Special Journal Issues and Books

School-Based Behavioral Assessment: Informing Prevention and Intervention – Second Edition

Book: Chafouleas, S.M., Johnson, A.H., Riley-Tillman, T.C., & Iovino, E.A. (2021). School-based behavioral assessment: Informing prevention and intervention (2nd ed.). Guilford Press.

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 assessment and data-based decision making at all levels—whole schools, small groups, or individual students—within a multi-tiered system of support (MTSS). Chapters describe when, why, and how to use extant data, systematic direct observation, direct behavior rating, and rating scales. In a large-size format for easy photocopying, the book includes reproducible forms and templates. Purchasers get access to a Web page where they can download and print the reproducible materials.

Click here for direct access.


Direct Behavior Rating: Linking Assessment, Communication, and Intervention48e5b679-77e9-41b9-93c1-3db92e84ab65

Book: Briesch, A.M., Chafouleas, S.M., & Riley-Tillman, T.C. (2016). Direct Behavior Rating: Linking assessment, communication, and intervention. New York: The Guilford Press.

Grounded in state-of-the-art research, this practical guide comprehensively shows how to harness the potential of direct behavior rating (DBR) as a tool for assessment, intervention, and communication in schools. DBR can be used rapidly and efficiently in PreK–12 classrooms to support positive behavior and promote self-management. The authors and contributors provide concrete examples of ways to implement DBR strategies within multitiered systems of support (MTSS). The evidence base supporting each strategy is reviewed. More than 30 reproducible checklists and forms include step-by-step implementation blueprints, daily report cards, and more.


Behavioral Assessment within Problem-Solving Models
Special Issue of School Psychology Review, Sept. 2010

Dr. Sandra Chafouleas, in collaboration with colleagues at Northeastern University, Louisiana State University, and the University of Washington, guest edited a special issue of School Psychology Review entitled Behavioral Assessment within Problem-Solving Models. She also co-authored the introductory article, “School-Based Behavioral Assessment within Problem-Solving Models: Current Status and Future Directions.” The issue is unique in that it brings together many diverse perspectives regarding the issue of school-based behavior assessment within a problem-solving framework. Also included in the special series is a manuscript by Briesch, Chafouleas, and Riley-Tillman, which compares the generalizability and dependability of systematic direct observation and Direct Behavior Rating for estimating academic engagement. To view articles of the special issue, visit the Publications page of the National Association of School Psychologists’ website.


Direct Behavior Rating (DBR): An Emerging Method for Assessing Social Behavior within a Tiered Intervention System 
Special Issue of Assessment for Effective Intervention, June 2010

Guest Editors: Sandra M. Chafouleas, T. Chris Riley-Tillman, Theodore J. Christ

Articles (in order of appearance):intervention

  • Direct Behavior Rating (DBR): An Emerging Method for Assessing Social Behavior within a Tiered Intervention System
    Sandra M. Chafouleas, T. Chris Riley-Tillman, and Theodore J. Christ
  • Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior
    Theodore J. Christ, T. Chris Riley-Tillman, and Sandra M. Chafouleas
  • Using Direct Behavior Rating (DBR) to Screen for School Social Risk: A Preliminary Comparison of Methods in a Kindergarten Sample
    Sandra M. Chafouleas, Stephen P. Kilgus, and Paul Hernandez
  • Examining the Use of Direct Behavior Rating on Formative Assessment of Classwide Engagement: A Case Study
    T. Chris Riley-Tillman, Scott A. Methe, and Kathryn Weegar
  • An Investigation of the Technical Adequacy of a Daily Behavior Report Card (DBRC) for Monitoring Progress of Students with Attention-Deficit/Hyperactivity Disorder in Special Education Placements
    Gregory A. Fabiano, Rebecca Vujnovic, Justin Naylor, Meaghan Summerlee, and Melissa Robins
  • Rating Scale Items: A Brief Review of Nomenclature, Components and Formatting to Inform the Development of Direct Behavior Rating (DBR)
    Theodore J. Christ and Christina M. Boice
  • Extending DBR Use beyond Student Assessment: Applications to Treatment Integrity Assessment within a Multi-Tier Model of School-Based Intervention Delivery
    Lisa M. Hagermoser Sanetti, Sandra M. Chafouleas, Theodore J. Christ, and Katie L. Gritter

Click here for direct access to the Special Issue.