* denotes student collaborators 

1. *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 

2. *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 

3. 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 .  

4. *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 

5. 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 

6. 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 

7. *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

8. 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. 

9. 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 

10. 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 

11. *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 

12. 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 

13. *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 

14. Long, A. C. J., Miller, F. G., & Upright, J. (2019). Classroom management for ethnic– racial minority students: A meta-analysis of single-case design studies. School Psychology,  34, 1-13. doi: 10.1037/spq0000305 

15. 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 

16. *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 

17. *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 

18. 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 

19. 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 

20. 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

21. Miller, F. G., *Crovello, N., Chafouleas, S. M. (2017). Progress monitoring the effects of  daily report cards across elementary and secondary settings using Direct Behavior Rating  – Single Item Scales. Assessment for Effective Intervention, 43, 34-47. doi: 10.1177/1534508417691019 

22. Cook, C. R., Miller, F. G., *Fiat, A., Renshaw, T., Frye, M. Joseph, G. (2017).  Promoting secondary teachers’ wellbeing and intentions to implement evidence-based  practices: Randomized evaluation of the ACHIEVER Resilience Curriculum. Psychology in  the Schools, 54, 13-28. doi: 10.1002/pits.21980 

23. Miller, F. G., Riley-Tillman, T. C., Chafouleas, S. M., & *Schardt, A. A. (2017). Direct  Behavior Rating instrumentation: Evaluating the impact of scale formats. Assessment for  Effective Intervention, 42, 119-126. doi: 10.1177/1534508416658007 

24. Miller, F. G., & Fabiano, G. A. (2017). Direct Behavior Ratings: A feasible and effective  progress monitoring approach for social and behavioral interventions [Editorial].  Assessment for Effective Intervention, 43, 3-5. doi: 0.1177/1534508417733454 

25. Miller, F. G., *Crovello, N., & *Swenson, N. (2017). Bridging the Gap: Direct Behavior  Rating – Single Item Scales. Assessment for Effective Intervention, 43, 60-63. doi:  10.1177/1534508417738525 

26. *Kooken, J. W., Welsh, M. E., McCoach, D. B., Miller, F. G., Chafouleas, S. M., Riley Tillman, T. C., & Fabiano, G. A. (2017). Test order in teacher rated behavior  assessments: Is counterbalancing needed? Psychological Assessment, 29, 98-109. doi:  10.1037/pas0000314 

27. Welsh, M. E., Miller, F. G., *Kooken, J. W., Chafouleas, S. M., & McCoach, D. B.  (2016). The kindergarten transition: Behavioral trajectories and school adjustment in the  first year of school. Journal of Research in Childhood Education, 30, 456–473. doi:  10.1080/02568543.2016.1214935 

28. *Johnson, A. H., Miller, F. G., Chafouleas, S. M., Welsh, M. E., Riley-Tillman, T. C., &  Fabiano, G. A. (2016). Evaluating the technical adequacy of DBR-SIS in tri-annual  behavioral screening: A multisite investigation. Journal of School Psychology, 54, 39-57. doi:  10.1016/j.jsp.2015.10.001 

29. 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. doi: 10.1037/spq0000085 

30. Chafouleas, S. M., Riley-Tillman, T. C., Jaffery, R., Miller, F. G., & Harrison, S. E.  (2015). Preliminary investigation of the impact of a web-based module on Direct  Behavior Rating accuracy. School Mental Health, 7, 92-104. doi: 10.1007/s12310-014-9130- z 

31. 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. 

32. 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. 

33. Miller, F. G., & Lee, D. L. (2013). Do functional behavioral assessments improve  intervention effectiveness for students with ADHD? A single-subject meta-analysis.  Journal of Behavioral Education, 22, 253-282. doi: 10.1007/s10864-013-9174-4

34. Vostal, B. R., Lee, D. L., Miller, F. G. (2013). Effects of environmental stimulation on  students demonstrating behaviors related to attention deficit/hyperactivity disorder: A  review of the literature. International Journal of Special Education, 28, 32-43. 

