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Sandra M Chafouleas
Sandra M Chafouleas
Verified email at uconn.edu
Title
Cited by
Cited by
Year
Toward a blueprint for trauma-informed service delivery in schools
SM Chafouleas, AH Johnson, S Overstreet, NM Santos
School Mental Health 8, 144-162, 2016
5502016
Trauma-informed schools: Introduction to the special issue
S Overstreet, SM Chafouleas
School Mental Health 8, 1-6, 2016
3402016
Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008).
AM Briesch, SM Chafouleas
School Psychology Quarterly 24 (2), 106, 2009
2872009
Positive psychology goes to school: Are we there yet?
SM Clonan, SM Chafouleas, JL McDougal, TC Riley‐Tillman
Psychology in the Schools 41 (1), 101-110, 2004
2622004
Assessing influences on intervention implementation: Revision of the Usage Rating Profile-Intervention
AM Briesch, SM Chafouleas, SR Neugebauer, TC Riley-Tillman
Journal of school psychology 51 (1), 81-96, 2013
2592013
A systematic evaluation of token economies as a classroom management tool for students with challenging behavior
DM Maggin, SM Chafouleas, KM Goddard, AH Johnson
Journal of school psychology 49 (5), 529-554, 2011
2452011
Foundation for the development and use of Direct Behavior Rating (DBR) to assess and evaluate student behavior
TJ Christ, TC Riley-Tillman, SM Chafouleas
Assessment for Effective Intervention 34 (4), 201-213, 2009
2452009
Bullying: Considerations for defining and intervening in school settings
MJ Elinoff, SM Chafouleas, KA Sassu
Psychology in the Schools 41 (8), 887-897, 2004
2402004
An application of the What Works Clearinghouse standards for evaluating single-subject research: Synthesis of the self-management literature base
DM Maggin, AM Briesch, SM Chafouleas
Remedial and Special Education 34 (1), 44-58, 2013
2312013
Interventions for reading problems: Designing and evaluating effective strategies
EJ Daly, S Neugebauer, SM Chafouleas, CH Skinner
Guilford Publications, 2015
2122015
Direct behavior rating (DBR) an emerging method for assessing social behavior within a tiered intervention system
SM Chafouleas, TC Riley-Tillman, TJ Christ
Assessment for Effective Intervention 34 (4), 195-200, 2009
2092009
Student perceptions of school climate as predictors of office discipline referrals
NA Gage, A Larson, G Sugai, SM Chafouleas
American Educational Research Journal 53 (3), 492-515, 2016
1952016
A systematic evidence review of school-based group contingency interventions for students with challenging behavior
DM Maggin, AH Johnson, SM Chafouleas, LM Ruberto, M Berggren
Journal of school psychology 50 (5), 625-654, 2012
1852012
Generalizability theory: A practical guide to study design, implementation, and interpretation
AM Briesch, H Swaminathan, M Welsh, SM Chafouleas
Journal of school psychology 52 (1), 13-35, 2014
1792014
Good, bad, or in‐between: How does the daily behavior report card rate?
SM Chafouleas, TC Riley‐Tillman, JL McDougal
Psychology in the Schools 39 (2), 157-169, 2002
1752002
Introducing positive psychology: Finding a place within school psychology
SM Chafouleas, MA Bray
Psychology in the Schools 41 (1), 1-5, 2004
1672004
Acceptability and reported use of daily behavior report cards among teachers
SM Chafouleas, TC Riley-Tillman, KA Sassu
Journal of Positive Behavior Interventions 8 (3), 174-182, 2006
1622006
Fluent reading as the improvement of stimulus control: Additive effects of performance-based interventions to repeated reading on students' reading and error rates
SM Chafouleas, BK Martens, RL Dobson, KS Weinstein, KB Gardner
Journal of Behavioral Education 13, 67-81, 2004
1622004
Direct Behavior Rating: A review of the issues and research in its development
SM Chafouleas
Education and Treatment of Children 34 (4), 575-591, 2011
1572011
Generalizability and dependability of behavior assessment methods to estimate academic engagement: A comparison of systematic direct observation and direct behavior rating
AM Briesch, SM Chafouleas, TC Riley-Tillman
School Psychology Review 39 (3), 408-421, 2010
1552010
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