Publications

Sims, W. A., King, K.R., Preast, J.L., & Burns, M.K. (Under Review). Are School-Based Problem-Solving Teams Effective? A Meta-Analysis of Student- and Systems-Level Effects. Manuscript under review. 

Yu, R. & Sims, W. A., (In Press). Feasibility of a School-Based Treatment Program for Students with Emotional and Behavioral Challenges. Preventing School Failure: Alternative Education for Children and Youth. In Press.

Sims, W. A., Yu, R., King, K. R., Zahn, D., Mandracchia, N., Monteiro, E., & Klaib, M. (2022). Measuring Classroom Management in Secondary Settings: Ongoing Validation of the Direct Behavior Rating-Classroom Management. Assessment for Effective Intervention, 15345084221118316.

Sims, W. A., King, K. R., Wicoff, M., Mandracchia, N., Womack, T., & Anazagasty, J. M. (2022). School-Based Problem-Solving Teams: Educator-Reported Implementation Trends and Outcomes. Contemporary School Psychology, 1-15.

*Mandracchia, N., *Ramirez, A., *Panameño, S. & Sims, W. A. (2022). Student and faculty perspectives: Multicultural training in school psychology programs. School Psychology Training and Pedagogy, 38 (4), 1-13.

Sims, W. A., King, K. R., Reinke, W. M., Herman, K., & Riley-Tillman, T. C. (2020). Development and Preliminary Validity Evidence for the Direct Behavior Rating-Classroom Management (DBR-CM). Journal of Educational and Psychological Consultation, 1-31.

 *Mandracchia, N.R. & Sims, W. A., (2020). Development of the Usage Rating Profile-Web Resource (URP-WR): Using Assessment to Inform Web Resource Selection. Computers in the Schools, 1-23. 

Sandilos, L., Sims, W.A., Norwalk, K. E., & Reddy, L. A. (2019). Converging on quality: Examining multiple measures of teaching effectiveness. Journal of school psychology, 74, 10-28.

Kilgus, S. P., von der Embse, N. P., Taylor, C. N., Van Wie, M. P., & Sims, W. A. (2018). Diagnostic accuracy of a universal screening multiple gating procedure: A replication study. School Psychology Quarterly, 33(4), 582-589.

Reinke, W.M., Sims, W.A., Herman, K., & Cohen, D. (2018). Problem Solving within an RTI framework:  Roles and Functions of Effective Teams. In E. Lembke (Ed.), Handbook of Response to Intervention and Multi-Tiered Systems of Support. New York, NY: Routledge.

Sims, W.A., Riley-Tillman, T.C., & Cohen, D. (2017). Formative Assessment Using Direct Behavior Ratings: Evaluating Intervention Effects of Daily Behavior Report Cards. Assessment for Effective Intervention, 43, 1, 6-20. 

Sims, W.A., Herman, K. & Cohen, D. (2017). Best Practices for Addressing Motivational Issues in School-Based Consultation. NASP Communique 45,6. 

Kilgus, S. P., Eklund, K., von der Embse, N.P., Taylor, C. N., & Sims, W.A. (2016). Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) Teacher Rating Scale and multiple gating procedure within elementary and middle school samples. Journal of School Psychology, 58, 21-39. 

Kilgus, S. P., Eklund, K., von der Embse, N.P., Taylor, C. N., & Sims, W.A. (2016). Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) Teacher Rating Scale and multiple gating procedure within elementary and middle school samples. Journal of School Psychology, 58, 21-39. 

Kilgus, S.P., Sims, W.A., von der Embse, N.P., & Taylor, C.N. (2016). Technical Adequacy of the Social, Academic, and Emotional Behavior Risk Screener in an Elementary Sample. Assessment for Effective Intervention, 42, 1, 46-59.  

Kilgus, S.P., Sims, W.A., von der Embse, N.P., & Riley-Tillman, T.C. (2015). Confirmation of models for interpretation and use of the Social and Academic Behavior Risk Screener (SABRS). School Psychology Quarterly, 30 (3), 335.