T. C. Riley-Tillman

Developmental and Educational Psychology · 2002–2020

A researcher in the Science corpus: 12 papers; trusts 8 researchers and is trusted by 9 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 33 citations into it; #2,273 of 8,223 by trust here, #1,320 by citations
• Clinical Psychology — 23 citations into it; #1,894 of 8,024 by trust here, #2,124 by citations
• Education — 11 citations into it; #11,170 of 11,309 by trust here, #6,058 by citations
• Cognitive Neuroscience — 10 citations into it; #8,336 of 10,852 by trust here, #8,899 by citations
• Statistics and Probability — 8 citations into it
• Social Psychology — 6 citations into it; #8,794 of 15,694 by trust here, #5,436 by citations

Whom T. C. Riley-Tillman trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. John M. Hintze
2. Sandra M. Chafouleas
3. C. Reynolds
4. E. Shapiro
5. G. Sugai
6. W. Matthews

Who trusts T. C. Riley-Tillman overall

1. Sandra M. Chafouleas
2. Lisa M. Hagermoser Sanetti
3. Adriana Tapus
4. Stephen P. Kilgus
5. Kimberly J. Vannest
6. Theodore J. Christ
7. Daniel M. Maggin

Papers from T. C. Riley-Tillman's perspective

Ordered by how strongly the researchers T. C. Riley-Tillman trusts endorse each paper. Same corpus, a different order for every researcher.

1. The Generalizability of Systematic Direct Observations Across Time and Setting: A Preliminary Investigation of the Psychometrics of Behavioral Observation
2. School psychologist assessment practices in the evaluation of students referred for social/behavioral/emotional problems
3. Psychometrics of Direct Observation
4. A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support
5. Behavioral, Social, and Emotional Assessment of Children and Adolescents
6. The Evolution of Discipline Practices: School-Wide Positive Behavior Supports
7. Single-Case Research Designs: Methods for Clinical and Applied Settings
8. Good, bad, or in‐between: How does the daily behavior report card rate?
9. Behavior Assessment System for Children
10. Detecting and measuring rater effects using many-facet Rasch measurement: part I. (Journal of Applied Measurement)

Their papers

• Positive psychology goes to school: Are we there yet? (2004) — 145 citations
• Evaluating Educational Interventions: Single-Case Design for Measuring Response to Intervention. Second Edition. The Guilford Practical Intervention in the Schools Series. (2020) — 198 citations
• Generalizability and Dependability of Behavior Assessment Methods to Estimate Academic Engagement: A Comparison of Systematic Direct Observation and Direct Behavior Rating (2010) — 139 citations
• Direct Behavior Rating (DBR) (2009) — 159 citations
• Foundation for the Development and Use of Direct Behavior Rating (DBR) to Assess and Evaluate Student Behavior (2009) — 161 citations
• Moving beyond assessment of treatment acceptability: An examination of the factor structure of the Usage Rating Profile—Intervention (URP-I). (2009) — 116 citations
• Examining the Agreement of Direct Behavior Ratings and Systematic Direct Observation Data for On-Task and Disruptive Behavior (2008) — 151 citations
• Generalizability and Dependability of Direct Behavior Ratings to Assess Social Behavior of Preschoolers (2007) — 95 citations
• Acceptability and Reported Use of Daily Behavior Report Cards Among Teachers (2006) — 112 citations
• Reconceptualizing intervention integrity: A partnership‐based framework for linking research with practice (2005) — 163 citations
• What do daily behavior report cards (DBRCs) measure? An initial comparison of DBRCs with direct observation for off-task behavior (2005) — 89 citations
• Good, bad, or in‐between: How does the daily behavior report card rate? (2002) — 105 citations