Research lab: Faith Miller
- Screening and progress-monitoring for social, emotional and behavioral challenges
- Behavioral assessment and intervention
- School mental health
- Identification and adoption of evidence-based practices in schools
- Data-based decision-making
An Evaluation of Annual, Bi-annual, and Tri-annual Screenings for Social, Emotional, and Behavioral Difficulties
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).
Using Single-case Design Methodology to Evaluate Student Response to the Coping Power Program
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."
- Assistant professor of educational psychology in the school psychology program
- Affiliate faculty, Institute for Translational Research in Children’s Mental Health
- Co-director or the Research Institute for Problem Solving
Alyssa SchardtPh.D. student, school psychology
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 FitzgeraldSpecialist Certificate student
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.