* denotes student collaborators

Sullivan, A. L., & Miller, F. G. (2023). Best practices in addressing disproportionality in special education. In P. L. Harrison, S. L. Proctor, & A. Thomas (Eds.), Best practices in school psychology (7th ed., pp. 277-290). National Association of School Psychologists.

Miller, F. G. & *Muldrew, A. (2021). Self-monitoring. In M. I. Axelrod, M. Coolong-Chaffin, & R. O. Hawkins (Eds.), Case Studies in School Psychology: Behavioral Interventions for Effective Problem Solving. Routledge Press. 

Miller, F. G., Shervey, S. W., & *Muldrew, A. (2019). School home notes and daily behavior report cards. In K. Radley & E. Dart (Eds.), Handbook of Behavioral Interventions in Schools: Multi-Tiered System of Supports. (pp. 400-424).  Oxford University Press.

Miller, F. G., Riley-Tillman, T. C., & Chafouleas, S. M. (2016). Direct Behavior Rating for progress monitoring. In S. M. Chafouleas & T. C. Riley-Tillman (Eds.), Direct Behavior Rating (DBR): Assessment, Communication, and Intervention (pp. 78-98). New York, NY: Guilford Press.

Kilgus, S. P., Miller, F. G., *Johnson, A. H., & Chafouleas, S. M. (2016). Direct Behavior Rating for screening. In S. M. Chafouleas & T. C. Riley-Tillman (Eds.), Direct Behavior Rating (DBR): Linking Assessment, Communication, and Intervention. (pp. 99-119). New York, NY: Guilford Press. 

Miller, F. G. (2017). On the meaning and measurement of “at-risk”. In R. J. Cohen & M. E. Swerdlik (Eds.), Psychological Testing and Assessment. (Invited)

Miller, F. G., & Chafouleas, S. M. (2015). Age and classroom management. In W. George Scarlett (Ed.), SAGE Encyclopedia of Classroom Management (pp. 14-18). Thousand Oaks, CA: SAGE Publications.

Miller, F. G., & Chafouleas, S. M. (2015). Target behaviors. In W. George Scarlett (Ed.), SAGE Encyclopedia of Classroom Management (pp. 801-803). Thousand Oaks, CA: SAGE Publications.

Chafouleas, S. M. & Miller F. G. (2015). Respect. In W. George Scarlett (Ed.), SAGE Encyclopedia of Classroom Management (pp. 670-672). Thousand Oaks, CA: SAGE Publications.

Miller, F. G., Sullivan, A. L., *McKevett, N., *Muldrew, A., & Hansen-Burke, A.  (November, 2020). Leveraging MTSS to Advance, Not Suppress, COVID-related Equity  Issues: Tier 2 and 3 Considerations. NASP Communique. 

Sullivan, A. L., Miller, F. G., *McKevett, N., *Muldrew, A., Hansen-Burke, A., &  Weeks, M. (September, 2020). Leveraging MTSS to Advance, Not Suppress, COVID related Equity Issues. NASP Communique 

Chafouleas, S. M., Miller, F. G., Briesch, A. M., Neugebauer, S. R., & Riley-Tillman, T. C. (2012). Usage Rating Profile – Assessment. Storrs, CT: University of Connecticut.

Miller, F. G., Murphy, E., & Sullivan, A. L. (2022). Equity-oriented social, emotional, and behavioral screening. Equity by Design. Midwest and Plains Equity Assistance Center (MAP EAC). Available at https://greatlakesequity.org/resource/equity-oriented-social-emotional-and-behavioral-screening

Marx, T., & Miller, F. G. (2020). Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals (pp. 1-12). National Center on Intensive Intervention, American Institutes for Research. 

Marx, T., & Miller, F. G. (2020). Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals (pp. 1-12). National Center on Intensive Intervention, American Institutes for Research.