| Toward a blueprint for trauma-informed service delivery in schools SM Chafouleas, AH Johnson, S Overstreet, NM Santos School Mental Health 8, 144-162, 2016 | 566 | 2016 |
| Trauma-informed schools: Introduction to the special issue S Overstreet, SM Chafouleas School Mental Health 8, 1-6, 2016 | 345 | 2016 |
| Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008). AM Briesch, SM Chafouleas School Psychology Quarterly 24 (2), 106, 2009 | 289 | 2009 |
| Assessing influences on intervention implementation: Revision of the Usage Rating Profile-Intervention AM Briesch, SM Chafouleas, SR Neugebauer, TC Riley-Tillman Journal of school psychology 51 (1), 81-96, 2013 | 265 | 2013 |
| Positive psychology goes to school: Are we there yet? SM Clonan, SM Chafouleas, JL McDougal, TC Riley‐Tillman Psychology in the Schools 41 (1), 101-110, 2004 | 260 | 2004 |
| A systematic evaluation of token economies as a classroom management tool for students with challenging behavior DM Maggin, SM Chafouleas, KM Goddard, AH Johnson Journal of school psychology 49 (5), 529-554, 2011 | 250 | 2011 |
| Foundation for the development and use of Direct Behavior Rating (DBR) to assess and evaluate student behavior TJ Christ, TC Riley-Tillman, SM Chafouleas Assessment for Effective Intervention 34 (4), 201-213, 2009 | 247 | 2009 |
| An application of the What Works Clearinghouse standards for evaluating single-subject research: Synthesis of the self-management literature base DM Maggin, AM Briesch, SM Chafouleas Remedial and Special Education 34 (1), 44-58, 2013 | 240 | 2013 |
| Bullying: Considerations for defining and intervening in school settings MJ Elinoff, SM Chafouleas, KA Sassu Psychology in the Schools 41 (8), 887-897, 2004 | 238 | 2004 |
| Interventions for reading problems: Designing and evaluating effective strategies EJ Daly, S Neugebauer, SM Chafouleas, CH Skinner Guilford Publications, 2015 | 215 | 2015 |
| Direct behavior rating (DBR) an emerging method for assessing social behavior within a tiered intervention system SM Chafouleas, TC Riley-Tillman, TJ Christ Assessment for Effective Intervention 34 (4), 195-200, 2009 | 213 | 2009 |
| Student perceptions of school climate as predictors of office discipline referrals NA Gage, A Larson, G Sugai, SM Chafouleas American Educational Research Journal 53 (3), 492-515, 2016 | 198 | 2016 |
| A systematic evidence review of school-based group contingency interventions for students with challenging behavior DM Maggin, AH Johnson, SM Chafouleas, LM Ruberto, M Berggren Journal of school psychology 50 (5), 625-654, 2012 | 187 | 2012 |
| Generalizability theory: A practical guide to study design, implementation, and interpretation AM Briesch, H Swaminathan, M Welsh, SM Chafouleas Journal of school psychology 52 (1), 13-35, 2014 | 185 | 2014 |
| Good, bad, or in‐between: How does the daily behavior report card rate? SM Chafouleas, TC Riley‐Tillman, JL McDougal Psychology in the Schools 39 (2), 157-169, 2002 | 178 | 2002 |
| Fluent reading as the improvement of stimulus control: Additive effects of performance-based interventions to repeated reading on students' reading and error rates SM Chafouleas, BK Martens, RL Dobson, KS Weinstein, KB Gardner Journal of Behavioral Education 13, 67-81, 2004 | 169 | 2004 |
| Introducing positive psychology: Finding a place within school psychology SM Chafouleas, MA Bray Psychology in the Schools 41 (1), 1-5, 2004 | 165 | 2004 |
| Acceptability and reported use of daily behavior report cards among teachers SM Chafouleas, TC Riley-Tillman, KA Sassu Journal of Positive Behavior Interventions 8 (3), 174-182, 2006 | 163 | 2006 |
| Direct Behavior Rating: A review of the issues and research in its development SM Chafouleas Education and Treatment of Children 34 (4), 575-591, 2011 | 161 | 2011 |
| Generalizability and dependability of behavior assessment methods to estimate academic engagement: A comparison of systematic direct observation and direct behavior rating AM Briesch, SM Chafouleas, TC Riley-Tillman School Psychology Review 39 (3), 408-421, 2010 | 156 | 2010 |
