Craig Rush


Professor of Psychology


Contact Info

LA 3149


Ph.D. in School Psychology,
The University of Alabama,

Ed.S., The University
of Alabama, 2003

M.S. (triple degree),
East Carolina University, 1998

B.A., The University of North Carolina at Wilmington, 1990

Areas of Expertise

Technical applications & alternative methods related to:


Professional Training

School-based disaster preparation & response

Various forms of intervention & assessment


Dr. S. Craig Rush is an associate professor in the Department of Psychology at Towson University. He graduated from the University of Alabama with a Ph.D. in school psychology and an Ed.S. in educational psychology-school psychology. Dr. Rush also earned M.S. degrees in rehabilitation counseling, substance abuse counseling, and vocational evaluation from East Carolina University. Before his faculty appointment at Towson University, Dr. Rush was a member of the faculty in the Department of Educational Studies in Psychology, Research Methodology, and Counseling at the University of Alabama, and the Department of Psychology at Barry University. Before working in academe, Dr. Rush worked in public rehabilitation agencies in North Carolina and Nevada. He is a Nationally Certified School Psychologist, a Licensed Applied Psychologist in Virginia, and certified in school psychology by the Maryland State Department of Education. His research interests broadly focus on professional issues in school psychology research and practice. Dr. Rush primarily teaches graduate courses in the Program in School Psychology. He also is engaged in independent practice and consultation.


Selected Publications

Rush, S. C., Houser. R., & *Partridge, A. (2015). Rebuilding sustainable communities for children and families after disaster: Recommendations from symposium participants in response to the April 27th, 2011 tornadoes. Community Mental Health Journal, 51(2), 132-138. 

Rush, S. C. (2014). Transana qualitative video and audio analysis software as a tool for teaching intellectual assessment skills to graduate psychology students. Journal of Educational Technology Systems, 43(1), 55-74. 

Rush, S. C., *Tallent, D., *Partridge, A., & Mugoya, G. (2014). The future of transcranial direct current stimulation (tDCS) in rehabilitation: Applications for depression, stroke, and improving memory and attention. The Rehabilitation Professional, 22(4), 237-246.

Rush, S. C., *Wheeler, J., & *Partridge, A. (2014). A proposed template for an emergency online school professional training curriculum. Contemporary School Psychology, 18(2), 143-156. 

Rush, S. C., *Wheeler, J., & *Partridge, A. (2014). Emergency online schools as a means of providing schooling and crisis support after school closings due to catastrophic disasters. International Journal of Emergency Management, 10(3/4), 241-258.

Rush, S. C. (2013). Organization, interpretation, and presentation of classroom observation data using Transana qualitative video analysis software. Information Technology, Education and Society, 14(1), 41-49.

Rush, S. C. (2013). Transana video analysis software as a tool for teaching initial unstructured clinical assessment interviewing skills to school psychology students. Trainers’ Forum, 32(1), 103-117.

Rush, S. C. (2013). Teach it, and they will grow: Graduate training as an initial step toward substantiating emergency online schools as a response to catastrophic disasters. Trainers’ Forum, 31(2), 17-27.

Rush, S. C., *Kalish, A., & *Wheeler, J. (2013). Perceptual mapping software as a tool for facilitating school-based consultation. Journal of Educational and Psychological Consultation, 23(3), 217-227.

Rush, S. C. (2012). Transana video analysis software as a tool for consultation: Applications to improving PTA meeting leadership. Journal of Educational and Psychological Consultation, 22(4), 300-313.   

Rush, S. C., & *Wheeler, J. (2011). Enhancing junior faculty research productivity through multiinstitution collaboration: Participants’ impressions of the School Psychology Research Collaboration Conference. Canadian Journal of School Psychology, 26(3), 220-240.

Note: Sponsored by the Society for the Study of School Psychology.

Rush, S. C., & *Wheeler, J. (2011). Ascertaining disabling perceptions using perceptual mapping: Applications to teachers’ perceptions of adolescents with attention-deficit/hyperactivity disorder. Disability and Society, 26(6), 743-756.  

Rush, S. C., & *Wheeler, J. (2011). Increasing access to school psychology specialist-level training: A nexus of virtual reality, video conferencing, and live interaction. Trainers’ Forum, 29(4), 19-35.  

Rush, S. C., & Harrison, P. (2008). Ascertaining teachers’ perceptions of working with adolescents with attention-deficit/hyperactivity disorder. Educational Psychology in Practice, 24(3), 207-223.


Teaching Interests

Dr. Rush primarily teaches courses in the graduate program in school psychology, including courses in counseling, multicultural psychology, and developmental psychology. Dr. Rush also supervises interns.