- Downtown Chicago
- School ED.S
The Chicago School of Professional Psychology
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 Chicago Public Schools City Wide Assessment Teams, is consultant to the Illinois Department of Corrections, and conducts independent neuropsychological and psycho-educational evaluations through his private practice: Neurobehavioral Consultants, LLC.
Prior to joining TCS in 2008, 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.
Dr. Otero teaches a variety of courses in the School Psychology and other departments at TCS. Within the School Psychology Department he teaches Psychoeducational Assessment, Biobasis of behavior, Non-Discriminatory Assessment for Intervention with English Language Learners, Psychopathology and Intervention, and Principals of Tests of Measurements. Counseling Department courses taught are: Traumatic Stress, Ethics, Assessment and Treatment of adults with Traumatic Disorders.
Additionally, Dr. Otero is a 5th degree black belt in Tae Kwon Do, and 4th degree black belt in 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.
- Education History
Degree Institution Year B.S. Carroll University, Waukesha, WI 1981 M.Ed. Marquette University, Milwaukee, WI 1986 Ph.D. Columbia of the Pacific University, San Rafael, CA 1988 Clinical Psychology Internships Associated Clinical Professionals, & Behavior Management Consultants, Milwaukee, WI 1989 Certificate in Trauma Counseling University of Wisconsin, Milwaukee, WI 1990 Post-Doctoral Diploma-Clinical Neuropsychology Fielding Graduate University, Santa Barbara, CA 1998
- Professional Memberships
Role Organization Member American Psychological Association Member National Association of School Psychologists Member Hispanic Neuropsychology Society
Licensed School Psychologist, Illinois Psychologist, Puerto Rico
- Areas of Expertise
Area Expertise Autism/Developmental Disorders Autistic Spectrum Child & Adolescent Development Learning/Learning Disabilities Clinical Psychology / Mental Health ADD/ADHD Assessment/Psychological Testing Learning Disabilities Oppositional-Defiant Disorders Personality Disorders Psychopathology Stress/Coping Trauma/PTSD Diversity Acculturation Cultural Issues Diversity Issues Latino/a Mental Health Forensic Psychology Child Custody Competency to Stand Trial Expert Witness Neuropsychology/Neuroscience Applied Neuroscience Psychology Subdisciplines - Clinical Psychology Subdisciplines - Educational Psychology Subdisciplines - Neuroscience Subdisciplines - School Psychology PTSD/Trauma Post-Traumatic Stress Disorder Vicarious Trauma School Psychology Academic Interventions Cognitive Assessment Cultural Diversity School Neuropsychology Therapeutic/Theoretical Orientation Cognitive-Behavioral Therapy Jungian Theory Psychoanalysis Solution-Focused Counseling Therapy
Title Location Date Evidence-based Interventions based on the CAS2 and the CEFI.. School Neuropsychology Summer Institute. Dallas, TX July, 2015
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 WechslerNonverbal 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 PersonalInjury 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.
Naglieri, J. A. & Otero, T. M. (2017). Essentials of CAS2 Assessment.. New York, NY: John Wiley & Sons..
Otero, T. M., Defina, C., Barker, L., Skues, J. (2017). Evidence-based assessment and intervention for autism in school psychology.. In Monica Thielking; Mark D. Terjesen (Ed.) In Thielking, M., and Mark Terjesen (Eds). Handbook of Australian school psychology: Bridging the gaps in international research, practice, and policy. (pp. 377-396). New York, NY.: Springer Publishing..
Otero, T.M., Naglieri, J.A. (2018). Redefining Intelligence as the PASS Theory of Neurocognitive Processes.. In In Flanagan, D. P., & Harrison, P. L. (Ed.) Intellectual assessment: Theories, tests, and issues (4th ed.)New York, NY: Guilford Press.
Naglieri, J. A. & Otero, T. M (2018). The cognitive assessment system-2: From theory to practice. In In Flanagan, D. P., & Harrison, P. L. (Ed.) Intellectual assessment: Theories, tests, and issues (4th ed.)New York, NY: Guilford Press.
Otero, T. M. ((201). Intelligence: Defined as Neurocognitive Processing.. In In Goldstien and Naglieri (Eds). Handbook of Intelligence: Evolutionary Theory, Historical Perspective and Current Concepts. (Ed.) (pp. (193-208). New York: Springer.
Otero, T. M (Publ). Brief review of fluid reasoning: Conceptualization, neurobasis, and applications. Journal of Applied Neuropsychology-Child, , 204-211.
Naglieri, J.A., Moreno, M., Otero, T.M. (2017). The Cognitive Assessment System 2-Español. .
- Professional Skills
Assessment, Neuropsychology/Neuroscience, Hypnosis, Anxiety, Speech Dysfluency, Biofeedback, Trauma, Developmental Disabilities, Disability Issues, Pediatric Health Psychology, Psychopathology, Cultural Competence