About Us

Lead Developers


Sandra M. Chafouleas, Ph.D.

University of ConnecticutSandra Chafouleas
Board of Trustees Distinguished Professor, School Psychology
Co-Director, Collaboratory on School and Child HealthDr. Sandra M. Chafouleas is a Board of Trustees Distinguished Professor and Neag Endowed Professor in the Department of Educational Psychology within the Neag School of Education. She also serves as the founder and Co-Director of the UConn Collaboratory on School and Child Health (CSCH). She has authored over 150 refereed articles, book chapters, and books – topics of which primarily involve school-based behavior assessment and intervention and school mental health. She is one of the original developers of Direct Behavior Rating (DBR), and has served as Project Director since 2006 on federally-funded projects designed to develop and evaluate DBR. She is a fellow in both the American Psychological Association and Association for Psychological Science and an invited member of the Society for the Study of School Psychology. Prior to becoming a university trainer, she worked as a school psychologist and school administrator in a variety of settings for children with behavior disorders.  She has been a licensed psychologist in Connecticut since 2001.Contact Dr. Chafouleas at:
sandra.chafouleas@uconn.edu
(860) 486-6868

T. Chris Riley-Tillman, Ph.D.

University of MissouriT. Chris Riley-Tillman
Interim Dean, College of Education & Human Development

Professor, School Psychology

 

Dr. Riley-Tillman is currently an Interim Dean and Professor at the University of Missouri. He received his Ph.D. in School Psychology from Syracuse University. In his current position, he provides training in assessment, intervention, and consultation. His research interests and expertise involve the development and validation of assessment and intervention methodologies, single case design and consultation. He has authored over 100 articles, book chapters, and books. He is a Fellow in the American Psychological Association and a member of the Society for the Study of School Psychology.  Finally, Dr. Riley Tillman is the Editor of the Guilford Press Practical Intervention in the School Series.

 

Contact Dr. Riley-Tillman at:
rileytillmant@missouri.edu
(573) 882-2940

Research Partners

 

Amy Briesch, Ph.D.

Northeastern UniversityAmy Briesch
Associate Professor, Director of School Psychology

 

Dr. Briesch is currently an Associate Professor and Director of School Psychology in the Department of Counseling and Applied Educational Psychology in the Bouvé College of Health Sciences at Northeastern University. She received her Ph.D. in School Psychology from the University of Connecticut in 2009, subsequent to completing her pre-doctoral internship with Heartland Area Education Agency. Dr. Briesch’s primary research interests involve the role of student involvement in intervention design and implementation, use of self-management as an intervention strategy for reducing problem behaviors in the classroom, and identification and examination of feasible and psychometrically-sound measures for the formative assessment of student social behavior.

 

Contact Dr. Briesch at:
a.briesch@northeastern.edu
(617) 373-8291

 

Theodore J. Christ. Ph.D.

University of MinnesotaTheodore J. Christ
Research Professor
Dr. Christ is the Yackel Professor of Assessment and Measurement in Educational Psychology, co-director of the Research Institute on Problem Solving, and director of the Center for Applied Research and Educational Improvement (CAREI), which are all located at the University of Minnesota. Dr. Christ is the director of the Formative Assessment System for Teachers Lab (FAST Lab). He is the co-director of the Research Institute for Problem Solving (RIPS). He is also the chief scientific officer at FastBridge Learning, which supports the distribution and use of the Formative Assessment System for Teachers (FAST). He is engaged in the development, evaluation, and refinement of assessments and guidance to use data to improve educational systems, professional practices, and student outcomes. This includes research and development of technology-based and data-driven interventions to remediate risk and disability-based academic deficits in reading and math. He and his colleagues received more than $15 million in funding from the U.S. Department of Education for research and development. Dr. Christ has more than 70 peer-refereed publications, 12 authored tests, and 100 national peer reviewed presentations.Contact Dr. Christ at:
tchrist@umn.edu
(612) 624-7068
 

Gregory A. Fabiano, Ph.D.

Florida International UniversityGregory Fabiano
Professor, Psychology
Dr. Fabiano is a professor of psychology at Florida International University (FIU). He is a core faculty member in the Clinical Science in Child in Adolescent Psychology Doctoral Program and the Center for Children and Families (CCF). His program of research has focused on the development, validation and implementation of effective assessments and interventions for children with attention-deficit/hyperactivity disorder (ADHD) and their families. He has expertise in assessment and intervention development and implementation for youth with ADHD. This has included the development a rating scale teachers and parents can use to indicate impairment in daily life functioning, a parenting intervention for fathers of children with ADHD, a school-based behavioral intervention for children with ADHD in special education placements and an intensive psychosocial intervention for novice teen drivers with ADHD. He has served as principal investigator or co-investigator on multiple clinical trials that investigated psychosocial and/or pharmacological treatments for ADHD, and these studies have included multiple designs (single-subject, cross-over, between group, adaptive treatment).Contact Dr. Fabino at:
gfabiano@fiu.edu
716-359-7500

Stephen P. Kilgus, Ph.D.

