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.

This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.

Sandra M. Chafouleas, PhD, is Professor in the Department of Educational Psychology at the Neag School of Education, University of Connecticut. Her research focuses on school-based behavior assessment and intervention and school mental health. Dr. Chafouleas is a member of the Society for the Study of School Psychology and a Fellow of both the American Psychological Association and the Association for Psychological Science. She has authored over 150 articles, book chapters, and books.

T. Chris Riley-Tillman, PhD, is Professor and Associate Division Director in the Department of Educational, School, and Counseling Psychology at the University of Missouri. He is Associate Editor of School Psychology Quarterly and Assessment for Effective Intervention. His research interests include the development and validation of assessment and intervention methodologies, single-case design, and consultation. The author of five books and over 100 articles and book chapters, Dr. Riley-Tillman is a member of the Society for the Study of School Psychology and a Fellow of the American Psychological Association. He is editor of The Guilford Practical Intervention in the Schools Series.

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.