Rachel Losoff



Rachel Losoff

Associate Department Chair

  • Director of Applied Professional Practice

  • Campus:
  • Chicago, IL
School Psychology
The Chicago School of Professional Psychology
Address Map of 325 N Wells St Chicago IL 60654
Office 525
325 N Wells Street
Chicago, IL 60654
Office Phone
Email [email protected]

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.

Education History
Degree Institution
Ph.D. School Psychology University of South Florida
B.S. Psychology Pennsylvania State University
Professional Memberships
Role Organization
ISPA Graduate Educator Illinois School Psychology Association
Licensed Clinical Psychologist, IL
National Certified School Psychologist
Certified School Psychologist, IL
Areas of Expertise
Area Expertise
School Psychology Positive Behavior Supports
Response to Intervention
Systems Change

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.


Losoff, R.C, & Broxterman, K. M. (2017). Transforming Schools: Using the Problem-Solving Approach for School Change. New York, NY: Guilford Publications.

Losoff, R.C. (2017). Homework Completion.. Stoddard, WI: Schoolhouse Educational Services, LLC.


Dubois, C., & Losoff, R.C.. "Safe School Environments for Transgender Students." Communique. [] 2015: 44(1). Print.

Question and Answer
Please describe your teaching philosophy.

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.

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

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 cognition to help develop effective interventions for the child and the adults in his/her life.

Why did you choose to enter the field of psychology?

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!

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

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

Professional Skills
Systems change, School reform, Response to Intervention, Curriculum-based measurement, Positive Behavioral Interventions and Support, Academic and behavioral interventions, Student skills, Applied behavior analysis, Clinical interviewing