School-Based Behavioral Assessment : Informing Intervention and Instruction

This indispensable book helps school practitioners go beyond putting a label on student behavior problems - it shows how to use assessment to partner with teachers and students to develop effective solutions. The authors provide a framework for determining the types of behavioral data that are needed in a given situation, selecting appropriate measures, and interpreting and organizing the results. Case examples tie it all together, demonstrating how different assessment strategies can be used to support positive behavior and monitor progress at the level of the individual, the classroom, or the entire school. In a large-size format with convenient lay-flat binding, the volume features 15 reproducible checklists and forms.

Sandra Chafouleas, PhD, is an associate professor in the school psychology program and a research scientist with the Center for Behavioral Education and Research in the Neag School of Education at the University of Connecticut. Dr. Chafouleas’s primary research interests involve the formative assessment of social behavior and the application of evidence-based strategies in schools. She has authored over 50 articles, book chapters, and books, and serves as the project director and co-principal investigator on Project VIABLE, an Institute of Education Sciences-funded grant with goals to develop and evaluate procedures for direct behavior rating scales to effectively and efficiently monitor and evaluate student behavior in the classroom. Dr. Chafouleas currently serves as associate editor of School Psychology Review and as an editorial board member of Psychology in the Schools. Prior to becoming a university trainer, she worked as a school psychologist and school administrator in a variety of settings dealing with children with behavior disorders.

 

T. Chris Riley-Tillman, PhD, is an assistant professor at East Carolina University with expertise in academic and social behavior assessment, intervention, school consultation, and the development and validation of assessment and intervention methodologies that are both empirically supported and feasible. Related to these interests, he is currently a co-principal investigator on Project VIABLE. Dr. Riley-Tillman has authored over 40 refereed journal articles and book chapters and currently serves as the associate editor for School Psychology Forum and as a board member for both School Psychology Review and the Journal of Educational and Psychological Consultation.

 

George Sugai, PhD, is a professor and the Carole J. Neag Endowed Chair in Special Education in the Neag School of Education at the University of Connecticut. His expertise is in behavior analysis, classroom and behavior management, schoolwide discipline, function-based behavior support, positive behavior supports, and educating students with emotional and behavioral disorders. He conducts applied school and classroom research and works with schools to translate research into practice. Dr. Sugai has been a teacher in the public schools, a treatment director in a residential program, and a program administrator. He is currently co-director of the Center on Positive Behavioral Interventions and Supports at the University of Connecticut and the University of Oregon and director of the Center for Behavioral Education and Research in the Neag School of Education.