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Melissa Coolong-ChaffinMelissa Coolong-Chaffin, Ph.D., NCSP

Degree: Ph.D. Educational (School) Psychology

Position: Assistant Professor; Associate Director, Academic Intervention Clinic
Office: HSS 216
Phone: (715) 836-3925
Email: chaffimc@uwec.edu
Website: http://www.uwec.edu/HDC/Academic-Intervention-Clinic.htm

After receiving my Educational Specialist degree in School Psychology from the University of Minnesota in 2001, I worked as a school psychologist in several roles in the public school system. I received my Ph.D. in Educational Psychology (School Psychology) from the University of Minnesota in 2011. Prior to joining the faculty at UWEC in 2012, I was a lecturer in the School Psychology Program at the U of MN and research associate in the Minnesota Center for Reading Research. I currently teach in the School Psychology graduate program and work in the Human Development Center as the faculty supervisor for the reading team and Associate Director of the Academic Intervention Clinic.

Courses Taught

  • PSYC 332: Psychology of Adolescence
  • PSYC 498: Reading Assessment Internship
  • PSYC 781: Advanced Practicum in Behavioral Consultation
  • PSYC 784: Multicultural Practicum in School Psychology
  • PSYC 785: Practicum in School Psychology II
  • PSYC 791: Professional Practice of School Psychology
  • PSYC 792: Research Seminar in School Psychology

Research Interests

  • Identifying and delivering intensive academic and social behavior interventions in school settings
  • Response to Intervention
  • Training and supporting teachers and school psychologists in data-based decision making
  • Parent and teacher consultation

Student Involvement

I encourage students who are interested in applying psychology to work with children, adolescents, families, and schools to contact me.Opportunities are available through the Human Development Center (HDC) as reading clinicians in the interdisciplinary clinic and in the Academic Intervention Clinic as interventionists in local schools. Opportunities are also available in the Summer Reading Clinic in the HDC.

Select Publications

Burns, M.K., Silberglitt, B., Christ, T. J., Gibbons, K.A. & Coolong-Chaffin, M. (in press). Using oral reading fluency to evaluate response to intervention and to identify students not making sufficient progress. In K. Cummings & Y. Petscher (Eds). The fluency construct. New York: Springer.

Coolong-Chaffin, M. & McComas, J.J. (in press). Introduction to Problem Analysis to Identify Tier 3 Interventions: Brief Experimental Analysis of Academic Problems. In S.R. Jimerson, M.K. Burns, & A.M. VanDerHeyden (Eds.).  The Handbook of Response to Intervention, Second  Edition: The science and practice of assessment and intervention. New York: Springer.

Coolong-Chaffin, M., & Wagner, D.  (in press). Using Brief Experimental Analysis to Intensify Tier Reading Interventions. Learning Disabilities Research and Practice.

Reschly, A.L., Coolong-Chaffin, M., (in press). Contextual influences and Response to Intervention: Critical issues and strategies. In S.R. Jimerson, M.K. Burns, & A.M. VanDerHeyden (Eds.). The Handbook of Response to Intervention, Second Edition: The science and practice of assessment and intervention. New York: Springer.

McMaster, K.L., Han, I., Coolong-Chaffin, M. & Fuchs, D. (2013). Promoting teachers' use of scientifically-based instruction: A Comparison of university vs. school-based support. The Elementary School Journal, 113 (3).

Burns, M. K., & Coolong-Chaffin, M. (2011).  The Effect of Response-to-Intervention on school psychology.  The Florida School Psychologist, 38 1, 32-33.

McComas, J.J., Wagner, D., Chaffin, M.C., Holton, E., McDonnell, M. & Monn, E. (2009). Prescriptive Analysis:  Further Individualization of Hypothesis Testing in Brief Experimental Analysis of Reading Fluency.  Journal of Behavioral Education, 18, 56-70.

Christ, T.J., & Coolong-Chaffin, M. (2007).  Interpretations of Curriculum-Based Measurement Outcomes: Standard Error and Confidence Intervals. School Psychology Forum, 1, 75- 86.

Reschly, A.L., Coolong-Chaffin, M., Christenson, S.L., & Gutkin. T. (2007). Contextual Influences and Response to Intervention: Critical issues and strategies. In S.R. Jimerson, M.K. Burns, & A.M. VanDerHeyden (Eds.).  The Handbook of Response to Intervention: The science and practice of assessment and intervention (pp. 148-160).  Springer Publications.

Burns, M. K., & Coolong-Chaffin, M. (2006). Response-to-intervention Role for and effect on school psychology. School Psychology Forum, 1, 1-13.

Select Presentations

*Butterfuss, R., *Kalmon, H., Coolong-Chaffin, M., & Axelrod, M.I. (February, 2015). Using Brief Experimental Analysis to increase GRE vocabulary knowledge. Poster presented at the National Association of School Psychologists Annual Convention, Orlando, Fl.

Espin, C., *Chung, S., Wagner, D., Coolong-Chaffin, M., Souvignier, E., & Forster, N.(February, 2015). Teachers use- or nonuse- of data in instructional decision-making. Panel presentation at the Pacific Coast Research Conference, San Diego,CA.

