Rachel Brown-Chidsey

Rachel Brown Chidsey headshot
Associate Professor of School Psychology
Department of Psychology
NSB 219

907-786-1651
rbrown77@alaska.edu

Education

  • Ph.D., University of Massachusetts Amherst, 2000
    • Double Cognate: School Psychology and Special Education
    • Doctoral Internship, Hampshire (MA) Educational Collaborative, 1999-2000
  • M.A.T, Smith College, 1991
  • M.A., History, University of Massachusetts Amherst, 1989
  • B.A., History, Whitman College, 1987

Teaching Responsibilities

  • Undergraduate psychology courses
  • Graduate School Psychology courses

Professional & Department Service

  • Licensed Psychologist, 熊猫在线视频 and Maine
  • Nationally Certified School Psychologist (NCSP)
  • President, Matanuska-Susitna Schools Foundation Board of Directors
  • Advisory Board Member, International MTSS Association
  • Member, 熊猫在线视频 Institutional Review Board
  • Editorial Board Member, School Psychology Review
  • Editorial Board Member, Journal of Special Education Leadership
  • Reviewer, Journal of Applied School Psychology
  • Reviewer, Psychology in the Schools
  • Reviewer, School Psychology
  • Reviewer, Clinical Psychology Research and Practice
  • Ethics Committee Chair, 熊猫在线视频 School Psychology Association

Research Interests

  • Multi-Tiered Systems of Support (MTSS)
  • Science of Reading
  • Evidence-Based Instruction and Intervention
  • Curriculum-Based Measurement

Publications

Brown-Chidsey, R., & Wilkinson, S. (2026) Practical handbook of multi-tier systems of support (2nd Ed). Guilford Press.

Flanagan, S., Brown-Chidsey, R., Will, K., & Cuba, M. (2025). Elementary teachers鈥� self-reported knowledge of the science of reading: An exploratory study. Journal of Education, 205(4), 鈥嬧��330-342.

Brown-Chidsey, R. (2024). MTSS in the classroom: Special education teachers鈥� experiences within a multi-tiered system of support. Exceptionality. Advance online publication.

Brown-Chidsey, R., Scott, A. N., Hauerwas, L., & Nalls, A. (2024). Understanding dyslexia guidance for parents and teachers: A review of states鈥� handbooks. Learning Disabilities Research & Practice, 39(3), 146-161.

Brown, R. (2023). Academic Assessment and Intervention. In, B. Bracken, M. Bray, and L. Theodore (Eds), Desk Reference in School Psychology. New York: Oxford University Press.

Brown-Chidsey. R. (2023). Special educator online course format preferences Online Learning 27(3), 209-231.

 Hale, C., & Brown-Chidsey, R. (2023). Utility of psychological and psychoeducational evaluation reports: A survey of teachers and school administrators. Psychology in the Schools, 60(3), 2674-2691.

Brown-Chidsey, R., & Bickford, R. (2016). Practical handbook of multi-tier systems of support. New York: Guilford Press.

Brown-Chidsey, R., Steege. M. W., & Bickford, R. S. (2014). Evaluating the effectiveness of interventions using case study data. In, A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology VI. Bethesda, MD: National Association of School Psychologists.

Brown, R., Steege, M. S., Bickford, R. S. (2014). Responsive assessment and instruction practices. In, S. Little & A. Akin Little (Eds.) (161-178), Academic Assessment and Intervention.  New York: Routledge.

Scott, A., Hauerwas, L. B., & Brown, R. (2014). State policy and guidance for identifying learning disabilities in culturally and linguistically diverse students. Journal of Learning Disabilities, 37, 172-185.

Brown-Chidsey, R., & Andren, K. (Ed.). (2013).  Assessment for intervention: A problem-solving approach. (2nd Ed.). New York: Guilford.

Hauerwas, L. B., Scott, A., & Brown-Chidsey, R. (2013). SLD and RTI: An analysis of state department of education regulations and guidance. Exceptional Children, 80, 101-120.

Brown-Chidsey, R. (2012).  Intelligence tests in the context of emerging assessment practices: Problem solving applications. In, D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment, 3rd Ed. (pp. 839-851). 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 鈥� 74.

Brown-Chidsey, R. & Steege, M. W. (2010).  Response to intervention: Principles and strategies for effective practice (2nd Ed.) New York: Guilford.

Brown-Chidsey, R., Bronaugh, L., & McGraw, K. (2009). RTI in the classroom: Guidelines and recipes for success. New York: Guilford.

Brown-Chidsey, R., Steege. M. W., & Mace, F. C. (2008). Evaluating the effectiveness of interventions using case study data. In, A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology V. Bethesda, MD: National Association of School Psychologists.

Brown-Chidsey, R., Burns, M. K., Thies, L. O., Wizda, L. L. (2008). The future is now: The school psychology futures task force on academic outcomes. Communiqu茅, 37 (7), 1, 5-7.

Steege, M. W., Mace, F. C., & Brown-Chidsey, R. (2007). Functional behavioral assessment of classroom behavior. In, S. Goldstein & R. Brooks (Eds.), Understanding and managing children鈥檚 classroom behavior (2nd Ed.). New York: Wiley.

