Brian Daniels
Graduate Program Director, Associate Professor
Biography
Dr. Daniels is a Nationally Certified School Psychologist (NCSP) and worked as a full-time school psychologist in Massachusetts prior to joining the faculty at UMass Boston. Dr. Daniels was awarded the 2027 Trainer of the Year by the Massachusetts School Psychologists Association (MSPA).
Area of Expertise
Brian Daniels, Ph.D., conducts research focused on (a) maximizing the feasibility and treatment utility of screening tools for social-emotional and behavior problems, (b) implementing feasible targeted academic and behavioral interventions, and (c) developing and improving methods for monitoring student progress in response to social-emotional and behavioral intervention.
Degrees
Ph.D., School Psychology, Northeastern University
Professional Publications & Contributions
Recent and ongoing projects include:
School-based social, emotional, and behavioral screening:
- Pearrow, M., Walker, W., Battal, J., Daniels, B., Kaye, A., & *Ervin, A. (2025). The impact of student and school factors on early adolescent behavioral health: Exploring the urban middle school context. Middle School Journal, 56(1), 11-22.
- Brann, K. L., Daniels, B., Chafouleas, S. M., & *DiOrio, C. A. (2021). Usability of social, emotional, and behavioral assessments in schools: A systematic review from 2009 to 2019. School Psychology Review, 51, 6-24.
- Daniels, B., Bender, S. L., *Ballard, S., *Iun, A., & *Fowler, D. (2021) Universal social, emotional, and behavioral screeners for preschool students: A systematic review. Perspectives on Early Childhood Psychology and Education, 6, 217-243.
Feasible targeted academic and behavioral interventions:
- Daniels, B., Bender, S. L., Briesch, A. M., *Susilo, A., & Fallon, L. M. (2021). Expanding daily report card intervention to the preschool setting: Evaluation of effectiveness and usability for teachers and parents. Contemporary School Psychology, 1-14.
- *Hustus, C. L., Owens, J. S., Volpe, R. J., Briesch, A. M., & Daniels, B. (2018). Treatment sensitivity of Direct Behavior Rating–Multi-Item Scales in the context of a daily report card intervention. Journal of Emotional and Behavioral Disorders, 28, 29-42.
Progress-monitoring students’ response to social, emotional, and behavioral intervention:
- Daniels, B. Fallon, L. M., *Molina Palacios, A., Veiga, M. B., & Cook, A. L.(2024). Exploring threats to internal validity of direct assessment in single-case design. School Psychology, 39(6), 646–657.
- Yeung, T. S., Volpe, R. J., Briesch, A. M., Daniels, B., & Casale, G. (2024). Dependability of individualized Direct Behavior Rating Multi-Item Scales (DBR-MIS) for academic enablers. Journal of School Psychology, 107.
- Briesch, A. M., *Donaldson, A. R., Matta, M., Volpe, R. J., Daniels, B., & Owens, J. S. (2021). Development of brief rating scales for progress monitoring internalizing behavior. Journal of Emotional and Behavioral Disorders, 30, 199-209.
- Daniels, B., Briesch, A. M., Volpe, R. J., & Owens, J. S. (2019). Content validation of Direct Behavior Rating Multi-Item Scales for assessing problem behaviors. Journal of Emotional and Behavioral Disorders, 29, 71-82.