Rachel Cohen Losoff, Ph.D., LCP, NCSP received her doctoral degree in School Psychology from University of South Florida with an emphasis in systems change and research methods. Her research examined the variables influencing the implementation of Positive Behavioral Interventions and Support (PBIS). She has been published in Best Practices in School Psychology, School Psychology Review, and other peer-reviewed journals. She is currently an Assistant Professor with a joint position in the School Psychology department and as a practitioner at a charter school that is part of Chicago Public Schools. She previously worked as a School Psychologist in a middle school for five years, where she worked to implement Response to Intervention (RTI) in her school and district. Her current research interests are in the implementation of systems change, particularly in an urban setting.

• Ph.D., School Psychology, University of South Florida
• B.S., Psychology, Pennsylvania State University

• Licensed Clinical Psychologist, IL
• National Certified School Psychologist
• Certified School Psychologist, IL

Courses Taught

• Systems Theory and Practice 
• Applied Behavior Analysis/Behavior Assessment
• Diagnostic and Clinical Interviewing 
• Professional Development I, II, and III

Select Presentations

• Cohen, R., McGraw, K., & Davis, S. (2011, February). Become a more effective presenter: Preparation, Design, Delivery. Workshop to be presented at the National Association of School Psychologists. San Francisco, CA. 
• Curtis, M., Cohen, R., & Castillo, J. (2009, February). Using Systems-Change Techniques to Implement RTI in Your District. Paid workshop presented at the National Association of School Psychologists. Boston, MA. 
• Cohen, R., & Curtis, M. (2008, March). Using Systems-Change Techniques to Implement RTI in Your District. Paid workshop presented at the National Association of School Psychologists. New Orleans, La. 
• Curtis, H., & Cohen, R. (2008, March). Response to Intervention Progress Monitoring: Graphing in Excel for Beginners. Paid workshop presented at the National Association of School Psychologists. New Orleans, La.

Select Publications

• Cohen, R. (May, 2010). Improve students’ executive functioning skills with 3-step process. Special Ed Connection and Today's School Psychologist. 13 (11).
• Cohen, R. (2010). Teaching organizational skills: Friday Focus! Friday, Dec 12. In J. Zoul (Ed.), Building school culture one week at a time. Larchmont, NY: Eye On Education. 
• Curtis, M.J., Castillo, J.M., & Cohen, R.M. (2009, October). Focus on Best Practices V. Featured Chapter This Month: Chapter 54
Best Practices in System-Level Change. Communiqué, 38(2). (online event) 
• Armstrong, K.A., Cusumano, D., Todd, M., & Cohen, R. (2008). Literacy Training for Early Childhood Providers: Changes in Knowledge, Beliefs and Instructional Practices. Journal of Early Childhood Teacher Education, 29, 297-308. 
• Curtis, M., Cohen, R., & Castillo, J. (2008). Best practices in system-level change. In A. Thomas & J. Grimes (Ed.), Best Practices in School Psychology V (pp. 887-902). Washington, DC: National Association of School Psychologists. 
• Cohen, R., Childs, K., & Kincaid, D. (Fall 2007). Measuring School-wide Positive Behavior Support Implementation: Development and Validation of the Benchmarks of Quality (BoQ). Journal of Positive Behavior Support. 9, 203-213.  
• Stollar, S. A., Roth, R. L., Curtis, M. J., & Cohen, R. (2006). Collaborative Strategic Planning as an Illustration of the Principles of Systems Change. School Psychology Review. 35, 181-97.  
• Castillo, J.M., Cohen, R.M., & Curtis, M.J. (2007, June). A Problem Solving/Response to Intervention model as systems level change. Communiqué, 35(8), 34, 36, 38.

Q & A

Q: Please describe your teaching philosophy.

A: As a teacher and supervisor of future school psychologist practitioners, I believe in developing and nurturing each student’s strength to develop a collaborative culture in each classroom. It is important for students to learn their own strengths while reflecting upon their areas of growth in a model of continuous learning and improvement. To teach new concepts, I use an abbreviated model of Gagne’s nine steps to instruction with the mnemonic, “tell, show, do, review.” I “tell” by explicitly sharing new information about each concept, “show” by modeling the concept, “do” by allowing the students to practice the concept, and “review” by providing the students with feedback. I cycle through this process until students have mastered the concepts and course content. 

Q: Please describe your philosophy regarding the practice of psychology. 

A. While I recognize the value of many different psychological orientations, I primarily use a social and cognitive behavioral learning theory orientation. I explore each child’s environment, behavior, and cognitions to help develop effective interventions for the child and the adults in his/her life. 

Q: Why did you choose to enter the field of psychology? 

A. School psychology is the perfect combination of two fields that I love: education and psychology. Growing up with a mother who is a school psychologist and a father who is a higher education administrator, I was exposed to the fundamentals in both fields. I always enjoyed reading books on both psychology and school reform. Today, I have been able to combine those into a career! 

Q: What advice would you give a student entering The Chicago School? 

A: Learn as much as you can. Take initiative. Get to know your professors.