School-Based Behavioral Assessment, Second Edition: Informing Prevention and Intervention (The Guilford Practical Intervention in the Schools Series)

Revised and expanded with the latest tools and strategies, this concise book offers guidance for effectively conducting social, emotional, and behavioral assessments in today’s K-12 schools. The expert authors present foundational knowledge on assessment and data-based decision making at all levels--whole schools, small groups, or individual students--within a multi-tiered system of support (MTSS). Chapters describe when, why, and how to use extant data, systematic direct observation, direct behavior rating, and rating scales. In a large-size format for easy photocopying, the book includes reproducible forms and templates. Purchasers get access to a webpage where they can download and print the reproducible materials.

New to This Edition
*Reflects a decade of change in behavioral assessment, including an increased focus on screening and progress monitoring.
*Includes current knowledge about the defensibility, usability, repeatability, and flexibility of each method.
*Focuses on social, emotional, and behavioral assessment within MTSS frameworks.
*Chapter on practical applications, featuring in-depth case studies.
*Reproducible tools now available online.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Sandra M. Chafouleas, PhD, is a licensed psychologist with specialty training in school psychology and expertise in education settings and child development. Her scholarly focus includes social, emotional, and behavioral promotion and risk; evaluating responsiveness to supports critical to learning, health, and well-being; and understanding influences on use of particular strategies. Dr. Chafouleas regularly serves as a national presenter and invited speaker and has received awards including an American Psychological Association Presidential Citation. She is Distinguished Professor in the Neag School of Education at the University of Connecticut.

Austin H. Johnson, PhD, BCBA, is Assistant Professor of School Psychology in the Graduate School of Education at the University of California, Riverside. Dr. Johnson’s research interests focus on the identification and implementation of evidence-based behavioral assessment and intervention practices in order to support teacher success and equitable, positive student outcomes. He is associate editor of the Journal of School Psychology and is a licensed psychologist and board certified behavior analyst.

T. Chris Riley-Tillman, PhD, is Associate Provost and Professor of School Psychology at the University of Missouri–Columbia. Dr. Riley-Tillman is a Senior Advisor for the National Center on Intensive Intervention, a Fellow of Division 16 (School Psychology) of the American Psychological Association, and a member of the Society for the Study of School Psychology. He is also the creator and lead developer of the Evidence Based Intervention Network, a nonprofit website developed by researchers that contains intervention and assessment resources for educational professionals.

Emily A. Iovino, PhD, is a postdoctoral scholar at the Collaboratory on School and Child Health at the University of Connecticut. Dr. Iovino has presented nationally and published on topics such as school-based behavior screening, caregiver health and well-being, and supporting district and school implementation of policies and practices related to the Centers for Disease Control and Prevention’s Whole School, Whole Community, Whole Child model. Her primary research interests involve social–emotional and behavioral assessment and intervention that supports positive outcomes for children and their caregivers.