This project, funded by the Institute for Translational Research in Children's Mental Health, focused on the development of an assessment-to-intervention system for upper elementary students with identified anxiety symptoms.
This project involves conducting quantitative research syntheses of empirical studies to prevent or ameliorate social, emotional, and behavioral difficulties. Current syntheses include: (1) classroom management practices for racially and ethnically diverse students, and (2) time out interventions and strategies in school settings.
"The primary aim of my research program 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., Chafouleas, S. M., Welsh, M. E., Riley-Tillman, T. C., & Fabiano, G. A. (2019). Examining the stability of social, emotional, and behavioral risk status: Implications for screening frequency. School Psychology (34), 43-53. doi: 10.1037/spq0000252
*Schardt, A. A., Miller, F. G., & Bedesem, P. (2019). The effects of CellF-Monitoring on students’ academic engagement. Journal of Positive Behavior Interventions, (21), 42-49. doi:10.1177/1098300718773462
*Fitzgerald Leahy, L., Miller, F. G., & *Schardt, A. A. (2019). The effects of teacher-directed opportunities to respond on student behavioral outcomes: A quantitative synthesis of single-case research. Journal of Behavioral Education, 28, 78-106. doi: 0.1007/s10864-018-9307-x
Miller, F. G., Johnson, A. H., Yu, H., Chafouleas, S. M., McCoach, D. B., Riley-Tillman, T. C., Fabiano, G. A., & Welsh, M. E. (2018). Methods matter: A multitrait-multimethod analysis of student behavior. Journal of School Psychology, 68, 53-72. doi: 10.1016/j.jsp.2018.01.002
Miller, F. G., & Cook, C. R., *Zhang, Y. (2018). Linking assessment to intervention to improve tier 2 outcomes: Initial development and evaluation of the Student Intervention Matching (SIM) Form. Journal of School Psychology, 66, 11-24. doi: 10.1016/j.jsp.2017.10.005
August, G. J., Piehler, T. F., & Miller, F. G. (2018). Getting "SMART" about implementing multi-tiered systems of support to promote school mental health. Journal of School Psychology, 66, 85-96.doi: 10.1016/j.jsp.2017.10.001
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.