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Psychology

D-Index
54
Citations
9465
World Ranking
4661
National Ranking
2584

Research.com Recognitions

  • 2011 - Fellow of the American Psychological Association (APA)

Overview

Sandra M. Chafouleas is affiliated with the University of Connecticut in the United States. Their research covers multiple areas within psychology, social sciences, and health professions, with a significant focus on clinical psychology, education, and general health professions. The subfields of study for their work include developmental and educational psychology as well as social psychology.

The main topics addressed in their publications include:

  • Child and Adolescent Psychosocial and Emotional Development
  • Early Childhood Education and Development
  • Behavioral and Psychological Studies
  • Education Discipline and Inequality
  • Community Health and Development
  • Family and Disability Support Research
  • Child Abuse and Trauma

Chafouleas has contributed to a variety of journals and publication venues, with frequent appearances in:

  • School Mental Health
  • Education and Treatment of Children
  • Journal of School Health
  • Research in Developmental Disabilities
  • School Psychology

The scientist's recent papers include:

  • "Adverse Childhood Experiences (ACEs): Translation into Action in K12 Education Settings," 2021, School Mental Health
  • "Comparing the initial impact of COVID-19 on burden and psychological distress among family caregivers of children with and without developmental disabilities," 2021, School Psychology

Other notable papers by Chafouleas have been authored by frequent co-authors including Jessica B. Koslouski, Amy M. Briesch, Emily A. Iovino, Marlene B. Schwartz, and Jacqueline M. Caemmerer. These collaborators have contributed repeatedly to advancing topics related to educational and developmental psychology with Chafouleas.

In recognition of their work, Sandra M. Chafouleas was named a Fellow of the American Psychological Association (APA) in 2011.

Best Publications

  • Toward a Blueprint for Trauma-Informed Service Delivery in Schools.

    Sandra M. Chafouleas;Austin H. Johnson;Stacy Overstreet;Natascha M. Santos

  • Trauma-Informed Schools: Introduction to the Special Issue

    Stacy Overstreet;Sandra M. Chafouleas

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

    Amy M. Briesch;Sandra M. Chafouleas

  • Emotional Well-Being: What It Is and Why It Matters

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  • 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

  • Positive psychology goes to school: Are we there yet?

    Sheila M. Clonan;Sandra M. Chafouleas;James L. McDougal;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

  • Bullying: Considerations for defining and intervening in school settings

    Mahri J. Elinoff;Sandra M. Chafouleas;Kari A. Sassu

  • Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior

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

  • A Systematic Evaluation of Token Economies as a Classroom Management Tool for Students with Challenging Behavior.

    Daniel M. Maggin;Sandra M. Chafouleas;Katelyn M. Goddard;Austin H. Johnson

  • Direct Behavior Rating (DBR): An Emerging Method for Assessing Social Behavior Within a Tiered Intervention System

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

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

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

  • Interventions for Reading Problems: Designing and Evaluating Effective Strategies

    Edward J Daly;Sabina Neugebauer;Sandra Chafouleas;Christopher H Skinner

  • A systematic evidence review of school-based group contingency interventions for students with challenging behavior ☆

    Daniel M. Maggin;Austin H. Johnson;Sandra M. Chafouleas;Laura M. Ruberto

  • Good, bad, or in‐between: How does the daily behavior report card rate?

    Sandra M. Chafouleas;T. Chris Riley-Tillman;James L. McDougal

  • Student Perceptions of School Climate as Predictors of Office Discipline Referrals

    Nicholas A. Gage;Alvin Larson;George Sugai;Sandra M. Chafouleas

  • Acceptability and Reported Use of Daily Behavior Report Cards among Teachers.

    Sandra M. Chafouleas;T. Chris Riley-Tillman;Kari A. Sassu

  • Introducing positive psychology: Finding a place within school psychology

    Sandra M. Chafouleas;Melissa A. Bray

  • Fluent Reading as the Improvement of Stimulus Control: Additive Effects of Performance-Based Interventions to Repeated Reading on Students' Reading and Error Rates.

    Sandra M. Chafouleas;Brian K. Martens;Robin L. Dobson;Kristen S. Weinstein

  • Direct Behavior Rating: A Review of the Issues and Research in Its Development

    Sandra M. Chafouleas

  • Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior.

    T. Chris Riley-Tillman;Sandra M. Chafouleas;Kari A. Sassu;Julie A. M. Chanese

Frequent Co-Authors

T. Chris Riley-Tillman
T. Chris Riley-Tillman University of Missouri
Amy M. Briesch
Amy M. Briesch Northeastern University
Theodore J. Christ
Theodore J. Christ University of Minnesota
D. Betsy McCoach
D. Betsy McCoach University of Connecticut
Melissa A. Bray
Melissa A. Bray University of Connecticut
Gregory A. Fabiano
Gregory A. Fabiano Florida International University
Thomas J. Kehle
Thomas J. Kehle University of Connecticut
Robert J. Volpe
Robert J. Volpe Northeastern University
George Sugai
George Sugai University of Connecticut
Tanya L. Eckert
Tanya L. Eckert Syracuse University

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