Kristy Kohler Kelly


Kohler Kelly

Kristy Kohler Kelly

Department Faculty

  • Roles:

  • Associate Professor

  • Director of Applied Professional Practice

  • Campus:
  • Downtown Chicago
School Psychology
The Chicago School of Professional Psychology
Address Map of 325 N Wells St Chicago IL 60654
Office 526
325 N Wells Street
Chicago, IL 60654
Office Phone

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 History
Degree Institution
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
Professional Memberships
Role Organization
Member American Psychological Association, Division 16
Member National Association of School Psychologists
Member Illinois School Psychology Association (ISPA)
Licensed Clinical Psychologist, Illinois
Certified School Psychologist
Nationally Certified School Psychologist (NCSP)
Areas of Expertise
Area Expertise
Applied Behavior Analysis Functional Behavior Assessment
Marriage & Family Parenting
School Psychology Positive Behavior Supports
Response to Intervention
Systems Change
Therapeutic/Theoretical Orientation Developmental Psychology

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.

Question and Answer
Please describe your teaching philosophy.

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.

Please provide a statement or philosophy regarding the practice of psychology.

Psychology is the integration of science and practice in an effort to effect behavioral change and positive outcomes for individuals and social systems.

Why did you choose to enter the field of psychology?

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.

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

Take time to enjoy your graduate education and make an effort to find meaning in even the smallest of experiences.

Professional Skills
applied behavior analysis, behavior therapy, children, adolescent, families, cognitive/cognitive behavioral therapy, conflict resolution, developmental disabilities, learning/learning disabilities, parenting