Dan Koonce

  Division Chair
  708-235-7565ext. 7565
  Office Location: G319
  Office Hours: Monday, Thursday, By Appointment
  College: CEHD

School Psychology, Ed.S
Counselor Education and Supervision, Ph.D.
Division of Psyc and Counseling



Behavioral Intervention
Academic Achievement



Dan Koonce, Ph.D., is an Associate Professor in the School Psychology department. He earned his Ph.D. in Educational Psychology from Oklahoma State University in 2000. His entry into the field of school psychology was fostered through working with adjudicated adolescents in Oklahoma and New York. He served as school psychologist in both urban and suburban school districts in Illinois, Oklahoma and Rhode Island.

Prior to his appointment at the Governor State University, he served as trainer of school psychologist at two different universities and provided technical assistance/training to school districts throughout the state for the Illinois PBIS Network. The focus of his technical assistance was in the development and implementation of tier 2/tier 3 behavioral interventions. His research interests are in the area of statistics, social justice, disproportionality, early literacy, and the professional practices of school-based clinicians.

Visit Dan Koonce's Website



Andrews, A., & Koonce, D. A. (2019). The impact of a potential public/private initiative
on a defined region of the south suburban Chicago metropolitan area. International
Journal of Business and Applied Social Science, 5, 14-31.

Koonce, D. A. (2019). Assessing the effects of Second Step: A program evaluation of
a pilot implementation. International Journal of Business Management and

Koonce, D. A. (2017). Reading comprehension. In J. Kreutzer, J. DeLuca, John, & B.
Caplan (Eds.). Encyclopedia of clinical neuropsychology. New York: Springer.

Witsken, D., & Koonce, D. A. (2017). Phonemic awareness. In J. Kreutzer, J. DeLuca,
John, & B. Caplan (Eds.). Encyclopedia of clinical neuropsychology. New York:

McGraw, K., & Koonce, D. A. (2011). Role of the school psychologist: Orchestrating
the continuum of school-wide positive behavior support. Communique, 39(8), 4-7.

Upreti, G., Liaupsin, C., & Koonce, D. A. (2010). Stakeholder utility: Perspectives on
schoolwide data for measurement feedback and evaluation. Education and
Treatment of Children, 33(4), 497-511.

Ditkowsky, B., & Koonce, D. A. (2010). Predicting performance on high-stakes
assessment using oral reading growth over time. Assessment for Effective
Intervention, 35(3),159-167.

Koonce, D. A. (2007). Clinician assessment practices of attention deficit hyperactivity
disorder:A national survey of school psychologists. Journal of Psychoeducational
Assessment, 25(4), 319-333.

Koonce, D. A., & Harper, W. (2005). Engaging African American parents in the
schools: A community-based consultation model. Journal of Educational and
Psychological Consultation, 16(1-2), 55-74.

Koonce, D. A., Cruce, M., Aldridge, J. O., Langford, C., Sporer, A. K., & Stinnett, T. A.
(2004). The ADHD label, analogue methodology, and participants’ high school
location on judgments of social and attentional skills. Psychology in the Schools,
41, 221-234.

Iwamasa, G. Y., Sorocco, K. H., & Koonce, D. A. (2002). Ethnicity and Clinical
Psychology: A Content Analysis of the Literature. Clinical Psychology Review, 22,