Clayton R. Cook
Assistant Professor, Educational Psychology
322R Miller Hall, Phone: 206-616-6371
My primary research interests focus on the development and implementation of multi-tiered, response to intervention service delivery models. In particular, I am interested in designing and researching the benefits of this type of service delivery model with regard to the promotion and treatment of students’ mental health. This area of research involves three interrelated strands of inquiry:
development and validation of school-based universal screening and progress monitoring tools
design and implementation of interventions to address common emotional and behavioral problems exhibited by students in schools
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)
I have other research interests that I also pursue, which include African American overrepresentation in punitive discipline, special education, and restrictive placement, international school psychology, and meta-analyses of extant research on hot topics in education.
Ph.D., University of California, Riverside
M.A., University of California, Riverside
B.A., California State University Fullerton
Gresham, F.M., Cook, C.R., Crews, S.D., & Kern, L. (2004). Social skills training for children and youth with emotional and behavioral disorders: Validity considerations and future directions. Behavioral Disorders, 30(1), 32-46.
Gottfried, A.E., Cook, C.R., Gottfried, A.W., & Morris, P.E. (2004). Educational characteristics of adolescents with gifted academic intrinsic motivation: A longitudinal investigation from school entry through early adulthood. Gifted Child Quarterly, 49(3), 172-188.
Gresham, F.M., Van, M.B., & Cook, C.R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31, 363-377.
Guerra, N.G., Boxer, P., & Cook, C.R. (2006). Preventing youth violence among high-risk, inner-city youth: Why comprehensive, multi-level programs can still fail. New Directions for Evaluation, 110, 59-71.
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. M. & Gresham, F. M. (2007). Functional assessment-based intervention for selective mutism. Behavioral Disorders, 32 (2), 94-108.
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.
Restori, A.F., Gresham, F.M., & Cook, C.R. (2008). “Old habits die hard:” Past and Current Issues pertaining to response-to-intervention. The California School Psychologist.
Cook, C.R., Gresham, F.M., Kern, L., Barreras, R.B., & Crews, S.D. (2008). Social skills training for secondary EBD students: An review and analysis of the meta-analytic literature. Journal of Emotional Behavioral Disorders.
Hayling, C.C., Cook, C., Gresham, F.R., State, T. & Kern, L. (2008). An analysis of the status and stability of the behaviors of students with emotional and behavioral difficulties: A classroom direct observation study. Journal of Behavioral Education, 17, 24-42.
Gresham, F.M., Restori, A.E., & Cook, C.R. (2008). To test or not to test: Issues pertaining to response to intervention and cognitive testing. Communiqué, September, 5-10.
Bowers, F., Cook, C.R., Jensen, M.E., Snyder, T., & Mchearern, A. (2008). Generalization and maintenance of positive peer reporting intervention for peer-rejected youth. International Journal of Behavioral Consultation, 4, 230-247.
Resetar-Volz, J., & Cook, C.R. (2009). Group-based preference assessment for children and adolescents in a residential setting: Examining developmental, clinical, gender, and ethnic differences. Behavior Modification.
Gresham, F.M., Elliott, S.N., Cook, C.R., Kettler, R.J., & Vance, M.J. (in press). Cross-informant agreement for social skill and problem behavior ratings: An investigation of the social skills improvement system rating scales. Psychological Assessment.
Cook, C.R., Jimerson, S. & Begeny, J. (in press). Predicting the presence of school psychology: An international, comparative investigation testing four theories. School Psychology International.
Cook, C.R., Williams, K., Guerra, N.G., Kim, T., & Sadek, S. (in press). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly.
Cook, C.R., Mayer, G.R., Browning-Wright, D., Kraemer, B., Gale, B. & Wallace, M.D. (in press). Exploring the link between evidence-based quality of behavior intervention plans, treatment integrity and student outcomes under natural educational conditions. The Journal of Special Education.
Gresham, F.M., Cook, C.R., Collins, T., Dart, E., Rasetshwane, K., Grant, S., & Truelson, E. (in press). Developing change sensitive brief behavior ratings scales as a progress monitoring tool for social behavior: An example using the SSRS-Teacher Form. School Psychology Review.
Cook, C.R., Volpe, R. & Livanis, A. (in press). Universal screening beyond academics: Introduction to the special series. Assessment for Effective Intervention.
Cook, C.R., Volpe, R. & Livanis, A. (in press). Constructing a roadmap for future universal screening research beyond academics. Assessment for Effective Instruction.
Cook, C.R., Rasetshwane, K., Sprague, J., Collins, T., Dart, E., Grant, S., & Truelson, E. (in press). Universal screening of students at-risk for internalizing disorders: Development and validation of the Student Internalizing Behavior Screener. Assessment for Effective Instruction.
Sprague, J., Cook, C.R., Browning-Wright, D., & Sadler, C. (2008). Response to intervention for behavior: Integrating academic and behavior supports. Palm Beach: LRP Publications.
Cook, C.R., & Browning-Wright (2009). RtI and Restrictive Settings: The TIERS Model for Students with EBD. Palm Beach, LRP Publications.
Cook, C.R., Burns, M., Browning-Wright, D., & Gresham, F.M. (TBP July 2010). A Guide to Refining and Retooling School Psychological Practice in the Era of RtI. Palm Beach, LRP Publications.
GRANTS CURRENTLY FUNDED
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.
GRANTS UNDER REVIEW
Principal Investigator (with Dr. James Mazza as Co-PI)
Development of the ASSIST Program as a Web-based Service Delivery Program for Students with or At Risk for Internalizing Behavior Patterns.. Institute of Educational Sciences, U.S. Department of Education. If funded, in the amount of $1,500,000.
Principal Investigator (with Drs. Frank Gresham,Brad Dufrene, and Joe Olmi as Co-PIs).
Development of the TIERS Model for Use in Restrictive Settings for Students with Emotional and Behavioral Disorders. Institute of Educational Sciences, U.S. Department of Education. If funded, in the amount of $1,500,000.
I joined Drs. Mazza and Jones as a member of the School Psychology faculty at UW in the Fall 2010. Prior to coming to UW, I was an Assistant Professor at Louisiana State University. Prior to my job at LSU, 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 under the supervision of Dr. Patrick Friman.
My clinical experiences have focused on providing direct and indirect services to children and youth who are academically and/or behaviorally at risk. I have clinical experience providing individual and family therapy, school consultation, and risk and culpability assessments. I have worked with youth who presented a broad range of clinical problems. Diagnostic profiles of the youth I have served have varied widely but have included conduct disorder, affective disorders, anxiety disorders, substance abuse, and clinical exotica (e.g., Tourette's syndrome, trichotillomania, enuresis/encopresis).
College of Education, University of Washington
Box 353600 Seattle, WA 98195-3600