Tulio Otero

Tulio Otero

Affiliate Faculty
  • Associate Professor

  • The Chicago School Chicago
    The Chicago School Grayslake
School Psychology
The Chicago School of Professional Psychology
Office Location
Office Phone
On-campus Ext.

Tulio M. Otero earned a doctoral degree in Health Psychology from Columbia of the Pacific University in San Rafael California and a master’s degree in education, Specialty in School Psychology from Marquette University in Milwaukee, Wisconsin. He also holds a post-doctoral specialization diploma in clinical neuropsychology from Fielding Graduate University in Santa Barbara, California, a Certificate in Trauma Counseling from the University of Wisconsin, Milwaukee, and a bachelor’s degree in Psychology from Carroll University in Waukesha, Wisconsin.

Dr. Otero currently works as a bilingual (English/Spanish) psychologist for the U-46 School District, the second largest district in Illinois, and as a consultant to the Illinois Department of Corrections. He also conducts independent neuropsychological and psycho-educational evaluations through his private practice: Neurobehavioral Consultants, LLC

As psychologist, Dr. Otero earlier served as adjunct faculty of Columbia College campuses in Cieba, Puerto Rico, and in Elgin Illinois.  He also served as online faculty for Northcentral University in Prescott, Arizona. Dr. Otero also has worked as a staff psychologist at First Hospital Panamericano in Puerto Rico, where his responsibilities covered areas inpatient and partial hospitalization mental health services, alcohol and other drug abuse treatment, and forensic services, while also engaging in general private practice.

His expertise spans across areas of clinical, school and neuropsychology psychology. Particular areas of high competency includes ADD/ADHD; learning disabilities; obsessive compulsive, oppositional-defiant and personality disorders; psychopathology; stress/coping; disaster mental health; trauma/PTSD; vicarious trauma; and assessment/psychological testing. Dr. Otero has multiple publications and has presented at local and National Association conferences.

Dr. Otero also specializes in autistic spectrum disorder; academic interventions; school neuropsychology; cognitive assessment; child custody; competency to stand trial; expert witness: Latino/a mental health; acculturation; cultural and diversity issues; multicultural training; linguistic and cultural adaptation of psychological tests:  and applied neuroscience. Additionally, Dr. Otero is a 4th degree black belt in Tae Kwon Do, and Hapkido.

Teaching philosophy: Each student is in charge of his or her academic learning and accomplishments.  The professor is an expert/mentor who facilitates the acquisition of knowledge with care and sensitivity. The adult student has the ultimate responsibility to engage in serious academic inquiry in a collaborative manner while bringing their multiple learning’s and experiences to full intellectual fruition.   

  • B.S., Carroll University
  • M.Ed., Marquette University
  • Ph.D., Columbia of the Pacific University
  • Certificate in Trauma Counseling, University of Wisconsin
  • Clinical Psychology Internships, Associated Clinical Professionals, & Behavior and Management Consultants
  • Post-Doctoral Specialization Diploma in Clinical Neuropsychology, Fielding Graduate University
  • IL, PR
Areas Of Expertise

Courses Taught

  • Intro to Neuroscience
  • Intro to Neuropsychology
  • Developmental Disabilities
  • Pediatric Health Psychology
  • Child/Adolescent Neuropsychological Assessment
  • Intellectual Assessment
  • Biological Basis of Behavior
  • Assessment of Children & Adolescents
  • Nondiscriminatory Assessment of ELL
  • Cultural Competence in Pediatric Neuropsychology
  • Chronic Illness

Select Publications

  • Otero, T. M. (XXXX). Evidence-Based Assessment and Intervention for Autism in School Psychology. In Monica Thielking and Mark Terjesen (Eds). Handbook of Australian School Psychology: Bridging the Gaps in International Research, Practice, and Policy. New York. Springer. INVITED CHAPTER

  • Otero, T. M. (2015). Intelligence: Defined as Neurocognitive Processing. In Goldstien and Naglieri (Eds). Handbook of Intelligence:  Evolutionary Theory, Historical Perspective and Current Concepts. New York. Springer. INVITED CHAPTER

  • Otero, T.M. Barker, L., Naglieri, J.A. (2014). Executive Function and Interventions in Schools. Applied Neuropsychology-Child. INVITED PAPER

  • Otero, T.M., & Barker, L. (2014). The Frontal Lobes and Executive Function. In Nagieri, J. A., & Goldstein, S. (Eds). Handbook of Executive Function. New York. Springer. INVITED CHAPTER

  • Naglieri, J.A., & Otero, T.M ( 2014). PASS theory and Executive Function. In Nagieri, J. A., & Goldstein, S. (Eds). Handbook of Executive Function. New York. Springer.

