• Ph.D., School Psychology, University of California, Riverside, 2008

• Predoctoral Clinical Internship, Father Flanagan’s Boys Town, 2007-2008

• M.A., School Psychology, University of California, Riverside, 2005

• B.A., Psychology, California State University, Fullerton, 2003

TEACHING:

• School-based Psychological Interventions (PSYC 7973)

• Psychoeducational Assessment (PSYC 7165)

• Educational Psychology (PSYC )

• Undergraduate Practicum and Research (PSYC 2999/4999)

RESEARCH INTERESTS:

My primary research interests focus on the development and implementation of multi-tiered educational service delivery models based on response to intervention logic. In particular, I am interested in conducting this research with students with or at-risk for developing emotional and/or behavioral disorders. This area of research involves three interrelated strands of inquiry: (1) development and validation of progress monitoring tools for social behavior, (2) problem-solving, data-based decision making, and (3) transferring what we know works from scientific research to improve the social, emotional, and academic well being of students to real world educational settings (i.e., effectiveness research).

Current projects include:

• The use of Response to Intervention procedures to identify students with emotionally disturbance or specific learning disability.

• Using Response to Intervention to organize and deliver services in restrictive settings for students with the most intense emotional and behavioral disorders.

• Behavioral interventions for problem behaviors maintained by escape or avoidance from academic tasks.

• Minority disproportionality in special education, particularly, African American males as emotionally disturbed.

• Examining the collateral and combined effects of academic and behavioral interventions.

• Evidence-based individualized positive behavior support plans.

• Predicting the presence of school psychology using cross national data.

SELECTED RECENT PUBLICATIONS:

Cook, C.R., Thornton, S., Gresham, F.M., Barreras, R.B., & Restori, A. (in press). Project CREATE: Integrating response to intervention into the emotional disturbance eligibility determination process. Education and Treatment of Children.

Bowers, F., Cook, C.R., Jensen, M.E., Snyder, T., & Mchearern, A. (in press). Generalization and maintenance of
positive peer reporting intervention for peer-rejected youth. International Journal of Cognitive Behavior Therapy.

Restori, A.F., Gresham, F.M., & Cook, C.R. (in press). “Old habits die hard:” Past and current issues pertaining to
response-to-intervention. The California School Psychologist.

Kraemer, B., Cook, C.R., Browning Wright, D., Mayer, G.R., & Wallace, M.D. (2008). Effects of training autism
teachers to develop evidence-based positive behavior support plans. Journal of Positive Behavioral Interventions.

Kern, L., State, T., Cook, C.R., & Gresham, F.M. (2008). Analysis of classroom variables for programs for students with emotional and/or behavioral disorders. Journal of Behavioral Education.

Cook, C.R., Gresham, F.M., Kern, L., Barreras, R.B., & Crews, S.D. (2008). Social skills training for secondary EBD
students: A review and analysis of the meta-analytic literature. Journal of Emotional Behavioral Disorders.

Cook, C.R., Crews, S.D., Browning-Wright, D., Mayer, G.R., Gale, B., Gresham, F.M., & Kraemer, B. (2007).
Establishing and evaluating the substantive adequacy of positive behavior supports plans. Journal of Behavioral Education.

Cook, C.R., & Blacher, J. (2007). Evidence-based psychosocial treatments for tic disorders. Clinical Psychology:
Science and Practice.

Browning-Wright, D., Mayer, G.R., Cook, C.R., Crews, S.D., Gale, B., & Wallace, M. (2007). Effects of training using the Behavior Support Plan Quality Evaluation Guide to improve positive behavior support plans. Education and Treatment of Children.

Crews, S.D., Bender, H., Gresham, F.M., Kern, L., Vanderwood, M., & Cook, C.R. (2007). Risk and protective factors of emotional and/or behavioral disorders in children and adolescents: A “mega”-analytic synthesis. Behavioral Disorders.

Cook, C.R., Tuthill, L., Guerra, N.G., & Williams, K. (2007). Cyberbullying: What we know and what to do about it.
Communiqué.

Cook, C.R., Little, S., & Akin-Little, A. (2007). Interventions based on attachment theory: A critical evidence-based analysis. Journal of Early Childhood and Infant Psychology.

Kern, L., Starosta, K.M., Cook, C.R., Bambara, L., & Gresham, F.M. (2007). Functional assessment-based intervention for selective mutism. Behavioral Disorders.

GRANTS UNDER REVIEW

Co-Principal Investigator (with Frank Gresham)

Development and Validation of Progress Monitoring Tools for Social Behavior Using Change Sensitive Rating Items. Institute of Educational Sciences, U.S. Department of Education. If funded, in the amount of $1,400,000.

Co-Principal Investigator (with Mary Lou Kelley and Frank Gresham)

Development of Screener for PTSD Using Sample of Children and Mothers Exposed to Hurricane Katrina. National Institute of Mental Health. If funded, in the amount of $400,000.

PROFESSIONAL EXPERIENCE

I joined Drs. Gresham, Noell, and Tiger as a member of the School Psychology faculty at LSU in the fall 2008. Prior to that, I was in Omaha, Nebraska completing an APA-accredited internship at Father Flanagan’s Boys Town. While at Boys Town, I worked in the Behavioral Pediatrics and Family Services Outpatient Clinic, which was directed by Patrick Friman. My clinical experiences focused on direct services to resident youth (e.g., individual therapy), school consultation, consultation with professional staff, and risk and culpability assessments. I worked with residential youth who presented a broad range of clinical problems. Diagnostic profiles of youth varied widely but included conduct disorder, affective disorders, anxiety disorders, substance abuse, and clinical exotica (e.g., Tourette's syndrome, trichotillomania, enuresis/encopresis).

As for my future, I intend to rigorously pursue grants in order to conduct my research and provide funding for my students.

PROFESSIONAL AFFILIATIONS

American Psychological Association
Division 16 of APA (School Psychology)
Division 53 of APA (Society of Clinical Child and Adolescent Psychology)
National Association of School Psychologists
Association of Behavior Analysis
Council for Exceptional Children (CEC)
Council for Children with Behavior Disorders (CEC)

For a complete listing of publications and presentations, please see VITA