Dr. Rachel Robertson is an assistant professor of special education, board certified behavior analyst, and certified K-12 special education teacher. Her research centers on supporting the implementation of positive behavior interventions and supports for students with disabilities and persistent challenging behavior. She teaches classes related to special education, applied behavior analysis, and research design.
- PhD Special Education
- EdD Special Education
- MEd Applied Behavior Analysis
- MEd MOSAIC
- MEd CASE
- Applied Behavior Analysis 1, 2, 3, & 7
- PhD/EdD Seminars in Special Education
- Interdisciplinary Leadership Seminar in Developmental Disabilities
- Curriculum Development for Students with Low Incidence Disabilities
- Positive behavior interventions and supports
- Teacher professional development
- Family-Teacher Partnerships
- Autism Spectrum Disorders
- Co-Principal Investigator (with Drs. Doug Kostewicz, Sheila Conway, and Richard Milner). Federal Office of Special Education Programs. Urban Special Education Scholars (USES) (8/1/18 – 8/1/23), $1,027,584.
- Senior Personnel (PI: Dr. Miya Asato). Federal Maternal and Child Health Bureau. Leadership Education in Neurodevelopmental and Related Disabilities (LEND), (9/1/18 – 9/1/21), $2,732,779.
- Principal Investigator. University of Pittsburgh Central Research Development Fund. Do Teachers’ Implicit Theories of Personality Affect the Quality of Behavior Support They Provide to Students? (8/1/16 – 8/1/21), $14,670.
- Robertson, R. (2020). Breaking down buy-in: Can lessons from social psychology increase teacher use of proactive behavior management? Psychology in the Schools, 57, 1771-1786.
- Maggin, D., Robertson, R., & Cook, B. (2020). Introduction to the special series on results-blind peer review: An experimental analysis on reviewer editorial recommendations and manuscript evaluations. Behavioral Disorders, 45, 195-206.
- Robertson, R., Kokina, A., & Moore, D. (2020). Barriers to implementing behavior intervention plans: Results of a statewide survey. Journal of Positive Behavior Interventions, 22, 145-155.
- *Sobeck, E., Robertson, R., & *Smith, J. (2020). Effects of didactic instruction and performance feedback on provision of positive behavior supports by paraeducators in inclusive classrooms. The Journal of Special Education, 53, 245-255.
- Robertson, R., & *Coy, J. (2019). Your student is hungry, tired, angry: Now what? Addressing distal setting events in the classroom. Teaching Exceptional Children, 51, 361-371.
Awards and Honors
Student Research Award in Single-Subject Methodology, Council for Exceptional Children Division for Research, 2012
Engagement, Partnerships, and Professional Service
Shifting Power in Educational Research and Development, School of Education & Remake Learning
Human Rights Committee, Western PA School for Blind Children