- Systems Theory and Practice
- Applied Behavior Analysis
- Diagnostic and Clinical Interviewing
- Professional Development I, II, and III
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 Natinal 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.
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.
Garfield Park Preparatory Academy School Psychologist, 2011-2012
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.