Sandra Chafouleas
Associated IES Content
Grant
Exploring the Status and Impact of School-Based Behavior Screening Practices in a National Sample: Implications for Systems, Policy, and Research
: Research has shown a positive relationship between student mental, emotional, and behavioral health and education outcomes. Schools represent the most common entry point for youth to receive mental health services, with over half of families accessing services through school. A significant obstacle to access to mental health services is the lack of a coordinated system for early identification of students in need of additional services. Given that the majority of school-age students at...
Federal funding program:
Award number:
R305A140543
Minutes of Meeting: June 16, 2014
NBES meeting minutes on June 16, 2014
Grant
Project EASS-E: Expanding Approaches to School Screening With Equity
The purpose of the project is for researchers to develop and establish initial psychometric evidence for a school-based screening instrument designed to assess both child- and environmentally-focused indicators: the Comprehensive and Contextual Child Screener in Schools (C3SS). Screening assessments serve as a primary data driver in multi-tiered systems of support as data are provided to efficiently and effectively deliver information needed to direct supports. Psychometrically-sound screeni...
Federal funding program:
Award number:
R305A220249
FY2019
FY2019 Single-Session Peer Review Panel
FY2018
FY2018 Single-Session Peer Review Panel
FY2017
FY2017 Single-Session Peer Review Panel
FY2014
FY2014 Social and Behavioral Peer Review Panel
FY2013
FY2013 Social and Behavioral Peer Review Panel
FY2012
FY2012 Social and Behavioral Peer Review Panel
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
Grant
Project VIABLE-II: Unified Validation of Direct Behavior Rating (DBR) in a Problem-solving Model
Despite an increased emphasis on prevention and early intervention for improving students' social, emotional, and behavioral skills, there is a substantial gap in the availability of behavioral assessments to identify students in need of additional support (screening) and monitor response (progress monitoring). Previous work by this research team led to the development of Direct Behavior Rating (DBR) scales as an assessment method that combines the strengths of systematic direct observation ...
Federal funding program:
Award number:
R324A110017
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
Postdoctorate in Behavior Education and Research (PBER)
This postdoctoral program trained four postdoctoral fellows in statistics, methodology, and applied research that addresses the instructional and behavior support needs of students with disabilities. Mentors included faculty in the Center for Behavioral Education and Research in the Neag School of Education and the Measurement, Evaluation, and Assessment work group in the Departments of Educational Psychology, Psychology and Sociology, and Statistics.
Federal funding program:
Award number:
R324B080007
Grant
Project VIABLE: Validation of Instruments for Assessing Behavior Longitudinally and Efficiently
Empirical attention to the development and validation of viable formative measures of social behavior is essential if we are to effectively evaluate the success of positive behavior interventions put in place to address challenging student behavior. The purpose of this project is to develop and validate the Direct Behavior Rating (DBR) for use in student progress monitoring that is also feasible for use in applied settings. Thus, the goal of Project VIABLE is to develop the DBR for use in p...
Federal funding program:
Award number:
R324B060014
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