The purpose of this project is to analyze screening results from a large-scale, multi-site investigation in order to examine the stability of screening scores over the course of a school year. The goal is to determine how changes in screening scores and risk status might influence optimal screening schedules (annually, bi-annually, or tri-annually).
The purpose of this project is to extend existing research regarding the efficacy of Coping Power to a single-case design evaluation. Specifically, by progress monitoring student response to the intervention over time, further insight will be gained regarding the nature of behavioral change in response to this evidence-based program.
"The primary aim of my program of research involves the identification and adoption of evidence-based practices related to school-based social, emotional, and behavioral assessment and intervention."
Alyssa is a graduate research assistant in Dr. Miller’s lab. In this position, she currently assists with conducting a meta-analysis of classroom management strategies. Her research interests involve the use of technology in classrooms to support student engagement.
Lauren is interested in inclusive educational practices designed to support student success in general education settings. This includes issues related to implementing accommodations for students with social, emotional, and behavioral challenges and using evidence-based strategies to support prosocial classroom behavior.
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.
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.
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.