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T. Chris Riley-Tillman

T. Chris Riley-Tillman

D-Index & Metrics

Psychology

D-Index
38
Citations
5100
World Ranking
8939
National Ranking
4738

Overview

T. Chris Riley-Tillman is affiliated with the University of Missouri in the United States. Their research spans across psychology and social sciences, focusing primarily on developmental and educational psychology.

Their recent publications include the following papers:

  • Development and Preliminary Validity Evidence for the Direct Behavior Rating-Classroom Management (DBR-CM), 2020, Journal of Educational and Psychological Consultation
  • Timing and frequency of screening in schools: A latent variable analysis of behavioral stability over time., 2022, Psychological Assessment
  • Considering Equity of Evidence: Examining Teachers' Justifications for Direct Behavior Rating Scale Scores, 2023, School Mental Health

Frequent coauthors in their research are:

  • Sandra M. Chafouleas
  • Huihui Yu
  • Kellina Lupas
  • D. Betsy McCoach
  • Gregory A. Fabiano

The main fields of study engaged by Riley-Tillman include:

  • Psychology
  • Social Sciences

Within these fields, their scholarly activity concentrates on subfields such as:

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Safety Research
  • Education
  • Law

Their work addresses key topics including:

  • Behavioral and Psychological Studies
  • Child and Adolescent Psychosocial and Emotional Development
  • Disability Education and Employment
  • Education Discipline and Inequality
  • Legal Issues in Education

Riley-Tillman has published in venues such as:

  • Psychological Assessment
  • Journal of Educational and Psychological Consultation
  • School Mental Health

Best Publications

  • Evaluating Educational Interventions: Single-Case Design for Measuring Response to Intervention

    T. Chris Riley-Tillman;Matthew K. Burns

  • 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

  • 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

  • Reconceptualizing intervention integrity: A partnership‐based framework for linking research with practice

    Thomas J. Power;Jessica Blom-Hoffman;Angela T. Clarke;T. Chris Riley-Tillman

  • 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

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

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

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

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

  • 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

  • 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

  • What do daily behavior report cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off-task behavior

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

  • 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

  • School-Based Behavioral Assessment: Informing Intervention and Instruction

    Sandra Chafouleas;T. Chris Riley-Tillman;George M. Sugai

  • Development and initial validation of the Social and Academic Behavior Risk Screener for elementary grades.

    Stephen P. Kilgus;Sandra M. Chafouleas;T. Chris Riley-Tillman

  • 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

  • Daily Behavior Report Cards An Investigation of the Consistency of On-Task Data Across Raters and Methods

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

  • A comparison of measures to screen for social, emotional, and behavioral risk.

    Faith G. Miller;Daniel Cohen;Sandra M. Chafouleas;T. Chris Riley-Tillman

  • The association between sexual assault and suicidal activity in a national sample

    Jessica L. Tomasula;Laura M. Anderson;Heather L. Littleton;T. Chris Riley-Tillman

  • Direct behavior rating as a school-based behavior screener for elementary and middle grades

    Sandra M. Chafouleas;Stephen P. Kilgus;Rose Jaffery;T. Chris Riley-Tillman

  • 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

Frequent Co-Authors

Sandra M. Chafouleas
Sandra M. Chafouleas University of Connecticut
Amy M. Briesch
Amy M. Briesch Northeastern University
Theodore J. Christ
Theodore J. Christ University of Minnesota
Gregory A. Fabiano
Gregory A. Fabiano Florida International University
D. Betsy McCoach
D. Betsy McCoach University of Connecticut
Tanya L. Eckert
Tanya L. Eckert Syracuse University
Matthew K. Burns
Matthew K. Burns University of Missouri
Keith C. Herman
Keith C. Herman University of Missouri
Robert J. Volpe
Robert J. Volpe Northeastern University
Wendy M. Reinke
Wendy M. Reinke University of Missouri

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