Stephen Kilgus
(Photo by Sarah Maughan UW-Madison)

University of  Wisconsin-Madison
Associate Professor, School Psychology

 

Dr. Kilgus is an Associate Professor in the School Psychology Program. He received his doctorate from the University of Connecticut in 2011 and completed his pre-doctoral internship at the May Institute in Randolph, MA. Prior to coming to UW-Madison, Dr. Kilgus worked at both the University of Missouri and East Carolina University. He has received multiple awards from Division 16 of the American Psychology Association for his work, including the Outstanding Dissertation Award (2012) and the Lightner Witmer Award for early career scholarship (2016). He is currently an associate editor for the Journal of School Psychology. Dr. Kilgus’ research is in the area of school mental health. His primary research line relates to social-emotional and behavioral assessment. His work has resulted in the development of evidence-based assessment procedures, as well as the validation of tools for universal screening, problem analysis, and progress monitoring. He has authored and contributed to the development of a number of assessments, including Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) and Direct Behavior Ratings (DBRs). He currently serves as a principal investigator on a grant from the Institute of Education Sciences (IES) regarding the validation of the Intervention Selection Profile (ISP): a suite of tools intended to inform the selection and modification of Tier 2 targeted interventions. Dr. Kilgus’ second research line pertains to the development and evaluation of Tier 2 targeted interventions. Multiple studies have examined Check In/Check Out (CICO), an intervention for students with social behavioral concerns. Dr. Kilgus is also a co-author of the Resilience Education Program (REP), a brief intervention for students at-risk for internalizing concerns (e.g., depression and anxiety).

 

Contact Dr. Kilgus at:
skilgus@wisc.edu


Faith G. Miller, Ph.D.

University of MinnesotaMillerFaith-2014
Assosciate Professor, School PsychologyDr. Miller is currently an Associate Professor in the Department of Educational Psychology at the University of Minnesota. She received her Ph.D. in School Psychology from Pennsylvania State University in 2011, subsequent to completing her pre-doctoral internship with Academy School District 20 in Colorado Springs, CO. Dr. Miller’s area of specialization is in behavior management and her primary research interests involve the identification and adoption of evidence-based practices in schools, particularly related to school-based behavioral assessment and intervention. Specifically, she is interested in issues related to obtaining valid data sources in the assessment of student’s social, emotional, and behavioral functioning and in linking those data to effective interventions.Contact Dr. Miller at:
fgmiller@umn.edu

Lisa M. Sanetti, Ph.D.

University of ConnecticutLisa-Sanetti1-200x300
Professor, School Psychology
Dr. Sanetti received her Ph.D. in school psychology from the University of Wisconsin-Madison in 2006 and joined the faculty at UConn in 2007. She has been a licensed psychologist in Connecticut since 2009, a Board Certified Behavior Analyst since 2012, and a Licensed Behavior Analyst in Connecticut since 2018. Her primary areas of research interest involve implementation science, translation of evidence-based strategies in schools, and school-based mental health. She has authored over 70 articles, book chapters, and professional development resources. She received the Lightner Witmer Award from the American Psychological Association for her early career scholarship related to implementation, is a Fellow of the American Psychological Association, and is a member of the Society for the Study of School Psychology. Dr. Sanetti was named the 2015-2016 University of Connecticut Teaching Fellow for her high-quality graduate instruction. In a 2017 study on faculty productivity it was determined that Dr. Sanetti is in the top 20 most prolific contributors to the 5 primary journals in school psychology. In addition, she has served as an Associate Editor for the Journal of School Psychology, and serves on the editorial boards of  Implementation Science and Practice, School Psychology Review, and Assessment for Effective Intervention as well as being an ad hoc reviewer for a number of other journals. Prior to joining the faculty at UConn, she was a behavioral consultant serving schools throughout Massachusetts and Connecticut. In this role, she provided assessment and intervention services to children with significant disabilities and/or mental health issues and their families and educators. 

Contact Dr. Sanetti at:
lisa.sanetti@uconn.edu
(860) 486-2747


Megan E. Welsh, Ph.D. 

University of California – Davismegan_welsh
Assistant Professor, School of Education

 

Dr. Welsh is currently an Assistant Professor at the University of California – Davis, and is a graduate of the Ph.D. program in Educational Psychology at the University of Arizona and of the Master’s in Public Policy program at the University of California, Berkeley. Her research addresses the use of assessment as an educational reform lever, measuring teacher effectiveness, program evaluation, and test validity. She has published in Educational Measurement: Issues and Practice, Applied Measurement in Education, Educational Assessment, and the International Journal of Testing.

 

Contact Dr. Welsh at:
megwelsh@ucdavis.edu