Publications

A. URP-IR (Usage Rating Profile – Intervention, Revised)

Neugebauer, S. R., Chafouleas, S. M., Coyne, M. D., McCoach, D. B., Briesch, A. M. (2016). Exploring an ecological model of perceived usability within a multi-tiered vocabulary intervention. Assessment for Effective Intervention, 1534508415619732. doi: 10.1177/1534508415619732

The present study examines an ecological model for intervention use to explain student vocabulary performance in a multitiered intervention setting. A teacher self-report measure composed of factors hypothesized to influence intervention use at multiple levels (i.e., individual, intervention, and system level) was administered to 54 teachers and 48 interventionists conducting vocabulary interventions with different levels of instructional intensity with 553 kindergarten students. The reliability and validity of the measure in the context of a specific multi-tiered intervention was explored. Of particular interest was the potential explanatory power of system-level factors, over and above intervention-specific measures of fidelity, to explain student performance in a multi-tiered context. Results indicate that the climate of the school system predicted student performance in the Tier 1 context, and intervention feasibility predicted student performance in Tier 2. However, the intervention-specific fidelity measure was not a significant predictor. This research provides supporting evidence for the use of ecological models of intervention implementation to capture factors that influence intervention use and performance in multi-tiered settings.

Briesch, A. M., Chafouleas, S. M., Neugebauer, S. R., & Riley-Tillman, T. C. (2013). Assessing influences on intervention use: Revision of the Usage Rating Profile-Intervention. Journal of School Psychology, 51, 81–96. doi: 10.1016/j.jsp.2012.08.006

Although treatment acceptability was originally proposed as a critical factor in determining the likelihood that a treatment will be used with integrity, more contemporary findings suggest that whether something is likely to be adopted into routine practice is dependent on the complex interplay among a number of different factors. The Usage Rating Profile- Intervention (URP-I; Chafouleas, Briesch, Riley-Tillman, & McCoach, 2009) was recently developed to assess these additional factors, conceptualized as potentially contributing to the quality of intervention use and maintenance over time. The purpose of the current study was to improve upon the URP-I by expanding and strengthening each of the original four subscales. Participants included 1005 elementary teachers who completed the instrument in response to a vignette depicting a common behavior intervention. Results of exploratory and confirmatory factor analyses, as well as reliability analyses, supported a measure containing 29 items and yielding 6 subscales: Acceptability, Understanding, Feasibility, Family–School Collaboration, System Climate, and System Support. Collectively, these items provide information about potential facilitators and barriers to usage that exist at the level of the individual, intervention, and environment. Information gleaned from the instrument is therefore likely to aid consultants in both the planning and evaluation of intervention efforts.

Chafouleas, S. M., Briesch, A. M., Riley-Tillman, T. C., & McCoach, D. B. (2009). Moving beyond assessment of treatment acceptability: An examination of the factor structure of the Usage Rating Profile – Intervention (URP-I). School Psychology Quarterly, 24, 36-47. doi: 10.1037/a0015146

The purpose of this study was to develop and provide an initial examination of a self-report measure of intervention usage called the Usage Rating Profile—Intervention (URP–I). From an initial pool of 55 items, results of exploratory factor analysis and reliability estimates supported a measure containing 35 items and four factors as relevant toward understanding intervention usage. Those factors were labeled acceptability, understanding, feasibility, and systems support. Limitations and future directions are discussed.

Chafouleas, S. M., Riley-Tillman, T. C., Briesch, A. M., & Chanese, J. A. M. (2008). Generating usable knowledge: Initial development and validation of the Usage Rating Profile for Interventions (URP-I). Canadian Journal of School Psychology, 23, 175–189. doi: 10.1177/0829573508323989

In this study, a self-report measure of intervention usage, the Usage Rating Profile for Interventions (URP-I) is developed and empirically examined with regard to factor structure and internal consistency. Results supported that intervention usage is associated with at least 4 different constructs, and that a measure consisting of 25 items may provide a reliable index of the 4 factors. The 4 factors identified included Acceptability, Knowledge, Feasibility, and Integrity. Findings extend and integrate existing work-related items to acceptability research aimed at predicting usage. Implications, limitations, and future directions are discussed.

