Rachel received her Ph.D. in School Psychology from the University of Massachusetts, Amherst in 2000. Prior to that, she worked for 10 years as a general and special education teacher in Massachusetts. Rachel’s research focuses on intervention-linked assessments using curriculum-based measurement (CBM), problem-solving, and response-to-intervention (RTI) models. She has conducted several studies of silent reading fluency using CBM and is the author and/or editor of three books about effective school-based interventions. She is both certified and licensed as a psychologist.
Response to Intervention (RTI), curriculum-based measurement (CBM), scientifically-based instruction, reading instruction, assessment for intervention
Brown-Chidsey, R., & Andren, K. (Ed.). (2012). Assessment for intervention: A problem-solving approach. (2nd Ed.). New York: Guilford.
Brown-Chidsey, R. & Steege, M. W. (2010). Response to intervention: Principles and strategies for effective practice (2nd Ed.) New York: Guilford.
Goss, C. L., & Brown-Chidsey, R. (2011). Tier 2 reading intervention: Comparison of Fundations and Reading Mastery. Preventing School Failure. 56, 65 – 74
Hauerwas, L. B., Scott, A., & Brown-Chidsey, R. (In press). SLD and RTI: An analysis of state department of education regulations and guidance. Exceptional Children.
Educational Psychology Information Session
On May 15th USM's Educational Psychology Program held a webinar information sesssion on our certificate and masters degree in applied behavior analysis(ABA)
This prerecorded webinar provides information about USM’s online certificate and master’s degree in applied behavior analysis (ABA).
To view the webinar please -click here-