Renee Hawkins

Renee Hawkins

Professor And Coordinator
School Psychology

Teachers College

450F

CECH Human Services - 0068

Professional Summary

Renee O. Hawkins is Professor and Coordinator of the Ed.S. and Ph.D. School Psychology Programs at the University of Cincinnati.  She is a Licensed Psychologist and Nationally Certified School Psychologist. Dr. Hawkins’ research focuses on identifying effective school-based interventions to promote positive academic and social emotional outcomes for children, including children with disabilities. She graduated from the APA-accredited School Psychology Program at the University of Tennessee, following completion of her pre-doctoral internship at Boys and Girls Town in Boys Town, Nebraska. In addition, Dr. Hawkins serves on the editorial review boards of several journals in school psychology and education and as Associate Editor for the Journal of School Psychology and the Review Journal of Autism and Developmental Disorders.

Research Support

Grant: #H325T070001 Investigators:Barnett, David; Bauer, Anne; Hawkins, Renee; Kroeger, Stephen; Musti, Shobana; Troup, Karen 08-01-2007 -07-31-2013 Department of Education Capturing the Future: Cincinnati Model for HQT and Evidence-Based Intervention Services Preparation Role:Collaborator $470,005.00 Active Level:Federal

Grant: #Early Career Research Award (ECRA) Investigators:Hawkins, Renee 07-01-2009 -06-30-2010 Society for Study of School Psychology Replications of Low Intensity Interventions with Highly Challenging Students Role:PI $15,739.50 Active Level:Private Non-Profit

Grant: #CSP905514 Investigators:Collins, Tai; Hawkins, Renee; Morrison, Julie 12-18-2013 -10-31-2015 Ohio Department of Education Dyslexia Pilot Project Evaluation Role:Collaborator $125,000.00 Awarded Level:State of Ohio

Publications

Peer Reviewed Publications

Hawkins, R. O.; Musti-Rao, S.; Hughes, C.; Berry, L.; McGuire, S. (2009. )Applying a randomized interdependent group contingency component to classwide peer tutoring for multiplication fact fluency .Journal of Behavioral Education, ,18 ,300 -318

Skinner, C. H.; Williams, J. L.; Morrow, J. A.; Hale, A. D.; Neddenriep, C. E.; Hawkins, R. O. (2009. )The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates .Psychology in the Schools, ,46 ,1036 -1047

Neddenriep,C.; Hale,A.; Skinner,C.H.; Hawkins,R.O.; Winn,B.D. (2007. )A preliminary investigation of the concurrent validity of reading comprehension rate: a direct dynamic measure of reading comprehension .Psychology in the Schools, ,44(4) ,373 -388

Hale, A.D.; Skinner, C.H.; Williams, J.; Hawkins, R.O.; Neddenriep, C.E. & Dizer, J. (2007. )Comparing comprehension following silent and aloud reading across elementary and secondary students: Implications for curriculum-based measurement .The Behavior Analyst Today, ,8 ,9-23

Oliver,R.; Williams,R.L. (2006. )Performance patterns of high, medium, and low performers during and following a reward versus non-reward contingency phase .School Psychology Quarterly, ,21 ,119 -147

Winn,B.D.; Skinner,C.H.; Oliver,R.; Hale,A.; Ziegler,M.F. (2006. )The effects of listening-while-reading and repeated reading on the reading fluency of adult learners .Journal of Adolescent and Adult Literacy, ,50 ,196 -205

Hawkins,R.O. (2005. )The effects of task demands and additive interspersal ratios on fifth-grade students' mathematics accuracy .School Psychology Review, ,34(4) ,543 -545

Hawkins, R.O. & Axelrod, M.I. (2008. )Increasing the on-task homework behavior of youth with behavior disorders using functional behavioral assessment .Behavior Modification, ,

Hawkins, R.O.; Morrison, J.Q.; Musti-Rao, S. & Hawkins, J. (2008. )Treatment integrity for academic interventions in real world settings .School Psychology Forum: Research in Practice, ,(3 ),1 -15

Hale, A. D., & Hawkins, R. O. (2009. )Assessment and evaluation of counseling outcomes .Journal of Psychological Practice, ,15 ,1 -23

Musti-Rao, S., Hawkins, R. O., Barkley, L. (2009. )Effects of repeated reading on oral reading fluency of urban fourth graders: Implications for practice .Preventing School Failure, ,54 ,12 -23

Oddo, M.; Barnett, D.; Hawkins, R. O.; Musti-Rao, S. (2010. )Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups .Psychology in the Schools, ,

Barnett, D.W., Hawkins, R.O., & Lentz, F.E. (2011. )Intervention adherence for research and practice: Necessity or Triage Outcome? .Journal of Educational and Psychological Consultation, ,21 ,175-190