B. URP-A (Usage Rating Profile – Assessment)

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.

C. CURP (Children’s Usage Rating Profile)

Briesch, A. M., & Chafouleas, S. M. (2009). Exploring student buy-in: Initial development of an instrument to measure likelihood of children’s intervention usage. Journal of Educational and Psychological Consultation, 19, 321–336. doi: 10.1080/10474410903408885

It has been suggested that both internal (e.g., acceptability) and external (e.g., feasibility) factors should be taken under consideration in order to fully understand children’s usage of interventions designed to improve their behavior. The purpose of this study was to initiate development of a student self-report measure (Children’s Usage Rating Profile; CURP) designed to measure such factors. Results indicated that the CURP measures three interconnected aspects of students’ perceptions of intervention: personal desirability, understanding, and feasibility. Furthermore, internal reliability analyses suggested that a measure consisting of 23 items may provide a reliable index of these three factors. Although these findings must be replicated across student populations and intervention types, results of the investigation suggest implications for researchers and practitioners interested in issues of intervention usage with children.

D. URP-NEEDS

Briesch, A. M., Chafouleas, S. M., Cintron, D., & McCoach, D. B. (2019). Factorial invariance of the Usage Rating Profile for Supporting Students’ Behavioral Needs (URP-NEEDS). School Psychology. Advance online publication. doi: 10.1037/spq0000309.

Presentations

Miller, F. G., Chafouleas, S. M., Riley-Tillman, T. C., & Fabiano, G. A. (2015, August). Factors influencing teacher behavioral assessment preferences. Poster presented at the 123rd Annual Convention of the American Psychological Association, Toronto, Ontario.

Miller, F. G., Briesch, A. M., & Chafouleas, S. M. (2014). Toward Sustainable Evidence-Based Practice: Considering Social Validity in the Context of School Mental Health. Paper presentation at the 19th Annual Conference on Advancing School Mental Health, Pittsburgh, PA.

Miller, F. G., Neugebauer, S. R., Chafouleas, S. M., Briesch, A. M., & Riley-Tillman, T. C. (2013, August). Examining Innovation Usage: Construct Validation of the Usage Rating Profile – Assessment. Poster presentation at American Psychological Association Annual Convention, Honolulu, HI.

Neugebauer, S. R., Chafouleas, S. M., Coyne, M., McCoach, D. B., & Briesch, A. M. (2013, August). Teacher Intervention Usage in Multi-tiered Early Education Settings. Poster presentation at American Psychological Association Annual Convention, Honolulu, HI.

Neugebaeur, S., Briesch, A. M., & Chafouleas, S. M. (2012, August). Exploring multiple influences on intervention usage: Revision of the Usage Rating Profile-Intervention. Poster presented at the Annual Meeting of the American Psychological Association, Orlando, FL.

Briesch, A.M., Chafouleas, S.M., & Riley-Tillman, T.C. (2008, February). Continued validation of the Usage Rating Profile for Interventions (URP-I). Poster presented at the National Association of School Psychologists Annual Convention, New Orleans, LA.

Chafouleas, S.M. , Riley-Tillman, T.C., Briesch, A.M., & Chanese, J.A. (2006, March). Understanding usable knowledge: Development and validation of the Usage Rating Profile-Intervention. Poster presented at the National Association of School Psychologists Convention, Anaheim, CA.

Funding

Exploring the Status and Impact of School-Based Behavior Screening Practices in a National Sample: Implications for Systems, Policy, and Research. Funding Source:  US Department of Education, Institute of Education Sciences (R305A140543).  Duration of Funding: 7/1/14-6/30/17.

Project VIABLE-II: Unified validation of Direct Behavior Rating (DBR) in a problem-solving model.  Funding Source:  US Department of Education, Institute of Education Sciences (R324A110017).  Duration of Funding: 7/1/11-6/30/15.

Refining Social Validity Assessment of School-Based Interventions: Continued validation of the Usage Rating Profile – Intervention (URP-I). Funding Source: Research Foundation, University of Connecticut. Duration of Funding: 2011.

Moving Closer Toward Studying Usable Knowledge: Development and Validation of the Usage Rating Profile (URP). Funding source: Society for the Study of School Psychology. Duration of funding: 8/1/04-8/1/05.