College of Education and Human Development

Department of Educational Psychology


Assessment and Intervention within Multi-tiered Systems of Support


  • Multi-tiered systems of support for social, emotional, and behavioral (SEB) challenges
  • Screening and progress-monitoring for SEB challenges
  • Identification and adoption of evidence-based assessment and intervention practices in schools
  • Data-based decision-making


Improving Measurement and Evaluation of School Mental Health

This project, funded by the Center for Urban and Regional Affairs (CURA), involves evaluating outcomes associated with student participation in an expanded school mental health program in a large urban district.

Initial Development and Validation of Direct Behavior Ratings for Anxiety

This project, funded by a Grant-in-Aid of Research, Artistry, and Scholarship (GIA) from the University of Minnesota’s Office of the Vice President for Research, involves creating and evaluating a progress monitoring measure of anxiety for use in schools.

Project ESCAPES (Evidence-based System for Children with Anxiety Problems in Educational Settings)

This project, funded by the Institute for Translational Research in Children's Mental Health, focused on the development of an assessment-to-intervention system for upper elementary students with identified anxiety symptoms.

Project What Works

This project involves conducting quantitative research syntheses of empirical studies to prevent or ameliorate social, emotional, and behavioral difficulties. Recent syntheses include: (1) classroom management practices for racially and ethnically diverse students, and (2) time out interventions and strategies in school settings.

Quote from Faith Miller

Faith Miller

The primary aim of my research program involves the identification and adoption of evidence-based practices related to school-based social, emotional, and behavioral assessment and intervention.

Research group

Alyssa Schardt headshot

Alyssa Schardt

PhD student, school psychology

Alyssa is a graduate research assistant in Dr. Miller’s lab. In this position, she currently assists with conducting a meta-analysis of classroom management strategies. Her research interests involve the use of technology in classrooms to support student engagement.

Lauren Fitzgerald headshot

Lauren Fitzgerald

Specialist Certificate student

Lauren is interested in inclusive educational practices designed to support student success in general education settings. This includes issues related to implementing accommodations for students with social, emotional, and behavioral challenges and using evidence-based strategies to support prosocial classroom behavior.

Recent publications

Miller, F. G., Chafouleas, S. M., Welsh, M. E., Riley-Tillman, T. C., & Fabiano, G. A. (2019). Examining the stability of social, emotional, and behavioral risk status: Implications for screening frequency. School Psychology (34), 43-53. doi: 10.1037/spq0000252

*Schardt, A. A., Miller, F. G., & Bedesem, P. (2019). The effects of CellF-Monitoring on students’ academic engagement. Journal of Positive Behavior Interventions, (21), 42-49. doi:10.1177/1098300718773462

*Fitzgerald Leahy, L., Miller, F. G., & *Schardt, A. A. (2019). The effects of teacher-directed opportunities to respond on student behavioral outcomes: A quantitative synthesis of single-case research. Journal of Behavioral Education, 28, 78-106. doi: 0.1007/s10864-018-9307-x

Miller, F. G., Johnson, A. H., Yu, H., Chafouleas, S. M., McCoach, D. B., Riley-Tillman, T. C., Fabiano, G. A., & Welsh, M. E. (2018). Methods matter: A multitrait-multimethod analysis of student behavior. Journal of School Psychology, 68, 53-72. doi: 10.1016/j.jsp.2018.01.002

Miller, F. G., & Cook, C. R., *Zhang, Y. (2018). Linking assessment to intervention to improve tier 2 outcomes: Initial development and evaluation of the Student Intervention Matching (SIM) Form. Journal of School Psychology, 66, 11-24. doi: 10.1016/j.jsp.2017.10.005

August, G. J., Piehler, T. F., & Miller, F. G. (2018). Getting "SMART" about implementing multi-tiered systems of support to promote school mental health. Journal of School Psychology, 66, 85-96.doi: 10.1016/j.jsp.2017.10.001

Miller, F. G., *Cohen, D., Chafouleas, S. M., Riley-Tillman, T. C., Welsh, M. E., Fabiano, G. A. (2015). A comparison of measures to screen for social, emotional, and behavioral risk. School Psychology Quarterly, 30, 184-196.

Miller, F. G., Chafouleas, S. M., Riley-Tillman, T. C., Fabiano, G. A. (2014). Teacher perceptions of the usability of school-based behavior assessments. Behavioral Disorders, 39, 201-210.

Miller, F. G., Patwa, S., & Chafouleas, S. M. (2014). Using Direct Behavior Rating – Single Item Scales to assess student behavior within multi-tiered systems of support. Journal of Special Education Leadership, 27, 77-85.