Hawkins, R.O., McCallum, E., McGuire,S., Barkley, E., Berry, L., & Hailley, J. (2011. )Adding listening previewing to decrease reading errors during peer tutoring and increase reading fluency and comprehension. .Journal of Evidence-Based Practices for Schools, ,12 ,151-178

Ling, S., Hawkins, R.O., & Weber, D. (2011. )Effects of a classwide interdependent group contingency designed to improve the behaviour of an at-risk student. .Journal of Behavioral Education, ,20 ,103-116

Musti-Rao, S., Hawkins, R.O., & Tan, C. (2011. )A practitioner's guide to consultation and problem-solving in inclusive settings. .Teaching Exceptional Children, ,44 ,18-26

Schmitt, A.J., McCallum, E., Rubinic, D., & Hawkins, R.O. (2011. )Reading pen decoding and vocabulary accommodations: Impact on student comprehension accuracy and rate. .Journal of Evidence-Based Practices for Schools, ,12 ,223-241.

Schmitt, Ara J; McCallum, Elizabeth; Hawkins, Renee O; Stephenson, Emily; Vicencio, Kenneth (2019. )The effects of two assistive technologies on reading comprehension accuracy and rate.Assistive technology : the official journal of RESNA, ,31 (4 ),220-230

Hawkins, Renee O; Haydon, Todd; McCoy, Dacia; Howard, Andrea (2017. )Effects of an interdependent group contingency on the transition behavior of middle school students with emotional and behavioral disorders.School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, ,32 (2 ),282-289

Larkin, Wallace; Hawkins, Renee O; Collins, Tai (2016. )Using trial-based functional analysis to design effective interventions for students diagnosed with autism spectrum disorder.School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, ,31 (4 ),534-547

Collins, Tai A; Hawkins, Renee O; Nabors, Laura A (2016. )Introduction to the Special Issue: Interventions to Improve Children's Social and Emotional Functioning at School.Behavior modification, ,40 (4 ),487-92

Wahl, Elaine; Hawkins, Renee O; Haydon, Todd; Marsicano, Richard; Morrison, Julie Q (2016. )Comparing Versions of the Good Behavior Game: Can a Positive Spin Enhance Effectiveness?.Behavior modification, ,40 (4 ),493-517

Hawkins, Renee O; Axelrod, Michael I (2008. )Increasing the on-task homework behavior of youth with behavior disorders using functional behavioral assessment.Behavior modification, ,32 (6 ),840-59

Alter P.; Hawkins R.; Haydon T.; Kendall Theado C. (04-01-2019. )“Check Yourself”: Mindfulness-Based Stress Reduction for Teachers of Students With Challenging Behav.Beyond Behavior, ,28 (1 ),55-60

Collins T.; Hawkins R.; Haydon T.; Ramirez L.; Ritter C. (01-01-2019. )Generalizing the effects of group contingencies across instructional settings for students with emot.School Psychology Review, ,48 (1 ),98-112

Hawkins R.; Luevano C. (01-01-2018. )The good behavior game: Developing positive classroom behavior .Promoting Prosocial Behaviors in Children through Games and Play: Making Social Emotional Learning Fun, ,1-27

Hawkins R.; Nabors L. (01-01-2018. )Promoting prosocial behaviors in children through games and play: Making social emotional learning f .Promoting Prosocial Behaviors in Children through Games and Play: Making Social Emotional Learning Fun, ,1-254

Hawkins R.; Nabors L. (01-01-2018. )Preface .Promoting Prosocial Behaviors in Children through Games and Play: Making Social Emotional Learning Fun, ,vii-viii

Collins T.; Flowers E.; Haas L.; Hawkins R.; Kalra H.; Richard J. (01-01-2018. )Behavior Bingo: The effects of a culturally relevant group contingency intervention for students wit.Psychology in the Schools, ,55 (1 ),63-75

Collins T.; Flowers E.; Hawkins R.; Hernan C. (01-01-2016. )Using Computer-Assisted Instruction to Build Math Fact Fluency: An Implementation Guide.Intervention in School and Clinic, ,52 (3 ),141-147

Clouse D.; Hawkins R.; Haydon T.; Kalra H.; McCoy D.; McCune A.; Musti-Rao S. (01-01-2016. )Using Video Modeling and Mobile Technology to Teach Social Skills.Intervention in School and Clinic, ,52 (3 ),154-162

Denune H.; Fite N.; Hawkins R.; Haydon T.; Larkin W. (06-01-2015. )Improving the transition behavior of high school students with emotional behavioral disorders using .School Psychology Review, ,44 (2 ),208-223