Brown-Chidsey, R. (2007). No more 鈥渨aiting to fail:鈥� How response to intervention works and why it is needed. Educational Leadership, 65 (2), 40-46.

Brown-Chidsey, R. (2005). Academic skills are basic (to) children鈥檚 personal wellness. Trainer鈥檚 Forum, 24, 3-8.

Brown-Chidsey, R. & Steege, M. W. (2005). Adaptive behavior assessment. In S.W. Lee, & P. Lowe (Eds.), Encyclopedia of School Psychology. Sage: Thousand Oaks, CA.

Brown-Chidsey, R. (Ed.). (2005).  Assessment for intervention: A problem-solving approach.  New York: Guilford.

Brown-Chidsey, R., & Fernstrom, R. Johnson, P., Jr.  (2005). Curriculum-based measurement of silent reading: Does passage type influence student scores?  School Psychology Review, 34, 387-394.

Steege, M. W., & Brown-Chidsey, R. (2005). Functional behavioral assessment: The cornerstone of effective problem solving. In, R. Brown-Chidsey (Ed.), Assessment for intervention: A problem solving approach (pp. 131-154).  New York: Guilford.

Brown-Chidsey, R. (2005).  Intelligence Tests in an Era of Standards-Based Educational Reform. In, D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment, 2nd Ed. (pp. 631-641).  New York: Guilford.

Brown-Chidsey, R. (2005). Introduction to problem solving assessment. In, R. Brown-Chidsey (Ed.), Assessment for intervention: A problem solving approach (pp. 3-9). New York: Guilford.

Brown-Chidsey, R. & Steege, M. W. (2005).  Response to intervention: Principles and strategies for effective practice.  New York: Guilford.

Brown-Chidsey, R. (2005). Response to intervention (RTI) training in school psychology programs: Introduction to the RTI mini-series. Trainer鈥檚 Forum, 24, 1-2.

Brown-Chidsey, R. (2005). The Role of Published Norm-Referenced Tests In Problem-Solving-Based Assessment. In, R. Brown-Chidsey (Ed.), Assessment for intervention: A problem solving approach (pp. 247-266).  New York: Guilford.

Brown-Chidsey, R. (2005). Scaling educational assessments to inform instruction for all students: Response to intervention as essential educational science.  Trainer鈥檚 Forum, 24 (1), 1-4, 6-8.

Brown-Chidsey, R., & Steege, M. W. (2005). Solution focused psycho-educational reports. In, R. Brown-Chidsey (Ed.), Assessment for intervention: A problem solving approach (pp. 267-290).  New York: Guilford.

Brown-Chidsey, R. & Steege, M. W. (2004).  Adaptive behavior assessment.  In, T. S. Watson & C. H. Skinner (Eds.), Encyclopedia of school psychology (pp. 14-15).  New York: Kluwer Academic/Plenum Publishers.

Brown-Chidsey, R. & Steege, M. W. (2004).  Discrete trial teaching.  In, T. S. Watson & C. H. Skinner (Eds.), Encyclopedia of school psychology (pp. 96-97).  New York: Kluwer Academic/Plenum Publishers.

Steege, M. W. & Brown-Chidsey, R. (2004).  Punishment.  In, T. S. Watson & C. H. Skinner (Eds.), Encyclopedia of school psychology (pp. 258-261).  New York: Kluwer Academic/Plenum Publishers.

Brown-Chidsey, R., Davis, L., & Maya, C. (2003).  Sources of variance in curriculum-based measures of silent reading.  Psychology in the Schools, 40, 363-377.

Boscardin, M. L., Brown-Chidsey, R. & Gonzalez-Martinez, J. (2002).  The essential link for students with disabilities from diverse backgrounds: Forging partnerships with families.  Journal of Special Education Leadership, 14, 89-95.

Boscardin, M.L., Brown-Chidsey, R. & Gonzalez-Martinez, J. (2002) . Assessment of Children from Diverse Backgrounds. In J. Carey & P. Pedersen (Eds.), Multicultural counseling in the schools. 2nd ed. (pp 257-279). Boston: Allyn & Bacon.

Steege, M.W., Brown-Chidsey, R., & Mace, F.C. (2002).  Best practices in evaluating interventions.  In, A. Thomas & J. Grimes (Eds.), Best practices in school psychology. 4th ed. (pp. 517-534). Bethesda, MD: National Association of School Psychologists.

Brown-Chidsey, R. & Boscardin, M.L. (2001).  How useful are computers? Comparison of the attitudes of students with and without learning disabilities.  Meridian: A Middle School Technologies Journal, 4:2,

Brown-Chidsey, R., Boscardin, M.L. & Sireci, S. (2001).  Computer attitudes and opinions of students with and without learning disabilities.  Journal of Educational Computing Research, 24, 183-204.

                                                                                                     Brown-Chidsey, R., Seppala, M. & Segura, M.L. (2000).  Chapter 766: Massachusetts special education law.  American Education Annual.  New York: Gale.

Psychology