Associate Professor, Director of School Psychology (PhD)
AB, Psychological and Brain Sciences / English & Creative Writing,
MA, PhD, Educational Psychology, University of Connecticut
My primary research interests involve the (1) identification and examination of feasible and psychometrically-sound measures for the formative assessment of student social behavior, (2) use of self-management as an intervention strategy for reducing problem behaviors in the classroom, and (3) role of student involvement in intervention design and implementation.
Social, Emotional, and Behavioral Assessment; Consultation and Program Evaluation; History and Systems in Psychology
(* indicates student co-author):
Chaffee, R.*, Briesch, A. M., Johnson, A. J., & Volpe, R. J. (2017). A meta-analysis of class-wide interventions for supporting student behavior. School Psychology Review, 46, 149-164.
Briesch, A. M., Briesch, J. M.* (2016). A meta-analysis of behavioral self-management interventions in single-case research. School Psychology Review, 45, 3-18.
Briesch, A. M., Chafouleas, S. M., & Johnson, A. (2016). Use of generalizability theory within K-12 school-based assessment: A critical review and analysis of the empirical literature. Applied Measurement in Education, 29:2, 83-107.
Briesch, A. M., Chafouleas, S. M., & Riley-Tillman, T. C. (2016). Direct Behavior Rating (DBR): Linking assessment, communication, and intervention. New York, NY: Guilford Press.
Volpe, R. J., & Briesch, A. M. (2016). Dependability of two scaling approaches to Direct Behavior Rating Multi-Item Scales assessing disruptive classroom behavior. School Psychology Review, 35, 39-52.
Briesch, A. M., Briesch, J. M.*, & Chafouleas, S. M. (2015). Investigating the usability of classroom management strategies among elementary school teachers. Journal of Positive Behavior Interventions, 17, 5-14. doi: 10.1177/1098300714531827
Briesch, A. M., Hemphill, E. M.*, Volpe, R. J., & Daniels, B.* (2015). An evaluation of observational methods for measuring response to class-wide intervention. School Psychology Quarterly, 30, 37-49.
Volpe, R. J., & Briesch, A. M. (2015). Multi-item Direct Behavior Ratings: Dependability of two levels of assessment specificity. School Psychology Quarterly. http://dx.doi.org/10.1037/spq0000115
Briesch, A. M., Briesch, J. M.*, & Mahoney, C.* (2014). Reported use and acceptability of self-management interventions to target behavioral outcomes. Contemporary School Psychology, 18, 222-231. doi: 10.1007/s40688-014-0016-8
Briesch, A. M., Swaminathan, H., Welsh, M., & Chafouleas, S. M. (2014). Generalizability theory: A practical guide to study design, implementation, and interpretation. Journal of School Psychology, 52, 13-35. http://dx.doi.org/10.1016/j.jsp.2013.11.008
Briesch, A. M., Volpe, R. J., & Ferguson, T. D.* (2013). The influence of student characteristics on the dependability of behavioral observation data. School Psychology Quarterly, 29, 171-181. doi:10.1037/spq0000042
Briesch, A. M., Chafouleas, S. M., Neugebauer, S. R., & Riley-Tillman, T. C. (2013). Assessing influences on intervention implementation: Revision of the Usage Rating Profile-Intervention. Journal of School Psychology, 51, 81-96. http://dx.doi.org/10.1016/j.jsp.2012.08.006
Briesch, A. M., & Daniels, B.* (2013). Using self-management interventions to address general education behavioral needs: Assessment of effectiveness and feasibility. Psychology in the Schools, 50, 366-381. doi:10.1002/pits.21679