  • Goldstein, S., Naglieri, J. A., Princiotta, D., & Otero, T. M. (2014). Introduction: A History of Executice Functioning as a theoretical and Clinical Constuct. In Goldstien, S. & Naglieri, J.A. (Eds). Handbook of Executive Function. New York. Springer.

  • Otero, T.M., Podell, K., Defina, P., Goldberg, E. (2013). Assessment of Neuropsychological Functioning. In Weiner, I., Graham, J.R., Naglieri, J.A. (Eds) Handbook of Psychology, Volume 10, Assessment Psychology, 2nd Edition (502-533). New York. Wiley.

  • Otero, T. M., Gonzalez, L., Naglieri, J. A. ( 2013). The Neurocognitive Assessment of Hispanic English Language Learners with Reading Failure. Journal of Applied Neuropsychology, 2, 1, 24-32.

  • Naglieri, J. A. & Otero, T. M. (2012). The Cognitive Assessment System: From Theory to Practice. In  Flanagan, D. P., & Harrison, P. L. (Eds.). Contemporary intellectual assessment (3rd Edition): Theories, tests, and issues. New York: Guilford.

  • Naglieri, J.A  & Otero, T.M. (2012). Assessing Diverse Populations with the Wechsler Nonverbal Scale of Ability. . In  Flanagan, D. P., & Harrison, P. L. (Eds.). Contemporary intellectual assessment (3rd Edition): Theories, tests, and issues. New York: Guilford.
  • Naglieri, J. A. & Otero, T. (2011). Cognitive Assessment System: Redefining Intelligence from A Neuropsychological Perspective. In A. Davis (Ed.). Handbook of Pediatric Neuropsychology (320-333). New York: Springer Publishing.

  • Naglieri, J. A. & Otero, T. M. (2011). Assessing Diverse Populations With Nonverbal Measures of Ability in a Neuropsychological Context In A. Davis (Ed.). Handbook of Pediatric Neuropsychology (320-333). New York: Springer Publishing.

  • Otero, T. M., & Naglieri, J. A. (2011). The Cognitive Assessment System and the Wechler Intellegence Scale for Children-IV in a Neuropsychological Context. In N. Mathers & L. E. Jaffe (Eds.). Comprehensive Evaluations: Case reports for psychologists, diagnosticians and special educators. New York: Wiley.

  • Otero, T.M., Morreno, M A. (2010). Helping Children to Learn:  Interventions for   Use in School and at Home (Spanish version),  In Naglieri, J.A. Helping Children to Learn: Interventions for Use in School and at Home. 2nd ed. Baltimore: Paul H.Brooks.

  • Otero, T.  Illustrative Case study of Bilingual Psychological Report Using the WNV.   In Brunnert, K. A, Naglieri, J., and Hardy-Braz, S.T. (2009) In Essentials of WNV Assessment. New York. Wiley.

  • Naglieri,  A.; Otero, T; DeLauder, B; Matto, H. (2007). Bilingual Hispanic Children's Performance on the English and Spanish Versions of the Cognitive Assessment System.  School Psychology Quarterly, v22 n3 p432-448.

  • Otero, T.M., & O'Meara, D.P. (1991). Mental Injury Litigation: The Role of the Lawyer and Psychologist. Medical Psychotherapy, Vol. 4, pp. 17-26.

  • Otero, T.M., & O'Meara, D.P. (1992). Psychological and Legal Issues in Personal Injury Cases.  The Milwaukee Lawyer, Vol. 12, No.2, pp. 5-20.

