas, S. M., Kilgus, S. P., Riley-Tillman, T. C., Jaffery, R., & Harrison, S. (2012). Preliminary evaluation of various training components on accuracy of Direct Behavior Ratings. Journal of School Psychology, doi:10.1016/j.jsp.2011.11.007
LeBel, T.J., Kilgus, S.P., Briesch, A.M., & Chafouleas, S.M. (2010). The impact of training on the accuracy of teacher-completed Direct Behavior Ratings (DBRs). Journal of Positive Behavioral Interventions, 12, 55-63. doi:10.1177/1098300708325265
Schlientz, M. D., Riley-Tillman, T. C., Briesch, A. M., Walcott, C. M., & Chafouleas, S.M., (2009) The impact of training on the accuracy of Direct Behavior Ratings (DBRs). School Psychology Quarterly, 24, 73-83. doi:10.1037/a0016255
von der Embse, N., Scott, E. C.*, Kilgus, S. P. (2015). The sensitivity to change and concurrent validity of direct behavior rating single item scales for anxiety. School Psychology Quarterly, 30, 244-259. doi:10.1037/spq0000083
Chafouleas, S. M., Jaffery, R., Riley-Tillman, T. C., Christ, T. J., & Sen, R. (2013). The impact of target, wording, and duration on rating accuracy for Direct Behavior Rating. Assessment for Effective Intervention, 39, 39-53. doi:10.1177/1534508413489335
Sanetti, L. M. H., Chafouleas, S. M., O’Keefe, B. V., & Kilgus, S. P. (2013). Treatment integrity assessment of a daily report card intervention: A preliminary investigation of two methods and frequencies. Canadian Journal of School Psychology.doi:10.1177/0829573513493244
Briesch, A. M., Kilgus, S. P., Chafouleas, S. M., Riley-Tillman, T. C., & Christ, T. J., (2012). The influence of alternative scale formats on the generalizability of data obtained from Direct Behavior Rating Single Item Scales (DBR-SIS).Assessment for Effective Intervention, doi: 10.1177/1534508412441966.
Chafouleas, S.M., Riley-Tillman, T.C., Christ, T.J., & Kilgus, S.P. (2010). Direct Behavior Ratings (DBR): Useful tools for linking assessment, communication, and intervention. In A. Canter, L. Paige, and S. Shaw (Eds), Helping children at home and school III: Handouts for families and educators.Bethesda, MD: National Association of School Psychologists.
Briesch, A.M., Chafouleas, S.M., & Riley-Tillman, T.C. (2010). Generalizability and dependability of behavior assessment methods to estimate academic engagement: A comparison of systematic direct observation and Direct Behavior Rating. School Psychology Review, 39, 408-421.
Christ, T. J., Riley-Tillman, T. C., Chafouleas, S. M., & Boice, C. H. (2010). Generalizability and dependability of Direct Behavior Ratings (DBR) across raters and observations. Educational and Psychological Measurement,70. doi:10.1177/0013164410366695
Riley-Tillman, T.C., Christ, T.J., Chafouleas, S.M., Boice, C.H. & Briesch, A.M. (2010). The impact of observation duration on the accuracy of data obtained from Direct Behavior Rating (DBR). Journal of Positive Behavior Interventions.doi:10.1177/1098300710361954
Chafouleas, S.M., Briesch, A.M., Riley-Tillman, T.C., Christ, T.C., Black, A.C., & Kilgus, S.P. (2010). An investigation of the generalizability and dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to measure academic engagement and disruptive behavior of middle school students. Journal of School Psychology, 48, 219-246. doi:10.1016/j.jsp.2010.02.001
Chafouleas, S.M., Riley-Tillman, T.C., & Christ, T.J. (2009). Direct Behavior Rating (DBR): An emerging method for assessing social behavior within a tiered intervention system. Assessment for Effective Intervention, 34, 195-200. doi:10.1177/1534508409340391
Chafouleas, S. M., Christ, T. J., & Riley-Tillman, T. C. (2009). Generalizability of scaling gradients on Direct Behavior Ratings.Educational & Psychological Measurement, 69, 157-173. doi:10.1177/0013164408322005
Sanetti, L., Chafouleas, S.M., Christ, T. J., & Gritter, K. (2009). Extending use of Direct Behavior Rating beyond student assessment: Applications to treatment integrity: Assessment within a multi-tiered model of school-based intervention delivery.Assessment for Effective Intervention, 34, 251-258. doi:10.1177/1534508409332788
Chafouleas, S.M, Riley-Tillman, T.C., & Sugai, G. (2007). School-based behavioral assessment: Informing intervention and instruction. New York: The Guilford Press.
Chafouleas, S.M., Christ, T., Riley-Tillman, T.C., Briesch, A.M., & Chanese, J. (2007). Generalizability and dependability of Direct Behavior Ratings to measure social behavior of preschoolers. School Psychology Review, 36(1), 63-79.
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. doi:10.1002/pits.20102
Riley-Tillman, T.C., & Chafouleas, S.M., Eckert, T., & 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. doi:10.1002/pits.20085
Chafouleas, S.M., Riley-Tillman, T.C., & McDougal, J.L. (2004). Daily Behavior Report Cards (DBRCs): Useful tools for monitoring and changing behavior. In A. Canter, L. Paige, S. Carroll and I. Romero (Eds.), Helping Children at Home and School: Handouts From Your School Psychologist (Second Edition). Bethesda, MD: National Association of School Psychologists.
Chafouleas, S.M., Riley-Tillman, T.C., & McDougal, J.L. (2002). Good, bad, or in- between: How does the daily behavior report card rate? Psychology in the Schools, 39, 157-169. doi:10.1002/pits.10027
Miller, F. G., Chafouleas, S. M., Riley-Tillman, T. C., Fabiano, G. A. (2014). Teacher perceptions of the usability of school-based behavior assessments. Behavioral Disorders, 39, 201-210.
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. doi:s10864-008-9070-5
Riley-Tillman, T.C., Chafouleas, S.M., & Briesch, A.M. (2007). A school practitioner’s guide to using Daily Behavior Report Cards to monitor interventions. Psychology in the Schools, 44, 77-89. doi:10.1002/pits.20207
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. doi:10.1177/10983007060080030601
Sanetti, L. M. H., Chafouleas, S. M., Fallon, L. M., & Jaffery, R. (in press). Increasing teachers’ treatment integrity when implementing a class-wide intervention through performance feedback provided by a school-based consultant: A case study.Journal of Educational and Psychological Consultation.
LeBel, T. J., Chafouleas, S. M., Britner, P. A., & Simonsen, B. (2013). Use of a Daily Behavior Report Card in an intervention package involving home-school communication to reduce disruptive behavior in preschoolers. Journal of Positive Behavior Interventions, 15, 103-112.
Chafouleas, S. M., Sanetti, L. M. H., Jaffery, R., & Fallon, L. (2012). Research to practice: An evaluation of a class-wide intervention package involving self-management and a group contingency on behavior of middle school students.Journal of Behavioral Education, 21, 34-57. doi:10.1007/s10864-011-9135-8.
