Lauren Kaiser

Biography

Dr. Lauren T. Kaiser, Ph.D., NCSP, is a nationally certified school psychologist with over 20 years of experience in K–12 and higher education. She has joined Towson University as a Clinical Assistant Professor in the School Psychology program, where she will mainly teach graduate courses in school psychology, such as the “Introduction to School Psychology” and “Practicum in School Psychology.”  

Dr. Kaiser most recently served as a school psychologist in Baltimore County Public Schools, where she continues to support school psychologists through training in consultation and coaching practices. Previously, she was an associate professor and coordinator of the Ed.S. Program in School Psychology at Millersville University, where she also served as assistant department chair and contributed to curriculum development and faculty governance. She holds a Ph.D. and M.A. in school psychology and a B.S. in elementary education from the University of Maryland, College Park. 

Dr. Kaiser has worked in diverse educational settings across eight states as an elementary teacher, school psychologist, district-level intervention specialist and trainer/coach in programs such as instructional consultation teams, Double Check classroom check-up coaching, positive behavior intervention supports, and the coping power program. She has taught undergraduate and graduate courses at the University of Maryland, Stevenson University and Millersville University. 

Her research focuses on school consultation, interventions and implementation of science. She has presented nationally, published eight peer-reviewed articles, contributed to NASP Best Practices in School Psychology VII, and co-authored Case Studies in School Psychology: Applying Standards for Professional Practice. Dr. Kaiser has held leadership roles in ASPP, MSPA, and the Pennsylvania Psychological Association, and serves as a reviewer for the Journal of Educational and Psychological Consultation. 

Research Interests

• school consultation and collaboration: instructional consultation, classroom check-up, problem-solving teams, collaborative communication skills  
• MTSS/RTI 
• implementation science 

Clinical Interests

Dr. Lauren Kaiser clinical emphasis has been on enhancing collaboration, problem-solving and culturally-responsive skills of school professionals to better improve equity and outcomes, academic, social-emotional, or behavioral, for students in schools. 

Selected Publications

Books Rahill, S. A., Kaiser, L. T. (2022). Case studies in school psychology: Updated standards for professional practice. Routledge.  

Chapters Rosenfield, S., Kaiser, L., Cramer, K. (2024). Instructional consultation. In L. Theodore, M. Bray & Bracken (Eds.)Desk Reference in School Psychology(pp. 514-535). Oxford University Press. 

Kaiser, L., & Newman, D. (2023). Best Practices in Instructional Consultation. In P. Harrison, S. Proctor, & A. Thomas (Eds.). Best Practices in School Psychology 7 (pp.309-322). National Association of School Psychology. 

Pas, E. T., Kaiser, L., & Owens, J. S. (2023). Innovative approaches to coaching teachers in Tier 1 and Tier 2 classroom interventions. In S. Evans, J. S. Owens, C. P. Bradshaw, & M. D. Weist (Eds.). Handbook of school mental health. Issues in clinical child psychology (pp 343-355). Springer. https://doi.org/10.1007/978-3-031-20006-9_23 

Peer-Reviewed Manuscripts 

Kaiser, L. T., Villarreal, J. N., Barrett, C. A., Newman, D. S., McIntire, H., Gerrard, M. K. (2024). School-based consultation training: Current descriptions and future directions.  School Psychology Training and Pedagogy. 40(2), 44-54. 

Cooper, J., Holmes, S., & Kaiser, L. T., Miranda, A. H. (2024). Getting comfortable with being  uncomfortable: Approaches to training in culturally responsive consultation. Journal of  Educational and Psychological Consultation. https://doi.org/10.1080/10474412.2024.2311370 

Newman, D. S., McIntire, H., Barrett, C. A., Gerrard, M. K., Villarreal, J. N., & Kaiser, L. T.(2023). A qualitative content analysis of novice consultant’s responses to a consultee’s request for assistance. Psychology in the Schools. https://onlinelibrary.wiley.com/doi/10.1002/pits.22882 

Newman, D. S., Villarreal, J. N., Gerrard, M. K., McIntire, H., Barrett, C., Kaiser, L. T. (2022). Deliberate practice of consultation communication skills: A randomized control trial. School Psychology, 37(3), 225-235. https://doi.org/10.1037/spq0000494. 

Newman, D., Gerrard, M. K., Villarreal, J. N., & Kaiser, L. (2021). Deliberate practice of consultation microskills: An evaluation of training. Training and Education in Professional Psychology. https://doi.org/10.1037/tep0000368 

Pas, E. T., Kaiser, L., Rabinowitz, J., Lochman, J. E., & Bradshaw, C. P. (2020). Patterns of student attendance for group counseling and the influence of student, group, and clinician factors. Journal of Applied School Psychology. 

Vu, P., Bruckman Shanahan, K., Koehler, J., Rosenfield, S., Gravois, T., Berger, J., Vaganek, M., Kaiser, L.,  Nelson, D., & Gottfredson, G. (2013). Experimental evaluation of the effects of Instructional Consultation Teams on teacher beliefs and practices. International Journal of School and Educational Psychology, 1, 67-81. 

Kaiser, L. T., Rosenfield, S., & Gravois, T.A. (2009). Teachers’ perception of satisfaction, skill development, and skill application after instructional consultation services. Journal of Learning Disabilities, 42, 444-457.