My research investigates the development, evaluation and implementation of evidence-based practices to improve youth access to needed social, emotional and behavioral supports in schools. Schools are the context for my work because they are the hubs of communities and the most common setting youth access needed services to enhance their social, emotional, behavioral wellbeing and future life success. My original programmatic line of research was in the area of developing innovative assessment and intervention practices to prevent and address known social, emotional and behavioral problems that serve as barriers to school and life success.
My original research interests have broadened to encompass implementation science and the investigation of factors and strategies that impact the successful uptake, delivery and sustainment of evidence-based practices as part of routine school-based service delivery. This work is motivated to address the longstanding science-to-practice gap that prevents society from benefiting from the billions of dollars invested in developing and testing evidence-based practices that can only produce public health benefit if they are successfully translated into the real world service settings in which youth exist, such as schools.
Note to prospective students: I am currently not accepting new PhD advisees.
Cook, C. R., *Coco, S., Zhang, Y., Fiat, A., Duong, M., Renshaw, T., Long, A.C., & Frank, S. (in press). Cultivating positive teacher-student relationships: Evaluation of the establish, maintain, and restore (EMR) method. School Psychology Review.
*Thayer, J., Cook, C.R., *Fiat, A., & *Kembler, J. (in press). Wise feedback as a low cost, timely, high-yield intervention for at-risk students transitioning into high school. School Psychology Review.
Cook, C.R., Lyon, A., Locke, J., Davis, C., Brown, E., & Erhardt, M. (2018). Confirmatory factor analysis of the Evidence-Based Practices Attitudes Scale with school-based behavioral health consultants. Implementation Science.
Cook, C.R., Duong, M., McIntosh, K., *Fiat, A., Larson, M., & McGinnis, J. (2018). Addressing discipline disparities for Black Male students: Linking malleable root causes to feasible and effective Practices. School Psychology Review.
Fan, C., *Zhang, Y., Cook, C.R. & Yang, N., (2018). Exploring the Factor Structure of the RtI Readiness and Implementation Survey. Journal of Applied School Psychology.
Cook, C.R., Low, S., Buntain-Ricklefs, J., & Pullmann, M. (2018). Evaluation of Second Step® on early elementary students’ academic outcomes: A randomized controlled trial. School Psychology Quarterly.
*Larson, M., Cook.C.R., Fiat, A., & Lyon, A. (2018). Stressed teachers don't make good implementers: Examining the interplay between stress reduction and implementation fidelity School Mental Health.
Lyon, A.R., Whitaker, K., Locke, J., Cook, C.R., King, K.M., Duong, M., Davis, C., Weist, M., Ehrhart, M., & Aarons, G. (2018). The impact of inter-organizational alignment (IOA) on implementation outcomes: evaluating unique and shared organizational influences in education sector mental health. Implementation Science, 13, 24.
Lyon, A., Cook, C.R., Brown, E., Locke, J., Ehrhart, M., Davis, C., & Aarons, G. (2018). Assessing the organizational implementation context in the education sector: Confirmatory factor analysis of measures of implementation leadership, climate, and citizenship. Implementation Science, 13, 5.
Cook, C.R., Kilgus, S., & Burns, M. (2018). Advancing the science and practice of precision education to optimize student outcomes. Journal of School Psychology, 66, 4-10.
Miller, F. G., & Cook, C. R., *Zhang, Y. (2018). Initial development and evaluation of the Student Intervention Matching (SIM) Form. Journal of School Psychology, 66, 11-24.
Cook, C.R., *Fiat, A., *Larson, M., Daikos, C., Slemrod, T., & Holland, E., (2018). Positive greetings at the door: evaluation of a low-cost, high yield proactive classroom management strategy. Journal of Positive Behavior Interventions.
*Fiat, A., & Cook, C.R. (2017). Mentoring to increase the courage and confidence of elementary students with internalizing problems: A pilot single case experimental investigation. Journal of Applied School Psychology.
Cook, C. R., Miller, F., *Fiat, A., Renshaw, T. L., *Frye, M., & Joseph, G. (2017). Promoting secondary teachers’ well-being and intentions to implement evidence-based practices: Randomized evaluation of the ACHIEVER Resilience Curriculum. Psychology in the Schools, 54, 13–28.
Renshaw, T. L., & Cook, C. R. (2017). Mindfulness in the schools—Historical roots, current trends, and future directions. Psychology in the Schools, 54, 5–12. doi:10.1002/pits.21978
Cook, C. R., *Grady, E. A., Long, A. C. J., Renshaw, T. L., Codding, R. S., *Fiat, A., & *Larson, M. (2016). Evaluating the impact of increasing general education teachers’ ratio of positive-to-negative interactions on students’ classroom behavior. Journal of Positive Behavior Interventions. Advance online publication. doi:10.1177/1098300716679137