Clayton Cook, PhD

Associate Professor, Educational Psychology, University of Minnesota
Room 341 EdSciB, U of Minn
  • Biography
  • Projects
  • Publications

Clayton Cook, PhD, is an Associate Professor in the Department of Educational Psychology at the University of Minnesota. He believes that schools are the ideal setting to orchestrate and deliver a range of services that prevent, identify and/or treat social, emotional, and behavioral problems that serve as barriers to academic and life success. His specialty within school-based mental health is investigating practices that facilitate the implementation of a multi-tiered system of support (MTSS). His research focuses on helping practitioners (teachers, administrators, mental health providers) improve the delivery of school-based services to youth in schools, as demonstrated by a range of improved outcomes, including gains in academic achievement, improvements in social-emotional functioning, reductions in punitive disciplinary practices, and remediation of disparities for minority youth. Currently, funding from several agencies (Institute of Education Sciences, National Institute of Justice, and ) supports his research to investigate a range of topics, including (a) development of measures of the organizational context of schools that impact the uptake and use of evidence-based practices, (b) the impact of a strength-based intervention for middle school students who are at risk to engage in school violence, (c) conducting root cause analyses to develop specific plans to remediate African American male disproportionality, and (d) tailoring interventions to enhance the precision and effectiveness of interventions.

The goal of this study is to adapt and test the feasibility and potential efficacy of a theory-driven pre-implementation intervention to address individual-level barriers to evidence-based practice (EBP) implementation – Beliefs and Attitudes for Successful Implementation in Schools (BASIS) – designed to improve school-based mental health providers’ implementation of EBP. The BASIS-T project will develop a teacher-focused pre-implementation motivation enhancement intervention that will be tested in the context of universal social, emotional, and behavioral program implementation.
The HELM project will adapt and test an existing leadership-focused implementation strategy (Leadership and Organizational Change for Implementation; https://link.springer.com/article/10.1186/s13012-014-0192-y) for use with elementary school principals in buildings where universal social, emotional, and behavioral program are being implemented. For more information about this project, click here.
This project will iteratively develop and pilot a brief professional development training to enhance teachers' skills in establishing, maintaining, and restoring relationships with high school students, particularly those from marginalized racial/ethnic groups.
The main purpose of this Goal 5 Measurement Development and Refinement Project is to develop a suite of valid, practical, and usable measures to assess characteristics of the organizational implementation context in authentic educational settings in order to support the adoption and sustainment of evidence-based practices that improve student outcomes.
Using stakeholder input to guide cultural and contextual adaptations for a universal school-based intervention.(2020)The Urban Review, Advanced Online Copy
The influence of a blended, theoretically-informed pre-implementation strategy on school-based clinician implementation of an evidence-based trauma intervention.(2019)Implementation Science14(54):1-16.
Brief training for teachers improves student behavior and student-teacher relationships in middle school.(2018)School Psychology Quarterly34:212-221.
Understanding the organizational implementation context of schools: A qualitative study of school district administrators, principals, and teachers(2018)School Mental Health11(3):379-399.
Assessing organizational implementation context in the education sector: Confirmatory factor analysis of measures of implementation leadership, climate, and citizenship(2018)Implementation Science13:5.
The impact of Inter-Organizational Alignment (IOA) on implementation outcomes: Evaluating unique and shared organizational influences in education sector mental health(2018)Implementation Science13(1):13-24.
Fostering SMART partnerships to develop integrated behavioral health services in schools(2016)American Journal of Orthopsychiatry86(2):156-170.
An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths’ mental health(2015)School Psychology Quarterly30(2):166-183.
Evaluation of the Courage and Confidence Mentor Program as a Tier 2 intervention for middle school students with identified internalizing problems(2015)School Mental Health
Technical Adequacy, Classification Accuracy and Social Validity of the Student Externalizing Behavior Screener(2015)Assessment for Effective Intervention
Evaluation of the class pass intervention for students with hypothesized escape-motivated behavior(2014)Psychology in the Schools
The FRIENDS emotional health program for minority groups at risk(2014)Journal of School Health84(2):124-132.
Progress monitoring behavior using brief, change-sensitive rating scales(2013)Handbook of Evidence-Based Practices for Students Having Emotional and Behavioral Disorders
Importance and feasibility of an adapted set of strategies for implementing evidence-based mental health practices in schools(In Press)Journal of School Psychology