AIMS Lab
Assessment and Intervention within Multi-tiered Systems of Support
Focus
- 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
Projects
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
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
Anna Li, PhD
Anna (she/her) first attended the University of Wisconsin-Madison for her undergraduate career, majoring in Psychology and Neurobiology. She then received her PhD from the University of Minnesota's School Psychology program. Anna's professional interests include studying equity-centered social and emotional learning and multi-tiered systems of support. In her free time, she enjoys trying new food, watching reality TV, and painting.
Emma Murphy, MA
Emma (she/her) received her BA in Psychology and French Studies from the College of Saint Benedict where she discovered her professional interest in school psychology. She is now a fifth-year PhD candidate whose research interests focus on school-based mental health promotion and intervention, particularly among 2SLGBTQIA+ youth. In her free time, Emma loves trying out local coffee shops, playing board games, and cozying up with her cats.
Abigail Decipeda, MA
Abby (she/her) received her BS in Human Development & Family Science from the Ohio State University in 2019. She previously worked as a City Year Americorps member and as a clinical research coordinator before pursuing a degree in school psychology. Her research interests are related to evidence-based prevention and intervention for students' social, emotional, and behavioral functioning. She is particularly interested in the development and implementation of equitable, culturally-responsive mental health services. In her spare time, Abby likes going to concerts, playing board games, and spending time outside.
Gabriella (Ella) Buboltz, BS
Gabriella (Ella) (she/her) received her Bachelors of Science in Developmental Psychology from the University of Minnesota. After completing her degree, she moved to Philadelphia to work at the Children’s Hospital of Philadelphia in their Center for Autism Research. Ella’s research and professional interests involve early screening and identification for children with Autism and co-occurring neurodevelopmental disorders. She is particularly interested in clinical research aimed at developing and implementing representative early screening methods, programs, and interventions. In her free time, Ella loves trying new foods and restaurants in the Twin Cities area, practicing yoga, and spending time with friends and family.
Jessica Mehanalani Wilson, BA
Jessica (she/her) earned her BA in Psychology with minors in Communication Studies and Biomedical Ethics at the University of San Diego before working at an intensive outpatient program for adolescents. She loves how school psychology blends the social and developmental aspects of psychological principles to help students thrive! Jessica is interested in examining how certain environmental and biological factors influence one's social, emotional, behavioral, and academic outcomes. For fun, Jessica enjoys dancing, thrifting, crafting, planning themed celebrations, and relaxing at the beach.
Mahika Mohan, BA
Mahika (she/her) received her BA in Psychology and Education Policy Studies from the University of Wisconsin-Madison. There, she was part of a child development lab in which she led a study that investigated children's racial biases and tested an intervention designed for increasing children's anti-racist actions. Her research and professional interests have grown from there, centering around student sense of belonging; in particular, she is interested in exploring the link between sense of belonging and mental health in students of color. Outside of school, she loves spending time with friends and family, being active outdoors, watching sports, and playing card games!
Sydney Anderson, BA
Sydney (she/her) is a first-year School Psychology PhD student interested in the development, implementation, and evaluation of equity-centered school-based interventions related to mental health. She is passionate about engaging the community in all stages of this process. Sydney graduated from the University of Virginia in 2023 with a B.A. in Psychology and Cognitive Science with a focus in Neuroscience, after which she spent two years coordinating a therapy clinical trial at the Yale Child Study Center. When not in school, Sydney enjoys playing the viola in orchestra and participating in outdoor activities such as running, hiking, and biking.
Recent publications
Recent Publications: (* denotes student collaborators)
*Goerdt, A., Miller, F. G., Dupuis, D., *Li, A., & *Rausch, J. (2025). Technical adequacy of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale: A systematic review and meta-analysis. Journal of School Psychology. Advance online publication. doi:1016/j.jsp.2025.101449
*Li, A., Miller, F. G., & Williams, S. C. (2024). Cultural adaptations to social emotional learning programs: A systematic review. School Psychology. Advance online publication. doi:10.1037/spq0000649
Sullivan, A. L., Weeks, M., Miller, F. G., Nguyen, T., Kulkarni, T., Williams, S., & Kim, J. (2024). No “top of the triangle kids”: Toward conceptual clarity of students, behaviors, and tiers in MTSS to advance social justice. Journal of School Psychology, 106, doi: 10.1016/j.jsp.2024.101325 .
*Goerdt, A., Miller, F. G., Dupuis, D., & *Olson, M. (2024). Measurement invariance of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale. Journal of Psychoeducational Assessment, 42(2), 147-165. doi:10.1177/07342829231217771
Miller, F. G., *Swenson, N., & *Muldrew, A. (2023). Examining behavior specific praise as an individual behavior management strategy in a high-need educational setting. Preventing School Failure, 1-11. doi: 10.1080/1045988X.2023.2269891
Miller, F. G., & *Li, A. (2023). Evaluation of the technical adequacy of the Teacher SEL Beliefs Scale. Assessment for Effective Intervention,48(4), 223-228. doi: 10.1177/15345084231189893
*Fiat, A. E., Thayer, A. J., Miller, F. G., Thibodeau, E., Cook, C. R. (2023). Is parent mental health related to how children deal with academic stress? School Mental Health, 15, 913-926. doi: 10.1007/s12310-023-09595-w
Miller, F. G. (2023). Assessment in action: Toward a more complete and justice oriented approach to understanding the social consequences of educational measures. School Psychology, 38(3), 192-198. doi: 10.1037/spq0000551. Invited commentary.
Moore, S. A., Long, A. C. J., Coyle, S., Cooper, J. M., Mayworm, A. M., Amirazizi, S., Edyburn, K. L., Pannozzo, P., Choe, D., Miller, F. G., Eklund, K., Bohnenkamp, J., Whitcomb, S., Raines, T. C., & Dowdy, E. (2023). A roadmap to equitable school mental health screening. Journal of School Psychology, 96, 57–74. doi: 10.1016/j.jsp.2022.11.001
Sullivan, A. L., Harris, B., Miller, F. G., Fallon, L. M., Weeks, M. R., Malone, C. M., Kulkarni, T., Proctor, S. L., Johnson, A. H., Rossen, E., Nguyen, T., & Shaver, E. (2021). A call to action for school psychology to address COVID-19 health disparities and advance social justice. School Psychology, 36(5), 410–421. doi: 10.1037/spq0000463
*Muldrew, A., & Miller, F. G. (2021). Examining the effects of the Personal Matrix Activity with diverse students. Psychology in the Schools, 58(3), 515-533. doi: 10.1002/pits.22461
Codding, R. S., Collier-Meek, M., Jimerson, S., Klingbeil, D. A., Mayer, M. J., & Miller, F. G. (2020). School Psychology reflections on COVID-19, antiracism, and gender and racial disparities in publishing [Editorial]. School Psychology, 35(4), 227-232. doi:10.1037/spq0000399
*Houri, A., & Miller, F. G. (2020). A systematic review of universal screeners to evaluate social-emotional and behavioral aspects of kindergarten readiness. Early Education and Development, 31, 653-675. doi: 10.1080/10409289.2019.1677132