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Kristy Kohler Kelly

Kristy Kohler Kelly

Department Faculty
  • Associate Professor
    Director of Applied Professional Practice
    School Psychology Department

  • The Chicago School Chicago
Department
School Psychology
Address
The Chicago School of Professional Psychology
325 N. Wells St. Chicago, IL 60654
325 N. Wells St.
Office Location
Room 526
Office Phone
312-467-2318
On-campus Ext.
2318
Email
kkohler@thechicagoschool.edu
Website
Biography

Dr. Kelly earned her doctorate in Educational Psychology from the University of Wisconsin-Madison in 2006 where she received extensive training in prevention and intervention science. She is a licensed clinical and certified school psychologist in the State of Illinois and holds the National Certification in School Psychology (NCSP). She worked for a number of years with the Northern Suburban Special Education District (NSSED) in Illinois, where she worked with children with exceptional social and emotional needs. Dr. Kelly is also a behavioral consultant to many school districts and has worked with multiple community partners in the Chicago area. Dr. Kelly teaches courses in behavior assessment, consulting, practicum, and internship.

Education
  • B.S. in Psychology, University of Wisconsin-Madison
  • M.S. in Educational Psychology, University of Wisconsin-Madison
  • Ph.D. in Educational Psychology, University of Wisconsin-Madison
Licensure(s)
  • Licensed Clinical Psychologist—Illinois
  • Certified School Psychologist
  • Nationally Certified School Psychologist (NCSP)
Areas Of Expertise

Select Presentations

  • Kelly, K. K. & Losoff, R. (April, 2013). Conjoint behavioral consultation. Professional development workshop for school psychologists in the North Shore School District 112.
  • Kelly, K. K. & Losoff, R. (March, 2013). Supervision in school psychology. Workshop for the Supervisor Appreciation Day at The Chicago School of Professional Psychology.
  • Davis, S., & Kelly, K. K. (January, 2013). Creating resilient classrooms for preschool and early elementary students. Invited workshop at the Illinois School Psychology Association Annual Conference.
  • Kelly, K. K., & Davis, S. (October, 2012). Effective supervision of trainees and new school psychologists: What supervisors need to know. Invited workshop at the Missouri School Psychology Association Fall Conference. 
  • Davis, S., & Kelly, K. K. (October, 2012). Effective behavioral interventions for preschool and primary age children. Invited workshop at the Illinois School Psychology Association Fall Conference. 
  • Kelly, K. K. (November, 2011). Strategies for preventing and responding to challenging behavior. Presentation at Garfield Park Preparatory Academy, Chicago, IL. 
  • Kelly, K. K., & McGirl, P. (April, 2011). Social and emotional learning: Creating healthy schools. Presentation at Supervisor Professional Development Day at The Chicago School of Professional Psychology, Chicago, IL. 
  • Davis, S. Kelly, K. K., & McConnell, S. (2011). Family, classroom and community characteristics of preschool achievement. Presentation at the National Association of School Psychologists, San Francisco, CA. 
  • Davis, S., Kelly, K. K., & McGraw, K. A. (2011). Designing systems to support operational and measurable student goals. Presentation at the National Association of School Psychologists, San Francisco, CA. 
  • McGraw, K.A. & Kelly, K. K. (September, 2010). Building a culture of instruction: Elementary reading strand. Invited presentation at the annual Midwest Instructional Leadership Summit IV, Rochester, MN 
  • McGraw, K.A., Kohler, K. M., Davis, S. D. (February, 2010). Problem analysis of reading skills in an RTI model. Mini-skills presentation at the annual meeting of the National Association of School Psychologist, Chicago, IL 
  • Kohler, K.M., & Pritz Shields S.E. (January 2010). Response to Intervention in a Public Therapeutic School Setting: Academic and Behavior Supports in a Three-Tier Model of Intervention. Presentation at the Illinois School Psychologists Association 31st Annual State Convention Peoria, IL 
  • Brown, M.S., Kohler, K.M., Hillegass, M., Smith, J., & Schuler, J. (March 2007). Early Childhood Individual Education Plans (IEPs) and Goal Identification. Poster presentation at the National Association of School Psychologists’ Annual Conference. New York, NY.

Select Publications

  • Kelly, K. K. (in submission). Behavioral consultation. Entry submitted to the Encyclopedia of Special Education. 
  • Kelly, K. K., McGraw, K. (in submission). Behavior intervention plan design and development. Entry submitted to the Encyclopedia of Special Education. 
  • Kelly, K. K. (in submission). Conjoint behavioral consultation. Entry submitted to the Encyclopedia of Special Education. 
  • Kelly, K. K. (in submission). Parent education. Entry submitted to the Encyclopedia of Special Education. 
  • Kelly, K. K. (in submission). A continuum of parent involvement in education. Entry submitted to the Encyclopedia of Special Education. 
  • Gettinger, M., & Kohler, K. M. (2006). Process-outcome approaches to classroom management and effective teaching. In C.M. Evertson & C.S. Weinstein (Eds.). Handbook of Classroom Management: Research, Practice, and Contemporary Issues (pp.73-96). Mahwah, NJ: Lawrence Erlbaum. 
  • Ou, S.R., Mersky, J., Reynolds, A.J., & Kohler, K.M. (2006). Alterable Predictors of Educational Attainment, Income, and Crime: Findings from an Inner-City Cohort. Social Service Review, 81(2007), 203-205. 
  • Evidence-Based Intervention Work Group. (2005). Theories of change and adoption of innovations: The evolving evidence-based intervention and practice movement in school psychology. Psychology in the Schools, 42, 475-494.

Professional Memberships

  • American Psychological Association, Division 16
  • National Association of School Psychologists
  • Illinois School Psychology Association (ISPA)

Q&A

Q: Please describe your teaching philosophy.
A: I believe in utilizing what we know about "best practices" in the fields of education and psychology to deliver and model effective instructional practices for our students through coursework and mentoring experiences. I hope to instill the importance of the integration of scholarship, research, and practice in the profession of School Psychology.

Q: Please provide a statement or philosophy regarding the practice of psychology.
A: Psychology is the integration of science and practice in an effort to effect behavioral change and positive outcomes for individuals and social systems.

Q: Why did you choose to enter the field of psychology?
A: I have always been interested in human behavior and how behavior is shaped for children, in particular. School psychology is a nice fit for my desire to help in the promotion of healthy development among children.

Q: What advice would you give to a student entering The Chicago School?
A: Take time to enjoy your graduate education and make an effort to find meaning in even the smallest of experiences.