Hawkins R.; Marsicano R.; McCallum E.; Musti-Rao S.; Schmitt A. (01-01-2015. )Comparing the efficiency of repeated reading and listening-while-reading to improve fluency and comp.Education and Treatment of Children, ,38 (1 ),49-70

Denune H.; Donovan L.; Hall L.; Hawkins R.; Mccoy D.; Moeder A. (01-01-2015. )Combining self-monitoring and an interdependent group contingency to improve the behavior of sixth g.Psychology in the Schools, ,52 (6 ),562-577

Barnett D.; Denune H.; Hawkins R.; Kimener L.; McCoy D.; Shier A.; Wahl E. (03-01-2014. )Methods Used to Document Procedural Fidelity in School-Based Intervention Research.Journal of Behavioral Education, ,23 (1 ),89-107

Hawkins R.; Haydon T.; Macsuga-Gage A.; Simonsen B. (12-01-2012. )Opportunities to Respond: A Key Component of Effective Instruction.Beyond Behavior, ,22 (1 ),23-31

Hawkins R.; Hennessey J.; Lovelace T.; McCallum E.; Schmitt A. (12-01-2012. )Use of reading pen assistive technology to accommodate post-secondary students with reading disabili.Assistive Technology, ,24 (4 ),229-239

Barnett D.; Hawkins R.; Lentz F. (07-01-2011. )Intervention adherence for research and practice: Necessity or triage outcome?.Journal of Educational and Psychological Consultation, ,21 (3 ),175-190

Hawkins R.; Ling S.; Weber D. (06-01-2011. )Effects of a Classwide Interdependent Group Contingency Designed to Improve the Behavior of an At-Ri.Journal of Behavioral Education, ,20 (2 ),103-116

Hale A.; Hawkins R.; Ling S.; Sheeley W. (01-01-2011. )Repeated reading and vocabulary-previewing interventions to improve fluency and comprehension for st.Psychology in the Schools, ,48 (1 ),59-77

Hale A.; Hawkins R.; Henning J.; Moch C.; Reynolds J.; Sheeley W.; Shoemaker L. (01-01-2011. )Reading assessment methods for middle-school students: An investigation of reading comprehension rat.Psychology in the Schools, ,48 (1 ),28-36

Hale A.; Hawkins R.; Jenkins S.; Martin D.; Reynolds J.; Schmitt A.; Sheeley W. (01-01-2011. )An investigation of silent versus aloud reading comprehension of elementary students using Maze asse.Psychology in the Schools, ,48 (1 ),4-13

Hawkins R. (11-01-2010. )Introduction to the special issue: Identifying effective classwide interventions to promote positive.Psychology in the Schools, ,47 (9 ),869-870

Hailley J.; Hawkins R.; Lentz F.; McGuire S.; McKissick C. (11-01-2010. )Randomizing multiple contingency components to decrease disruptive behaviors and increase student en.Psychology in the Schools, ,47 (9 ),944-959

Hailley J.; Hale A.; Hawkins R.; McGuire S.; Musti-Rao S. (11-01-2010. )Examining listening previewing as a classwide strategy to promote reading comprehension and vocabula.Psychology in the Schools, ,47 (9 ),903-916

Barnett D.; Hawkins R.; Musti-Rao S.; Oddo M. (09-01-2010. )Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups.Psychology in the Schools, ,47 (8 ),842-858

Hale A.; Hawkins R.; Morrow J.; Neddenriep C.; Skinner C.; Williams J. (12-01-2009. )The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates.Psychology in the Schools, ,46 (10 ),1036-1047

Berry L.; Hawkins R.; Hughes C.; McGuire S.; Musti-Rao S. (09-25-2009. )Applying a randomized interdependent group contingency component to classwide peer tutoring for mult.Journal of Behavioral Education, ,18 (4 ),300-318

Barnett D.; Hawkins R.; Kroeger S.; Musti-Rao S.; Ward J. (09-01-2008. )Preservice training in response to intervention: Learning by doing an interdisciplinary field experi.Psychology in the Schools, ,45 (8 ),745-762

Hale A.; Hawkins R.; Neddenriep C.; Skinner C.; Winn B. (04-01-2007. )A preliminary investigation of the concurrent validity of reading comprehension rate: A direct, dyna.Psychology in the Schools, ,44 (4 ),373-388

Book Chapter

Hawkins, R. O.; Hale, A. D. (2010 )Assessment of social skills Social skills instruction: A handbook for teachers .Singapore,Cobee Publishing House

Barnett,D.W.; Hawkins,R.O.; Prasse,D.; Macmann,G.; Graden,J.L.; Nantais,M.; Pan,W. (2007 )The handbook of response to intervention: the science and practice of assessment and intervention Decision making validity in response to intervention .New York, NY,Springer Science Inc