Coolong-Chaffin, M., Axelrod, M.I., *Butterfuss, R., *Dernbach, M., & *Quick, J.(February, 2015). Using BEA to modify packaged reading interventions during the summer. Poster presented at the National Association of School Psychologists Annual Convention, Orlando, Fl.

*Morrison, C. & Coolong-Chaffin, M. (February, 2015). Increasing the reach of reading interventions in schools. Poster presented at the National Association of School Psychologists Annual Convention, Orlando, Fl.

*Moua, C., Axelrod, M., & Coolong-Chaffin, M. (February, 2015). Using BEA and packaged reading interventions for English Learners. Poster presented at the National Association of School Psychologists Annual Convention, Orlando, Fl.

*Zillmer, J. & Coolong-Chaffin, M. (February, 2015). A Review of aggressive and disruptive behavior intervention outcome research. Poster presented at the National Association of School Psychologists Annual Convention, Orlando, Fl.

Coolong-Chaffin, M., *Butterfuss, R., *Kalmon, H., *Simpson, J., *Fogarty, N., *Brown, A., & Axelrod, M.I. (2014, May). Brief experimental analysis of modeling interventions for oral reading fluency: Results from a summer program. Poster presented at the Association for Behavior Analysis International's Annual Convention, Chicago, IL.

Coolong-Chaffin, M., Axelrod, M.I., *O'Shea, K.,Maczko, K., & *Danes, K. (2014, February). Comparison of a standard treatment and individualized reading intervention approach. Paper presented at the National Association of School Psychologists Annual Convention, Washington, D.C.

*Bieno, G., *Baumann, A., & Coolong-Chaffin, M. (2014, February). Using Brief experimental analysis to select phonics interventions. Paper presented at the National Association of School Psychologists Annual Convention, Washington, D.C.

*Birkhofer, J. & Coolong-Chaffin, M. (2014, February). A modified Great Leaps reading intervention's influence on oral reading fluency. Poster presented at the National Association of School Psychologists Annual Convention, Washington, D.C.

*Maczko, K. & Coolong-Chaffin, M. (2014, February). Applying single case design standards to BEA. Poster presented at the National Association of School Psychologists Annual Convention, Washington, D.C.

*Splinter, S. & Coolong-Chaffin, M. (2014, February). The influence of text topic interest on reading performance. Poster presented at the National Association of School Psychologists Annual Convention, Washington, D.C.

Samuelson, V., Axelrod, M.I., Coolong-Chaffin, M., *Anderle, A., *Demcak, L., *Schultz, H., & *Walejko, E. (2013, November). Consensus through diverse lenses: An interdisciplinary approach team-based assessment model. Paper presented at the American Speech-Language-Hearing Association Annual Convention, Chicago, IL.

Coolong-Chaffin, M., Axelrod, M.I., Wagner, D., *Danes, K., & *Maczko, K. Brief Experimental Analysis in practice. (2013, October). Paper presented at the Wisconsin School Psychologists' Fall Convention, Eau Claire, WI.

Coolong-Chaffin, M., (chair and discussant), *Ludwig, N., *Anderson, T., *Hagen, K., *Luck, K., *Mester, S., et al. (2013, May). Applying behavioral principles to increase the effectiveness of academic interventions. Symposium presented at the Association of Behavioral Analysis International's Annual Convention, Minneapolis, MN.

Burns, M.K., *Maki, K.E., *Karich, A.C. & Coolong-Chaffin, M. (2013, February). Using performance feedback to increase reading comprehension strategy use. Paper presented at the National Association of School Psychologists Annual Convention, Seattle, WA.

Coolong-Chaffin, M., Wagner, D., *Demers, J., *Karich, A.C. & *Birkhofer, J. (2013,February). When consultation doesn't work: Exploring barriers to processes and outcomes. Poster presented at the National Association of School Psychologists Annual Convention, Seattle, WA.

Coolong-Chaffin, M., Wagner, D., *Hall, M., & *Maki, K.E. (2013, February). BEAs and ELLs: Empirical data and teacher perceptions. Paper presented at the National Association of School Psychologists Annual Convention, Seattle, WA.

Axelrod, M.I., Coolong-Chaffin, M., *Danes, K., *Andreasen, K., & *Maczko, K. (2013, January). Training undergraduate students to implement Brief Experimental Analysis as part of an after-school reading program. Poster presented at the Minnesota School Psychologists Conference, Minneapolis, MN.

Axelrod, M.I., Coolong-Chaffin, M., *Andreasen, K. & *O'Connell, D. (2012, October). An Overview of Experimental Analysis of Academic Skills. Paper presented at the Wisconsin School Psychologists Association Fall Conference, Madison, WI.

Coolong-Chaffin, M. (2012, August). Harnessing the power of parents as reading tutors. Paper presented at the Minnesota Center for Reading Research Summer Literacy Workshop, St. Paul, MN.

* Denotes student co-author