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Gina Coffee

Clinical Assistant Professor

Education

PhD, University of Wisconsin - Madison

Research Interests

  • Evaluating the Effectiveness of School-Based Interventions
  • Developing and Evaluating Competence in School-Based Consultation
  • Supervision in School Psychology
  • Comprehensive Sexuality Education

Courses Taught

CIEP 479 School-Based Consultation
CIEP 486 Internship: School Psychology
CIEP 409 Evidence Based Interventions
RMTD 422 Single-Case Research Designs

Publications/Research Listings

  • Coffee, G., & Whitelock, S. (2021). Response cost raffle and mystery motivator. In M. Coolong-Chaffin, R.O. Hawkins, & M.I. Axelrod (Eds.) Case studies for school psychology: Behavioral interventions for effective problem-solving. New York, NY: Routledge. [invited]
  • Jules, T.D., & Coffee, G. (2015). New rules and mechanisms for early childhood education advocacy: Employing social-emotional and behavioral assessment and intervention practices in Health and Family Life Education curricula to develop the Ideal Caribbean Person. In I. Berson, & M. Berson (Eds.) Child advocacy and early childhood education policies in the Caribbean. [Volume 6 of the Research in Global Child Advocacy series, sponsored by the Research in Global Child Advocacy SIG of the American Educational Research Association]
  • Coffee, G., Fenning, P., & Wells, T. (2015). Promoting youth sexual health: Home, school, and community collaboration. New York, NY: Routledge.
PsycCRITIQUES review of Coffee, Fenning, & Wells (2015): Cohen, J. (2016). An essential foundation for healthy development. PsycCRITIQUES, 61(21).
  • Newell, M., & Coffee, G. (2015). School psychologists as systems-level consultants: Interdisciplinary perspectives. Journal of Educational and Psychological Consultation, 25(2-3), 67-71.
  • Harkema, R., & Coffee, G. (2014). Anxiety in youth with Autism Spectrum Disorders: Current research and implications for practice. NASP Communique, 43(2).
  • Sears, K., Turner, C., & Coffee, G. (2014). Supporting successful transitions for students and school staff during school closings. NASP Communique, 42(8).
  • Coffee, G., Newell, M., & Kennedy, A.S. (2014). Supporting collaborative efforts in implementing evidence-based reading interventions: The role of online databases. Journal of Educational and Psychological Consultation, 24, 81-95. [invited]
  • Kowalewicz, E., & Coffee, G. (2014). Mystery Motivator: A Tier 1 classroom behavioral intervention. School Psychology Quarterly, 29(2), 138-156.
  • Coffee, G., Ray-Subramanian, C., Schanding, T., & Feeney-Kettler, K. (2013). Early childhood education: A practical guide to evidence-based, multi-tiered service delivery. New York, NY: Routledge.
  • Coffee, G., & Kratochwill, T. R. (2013). Generalization programming: An examination of the role of prevention in school-based problem-solving consultation. Journal of Educational and Psychological Consultation, 23(1), 1-35.
  • Newell, M.L., & Coffee, G. (2012). Creating a social justice approach to assessment. In D. Shriberg, S.Y. Song, A.H. Miranda, & K.M. Radliff (Eds.) School psychology and social justice: Conceptual foundations and tools for practice. New York, NY: Routledge. [invited]
  • Harris, B., Coffee, G., Newell, M., Newton, J.H., Ogg, J., & Shriberg, D. (2011). Careers in academia: Perspectives and insights from junior school psychology faculty. The Trainers’ Forum, 30(1), 58-72.
  • Ray-Subramanian, C., & Coffee, G. (2010). Practical considerations for selecting and implementing literacy interventions with English language learners. School Psychology Forum: Research in Practice, 4(1), 34-43.
  • Coffee, G., & Ray-Subramanian, C. (2009). Goal attainment scaling: A progress monitoring tool for behavioral interventions. School Psychology Forum: Research in Practice, 3(1), 1-12.