Friman,P.C.; Hawkins,R.O. (2006 )Antecedent intervention: recent developments in community based behavior support (2nd ed.) Clinical implications of motivating events with special emphasis on establishing operations .(pp. 31-52).Baltimore, MD,Paul Brookes

Barnett, D.W. & Hawkins, R.O. Handbook of behavioral interventions in schools Behavioral interventions for preschools .Washington, D.C.,APA

Musti-Rao, S.; Hawkins, R.O.,; Cartledge, G. & Utley, C. (2008 )Culturally responsive literacy instruction Improving vocabulary .Thousand Oaks, CA,Corwin

Hawkins, R. O., Barnett, D. W., Morrison, J. Q., & Musti-Rao, S. (2009 )Choosing targets for assessment and intervention: Improving important student outcomes. In R. Ervin, G. G.Peacock, E. J. Daly, & K Merrell (Eds.), The practical handbook of school psychology: Effective practices for the 21st century New York,Guilford

Presentations

Invited Presentations

Carnahan, C. R., Schumaker-Dyke, K., Musti-Rao, S., & Hawkins, R. O. (05-2007. )Teaching students with Autism to follow directions in small group settings. Association for Behavior Analysis, San Diego, CA.

Hale, A. D., Sheeley, W., Hawkins, R. O., Martin, D. A., & Jenkins, S. (05-2007. )An investigation of silent versus aloud reading comprehension with elementary students using maze assessment procedures. Association for Behavior Analysis, San Diego, CA.

Hawkins, R. O., Musti-Rao, S., & Hughes, C. (05-2007. )Improving student outcomes using an interdisciplinary, collaborative problem solving approach .Association for Behavior Analysis, San Diego, CA.

Hawkins, R. O., Haski, H., McKissick, C., & Bunger, C. (03-2007. )Preservice training in response to intervention: Structuring applied learning experiences .National Association of School Psychologists, New York, NY.

Hawkins, R. O., Hale, A. D., Sheeley, W., & Gable, A. M. (03-2007. )Reading comprehension assessment and intervention: Identifying and helping struggling students .National Association of School Psychologists, New York, NY.

Hawkins, R. O. (05-2006. )The effects of task demands and additive interspersal ratios on 5th grade student mathematics accuracy .Association for Behavior Analysis, Atlanta, GA.

Hawkins, R. O. (05-2006. )The effects of task demands and additive interspersal ratios on 5th grade student mathematics accuracy .Annual Convention of Association for Behavior Analysis, Atlanta, GA.

Hale, A.D.; Hawkins, R.O.; Shoemaker, L.; Taylor, M.; Moore, L. & Shouse, M. (2008. )An investigation of aloud reading comprehension rate .Association for behavior analysis, Chicago, IL.

Hawkins, R.O.; Musti-Rao, S.; Berkley, E.; Berry, L.; Hailley, J.; Hughes, C. & McGuire, S. (2008. )Improving academic outcomes for at-risk urban learners .National Association of school psychologists, New Orleans, LA.

Hawkins, R.O.; Sheeley, W. & Hale A.D. (2008. )Improving reading fluency and comprehension for struggling hign school students .Association for behavior analysis, Chicago, IL.

Johnson, T.; Hawkins, R.O. & Hughes, C. (2008. )Training school psycologists for practice in response to intervention .Association for behavior analysis, Chicago, IL.

Johnson, T.; Hawkins, R.O. & Urshel, C. (2008. )Creating continuity across classrooms for secondary students exhibiting disruptive behaviors .National association of school psychologists, New Orleans, LA.

Poster Presentations

Hale, A. D.; Hawkins, R. O. (2010. )Reading curriculum-based measures for elementary and middle school students .Annual Conference of the National Association of School Psychologists, Chicago, IL. .

Schmitt, A. J.; McCallum, E.; Rubinic, D.; Hawkins, R. O. (2010. )Reading pen assistive technology: Effects on comprehension accuracy and rate .Annual Conference of the National Association of School Psychologists, Chicago, IL. .

Purple, M., Hawkins, R.O., & Butts, L. (2012. )Effects of self-monitoring on the writing performance of fourth-graders. National Association of School Pyschologists annual meeting, Philadelphia, Pennsylvania. . .Professional Meeting. .

Paper Presentations

Ling, S., McKissick, C., Shier, A., & Hawkins, R.O. (2012. )Examining group contingency systems to improve classroom behavior. .Philadelphia, Pennsylvania..

Walroth, E., McCoy, D., Kimener, L., Denune, H., & Hawkins, R.O. (2012. )Mathods for documenting intervention adherence: What does the school psychology research tell us? .Philadelphia, Pennsylvania.