  • Otero, T.M. (1986). Altering Your Inner Limits: The Imagery Technique of Neurolinguistic Programming. In A. Sheikh (Ed) An Anthology of Imagery Techniques, The Imagery Institute. Milwaukee, Wisconsin.

Select Presentations

  • Evidence based interventions based on the on the CAS2 and CEFI. School Neuropsychology Summer Insitute. Dallas, TX. July, 2015
  • Evaluación de funciones ejecutivas y procesos cognitivos en niños latinos/hispanos ( Assessment of executive function and neurocognitive processes in Latino/ Hispanic children). 61ra Convención Anual de la Asociación de Psicólogos de Puerto Rico. Rio Grande, PR.

  • Comprehensive Executive Functioning Inventory (CEFI) and Cognitive Assessment System-2 (CAS2): From theory to assessment and effective classroom instruction. Puerto Rican School Psychology Association, San Juan, PR.

  • Assessing Neurocognitive Processes for Eligibility Determination and Intervention: Application of the CAS2, CAS2 Brief, and CAS2 Rating Scale. School Neuropsychology Conference. Dallas, TX. July 2014. Co-Presenter: Jack Naglieri

  • Processing Assessment Using the Cognitive Assessment System CAS Second Edition. National Association of School Psychologists, Seattle, Washington, DC. 2014. Co-presenters: Jack Naglieri, Beth Allen, Sam Goldstien.
  • Using the KABC-2 and CAS for Assessing Cognitive Processing Deficits. National Association of School Psychologists, Seattle, WA. 2013: Co presentor: Dr. Antonio Aguilar-Diaz.

  • Establishing a Neurocognitive Approach for Assessment in Hispanic Children. National Association of School Psychologists, Seattle, WA. 2013. Co-presenter: Dr. Mary Moreno.

  • Integrating a Neurocognitive Approach Into Assessment of Hispanic Students. National Association of School Psychologists, Philadelphia, PA. 2012. Co-presenter: Dr. Mary Moreno.

  • A Neurocognitive Model for the Assessment of Latino Students. National Latino/a Psychological Association. New Brunswick , N.J. Oct, 13, 2013.

  • Interventions for Learning and Developmental Disorders: A Neurocognitive Approach. Missouri Association of School Psychologists. Oct 26, 2011.

  • Towards a model of Neurocognitive Assessment of Hispanic Students. National Association of School Psychologists, San Fransisco, CA. 2011.

  • Interventions for Disorders based on Neurocognitive & Academic Achievement Profiles. National Association of School Psychologists, San Fransisco, CA. 2011.

  • Enlace Colaborativo entre Guatemala y Puerto Rico para Intervenciones Educativas para Problemas Específicos de Aprendizaje (Collaborative Networking between Guatelama & Puerto Rico in the development of Educational Interventions for Specific Learning Disabilities). XXXIII International Congress of Psychology, Guatemala, 2009.

  • SLD Interventions Based on Achievement Performance, Cognitive/Neuropsychological Profiles. NASP, Boston, Mass. 2009.

  • Academic Interventions Based on the Cognitive Assessment System. 3rd National School Neuropsychology Conference. Dallas, TX.  2008.

  • Instructional Interventions for Students with Specific Learning Disabilities, NASP, New Orlean, LA. 2008.

  • Cognitive processing as it relates to Learning and Interventions.  Department of Education, Common Wealth of Puerto Rico. San Juan, PR. 2004.

  • Assessment & Treatment of the Substance Abuser. First Hospital Paramericano, Cidra, Puerto Rico. 1996.

  • Adolescent Development: Keys to Understanding their Social and Cognitive Needs. Archdiocese of Milwaukee, Wisconsin. 1995.

Editorial Board Membership

  • Journal Of Attention Disorders
  • Journal of Hispanic Higher Education
  • Revista de Neuropsicología, Neuropsiquiatría y Neurociencias


  • American Board of School Neuropsychology
  • National Board of Certified School Psychologists
  • American Academy of Pain Management
  • American Board of Professional Disability Consultants

Professional Memberships:

  • American Psychological Association
  • American Mental Health Association
  • International Neuropsychological Society
  • International Association of Psychologists
  • National Association of Neuropsychologists
  • Hispanic Neuropsychological Society
  • National Association of School Psychologists