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Psychology

D-Index
31
Citations
5093
World Ranking
11138
National Ranking
5824

Overview

Amy M. Briesch is affiliated with Northeastern University in the United States. Their research contributions are situated primarily in the fields of psychology and social sciences, with a focus on education and developmental and educational psychology. The work also spans clinical psychology, social psychology, and general health professions.

Their publication record includes investigations into child and adolescent psychosocial and emotional development, behavioral and psychological studies, early childhood education and development, bullying, victimization, and aggression, autism spectrum disorder research, education discipline and inequality, and the intersection of child development with digital technology.

Frequent coauthors collaborating with Amy M. Briesch include:

  • Robert J. Volpe
  • Sandra M. Chafouleas
  • Jessica A. Hoffman
  • Eric Alan Common
  • Mark Matthew Buckman

Their research has been published in multiple academic venues, with several publications appearing in:

  • School Mental Health
  • Journal of School Psychology
  • Education and Treatment of Children
  • International Journal of School & Educational Psychology
  • School Psychology Review

Recent representative papers authored by Amy M. Briesch include:

  • Caregiver Perspectives on Schooling From Home During the Spring 2020 COVID-19 Closures, 2021, School Psychology Review
  • School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains, 2021, Journal of Positive Behavior Interventions

Other significant works associated with their research interests, though authored by collaborators, include:

  • Systematic Review of the Psychometric Evidence Supporting Use of the Depression Anxiety Stress Scales, Short Form (DASS-21) with Youth, 2024, Child & Youth Care Forum
  • Exploring Social, Emotional, and Behavioral Screening Approaches in U.S. Public School Districts, 2021, American Educational Research Journal
  • A Multisite Study of the Effect of Fidget Spinners on Academic Performance, 2020, Contemporary School Psychology

Best Publications

  • Evidence-Based Practices in Classroom Management: Considerations for Research to Practice.

    Brandi Simonsen;Sarah Fairbanks;Amy Briesch;Diane Myers

  • Review and Analysis of Literature on Self-Management Interventions to Promote Appropriate Classroom Behaviors (1988-2008).

    Amy M. Briesch;Sandra M. Chafouleas

  • Assessing influences on intervention implementation: revision of the usage rating profile-intervention.

    Amy M. Briesch;Sandra M. Chafouleas;Sabina Rak Neugebauer;T. Chris Riley-Tillman

  • An Application of the What Works Clearinghouse Standards for Evaluating Single-Subject Research: Synthesis of the Self-Management Literature Base

    Daniel M. Maggin;Amy M. Briesch;Sandra M. Chafouleas

  • Generalizability theory: a practical guide to study design, implementation, and interpretation.

    Amy M. Briesch;Hariharan Swaminathan;Megan Welsh;Sandra M. Chafouleas

  • Generalizability and Dependability of Behavior Assessment Methods to Estimate Academic Engagement: A Comparison of Systematic Direct Observation and Direct Behavior Rating.

    Amy M. Briesch;Sandra M. Chafouleas;T. Chris Riley-Tillman

  • Moving beyond assessment of treatment acceptability: An examination of the factor structure of the Usage Rating Profile—Intervention (URP-I).

    Sandra M. Chafouleas;Amy M. Briesch;T. Chris Riley-Tillman;D. Betsy McCoach

  • Generalizability and Dependability of Direct Behavior Ratings to Assess Social Behavior of Preschoolers.

    Sandra M. Chafouleas;Theodore J. Christ;T. Chris Riley-Tillman;Amy M. Briesch

  • An investigation of the generalizability and dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to measure academic engagement and disruptive behavior of middle school students

    Sandra M. Chafouleas;Amy M. Briesch;T. Chris Riley-Tillman;Theodore J. Christ

  • An evaluation of observational methods for measuring response to classwide intervention

    Amy M. Briesch;Elizabeth M. Hemphill;Robert J. Volpe;Brian Daniels

  • Meta-Analysis of Behavioral Self-Management Interventions in Single-Case Research

    Amy M. Briesch;Jacquelyn M. Briesch

  • Reducing the prevalence of anxiety in children and adolescents: an evaluation of the evidence base for the FRIENDS for Life program

    Amy M. Briesch;Lisa M. Hagermoser Sanetti;Jacquelyn M. Briesch

  • A school practitioner's guide to using daily behavior report cards to monitor student behavior

    T. Chris Riley-Tillman;Sandra M. Chafouleas;Amy M. Briesch

  • Generalizability and Dependability of Single-Item and Multiple-Item Direct Behavior Rating Scales for Engagement and Disruptive Behavior

    Robert J. Volpe;Amy M. Briesch

  • Examining Teachers’ Perceptions of Social-Emotional and Behavioral Referral Concerns

    Amy M. Briesch;Tyler D. Ferguson;Robert J. Volpe;Jacquelyn M. Briesch

  • Daily Behavior report cards and systematic direct observation: An investigation of the acceptability, reported training and use, and decision reliability among school psychologists

    T. Chris Riley-Tillman;Sandra M. Chafouleas;Amy M. Briesch;Tanya L. Eckert

  • A Comparison of Rubrics for Identifying Empirically Supported Practices with Single-Case Research

    Daniel M. Maggin;Amy M. Briesch;Sandra M. Chafouleas;Tyler D. Ferguson

  • The Impact of Item Wording and Behavioral Specificity on the Accuracy of Direct Behavior Ratings (DBRs)

    T. Chris Riley-Tillman;Sandra M. Chafouleas;Theodore Christ;Amy M. Briesch

  • The Impact of Observation Duration on the Accuracy of Data Obtained from Direct Behavior Rating (DBR).

    T. Chris Riley-Tillman;Theodore J. Christ;Sandra M. Chafouleas;Christina H. Boice-Mallach

  • Self-management interventions to reduce disruptive classroom behavior.

    Amy M. Briesch;Jacquelyn M. Briesch

  • Usage Rating Profile--Intervention; Revised

    Amy M. Briesch;Sandra M. Chafouleas;Sabina Rak Neugebauer;T. Chris Riley-Tillman

Frequent Co-Authors

Sandra M. Chafouleas
Sandra M. Chafouleas University of Connecticut
Robert J. Volpe
Robert J. Volpe Northeastern University
T. Chris Riley-Tillman
T. Chris Riley-Tillman University of Missouri
D. Betsy McCoach
D. Betsy McCoach University of Connecticut
Julie Sarno Owens
Julie Sarno Owens Ohio University
Theodore J. Christ
Theodore J. Christ University of Minnesota
Ralf W. Schlosser
Ralf W. Schlosser Northeastern University
Gregory A. Fabiano
Gregory A. Fabiano Florida International University
Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
Kenneth D. Gadow
Kenneth D. Gadow Stony Brook University

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