University of California, Riverside

Faculty Profile System

Austin Johnson

Austin Johnson

Assistant Professor

Graduate School of Education
2128 Sproul Hall
(951) 827-5958

Research Areas

  • Evidence-based behavior support practices
  • Observationally-based behavior assessment methodologies
  • Research-to-practice gap in school settings


  • B.A., Psychology, University of Arizona
  • M.A., Educational Psychology (School Psychology), University of Connecticut
  • Ph.D., Educational Psychology (School Psychology), University of Connecticut


Austin Johnson is an Assistant Professor in the School Psychology program at the University of California, Riverside’s Graduate School of Education. He received his Ph.D. in educational psychology from the University of Connecticut in 2014. Dr. Johnson’s research interests focus on the identification of evidence-based behavior support practices and the evaluation of observationally-based behavior assessment methodologies. Prior to joining UCR, he was a Postdoctoral Research Fellow with a three-year grant project funded by the Institute for Education Sciences examining national practices in social, emotional, and behavioral screening. Dr. Johnson is a Nationally Certified School Psychologist (NCSP), and a Board Certified Behavior Analyst (BCBA).

Current Curriculum Vitae


  • Johnson, A. H., Chafouleas, S. M., & Briesch, A. M. (2017). Dependability of data derived from time sampling methods with multiple observation targets. School Psychology Quarterly, 32, 22-34. doi: 10.1037/spq0000159
  • Briesch, A. M., Chafouleas, S. M., & Johnson, A. H. (2016). Use of generalizability theory within K-12 school-based assessment: A critical review and analysis of the empirical literature. Applied Measurement in Education, 29, 83-107. doi: 10.1080/08957347.2016.1138955
  • Johnson, A. H., Miller, F. G., Chafouleas, S. M., Riley-Tillman, T. C., Fabiano, G. A., & Welsh, M. E. (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 
  • Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2015). Toward a blueprint for trauma-informed service delivery in schools. School Mental Health, 8, 144-162. doi: 10.1007/s12310-015-9166-8 
  • Fallon, L. M., Collier-Meek, M. A., Maggin, D. M., Sanetti, L. M. H., & Johnson, A. H. (2015). Is performance feedback an evidence-based intervention? A systematic review and evaluation of single-case research. Exceptional Children, 8, 227-246. doi: 10.1177/0014402914551738
  • Jaffery, R., Johnson, A. H., Bowler, M., Chafouleas, S. M., & Riley-Tillman, T. C. (2015). Direct Behavior Rating: Consensus-building procedures for establishing expert ratings. Assessment for Effective Intervention. doi: 10.1177/1534508415569527
  • Maggin, D. M. & Johnson, A. H. (2015). The reporting of core program components: Anoverlooked barrier for moving research into practice. Preventing School Failure, 59, 73-82. doi: 10.1080/1045988X.2013.837812
  • Kilgus, S. P., Collier-Meek, M. A., Johnson, A. H., & Jaffery, R. (2014). Applied empiricism: Ensuring the validity of casual response to intervention decisions. Contemporary School Psychology, 18, 1-12. doi: 10.1007/s40688-013-0009-z
  • Maggin, D. M. & Johnson, A. H. (2014). A meta-analytic evaluation of the FRIENDS programfor preventing anxiety in student populations. Education and Treatment of Children, 37, 87-116.
  • Collier-Meek, M. A., Fallon, L. M., Johnson, A. H., Sanetti, L. M. H., & Del Campo, M. A. (2012). Constructing self-modeling videos: Procedures and technology. Psychology in the Schools, 49, 3-14. doi: 10.1002/pits.20614
  • Maggin, D. M., Johnson, A. H., Chafouleas, S. M., Ruberto, L. M., & Berggren, M. L. (2012). A systematic evidence review of school-based group contingency interventions for students with challenging behavior. Journal of School Psychology, 50, 625-654. doi: 10.1016/j.jsp.2012.06.001
  • Maggin, D. M., Chafouleas, S. M., Goddard, K. M., & Johnson, A. H. (2011). A systematic evaluation of token economies as a classroom management tool for students with challenging behavior. Journal of School Psychology, 49, 529-554. doi: 10.1016/j.jsp.2011.05.001
  • Maggin, D. M., O’Keeffe, B. V., & Johnson, A. H. (2011). A quantitative synthesis of methodology in the meta-analysis of single-subject research for students with disabilities: 1985-2009. Exceptionality, 19, 109-135. doi: 10.1080/09362835.2011.565725


  • Johnson, A. H., Crovello, N. J., & Chafouleas, S. M. (2016). Considerations and developments in DBR-SIS assessment training. In A. Briesch, S. Chafouleas, & T. C. Riley-Tillman (Eds.), Direct Behavior Rating: Linking assessment, communication, and intervention (pp. 120-135). New York: Guilford. 
  • Johnson, A. H., Riley-Tillman, T. C., & Chafouleas, S. M. (2016). Summarizing DBR data for interpretation and decision-making. In A. Briesch, S. Chafouleas, & T. C. Riley-Tillman (Eds.), Direct Behavior Rating: Linking assessment, communication, and intervention (pp. 213-235). New York: Guilford. 
  • Kilgus, S. P., Miller, F. M., Johnson, A. H., & Chafouleas, S. M. (2016). Use of DBR for targeted screening. In A. Briesch, S. Chafouleas, & T. C. Riley-Tillman (Eds.), Direct Behavior Rating: Linking assessment, communication, and intervention (pp. 99-119). New York: Guilford. 

More Information 

General Campus Information

University of California, Riverside
900 University Ave.
Riverside, CA 92521
Tel: (951) 827-1012

Department Information

Graduate School of Education
1207 Sproul Hall

Tel: (951) 827-5234
Fax: (951) 827-3942


Last Modified: 6/14/17