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School of Education, Health and Human Behavior
School of Education

Dr. Emily J. Krohn

Professor Emerita


Education: Ph.D., 1980
St. Louis University

School Psychology, Child Development, Cognitive Assessment

(618) 650-3646


Picture of Dr. Krohn

About Dr. Krohn

Emily J. Krohn is Professor of Psychology and program director of the school psychology program, which includes the M.S. and SSP degree programs. She obtained a Ph.D. in Psychology with a specialization in School Psychology from Saint Louis University. She was an elementary and special education teacher before she became a certified school psychologist. She functioned as a school psychologist for six years prior to joining the university and has served as a consultant to several educational and community agencies over the years.

Currently, Professor Krohn's responsibilities include administration of the Clinical Child and Community Psychology Program, coordinator of practica and the internship, and teaches courses in child psychology, developmental psychology, cognitive assessment, and school psychology. She supervises both masters and specialist level research projects. Professor Krohn serves as the consulting school psychologist for an adolescent program at a forensic mental health hospital.

Dr. Krohn's research interests have focused on psychological assessment, especially in the area of early childhood cognitive development. She has published articles and presented papers at state and national conferences. Dr. Krohn and her colleague, Dr. Lamp, are currently conducting a longitudinal research study designed to assess the validity of new assessment techniques for use with young African-American and White children from impoverished families.

Professor Krohn is a member of the National Association of School Psychologists, Illinois School Psychologists Association, and American Psychological Association, Division of School Psychology. She has served as Secretary and Trainer Representative to the Illinois School Psychologists Association.

Representative Publications

  • Grippi, A., Jewell, J. D., Krohn, E. J., Scott, V. G., & Lamp, R. (2006). Teaching the Disruptive Child to Read: An evaluation of the SPIRE Reading Program. International Journal of Arts and Sciences, 1, 30-33.
  • Jewell, J. D., Grippi, A., Hupp, S., & Krohn, E. (in press). The effects of a rotating classroom schedule on classroom crisis events in a school for autism. North American Journal of Psychology.
  • Jewell, J. D., Krohn, E. J., Scott, V., Carlton, M., & Tuholski, S. (2004). Assessing discipline in the classroom: Development and preliminary analysis of the Teacher Discipline Style Inventory (TDSI). Journal of Early Education and Family Review, 12, 32-42.
  • Kielbasa, A. M., Pomerantz, A. M., Krohn, E. J., & Sullivan, B. F. (2004). How does clients' method of payment influence psychologists' diagnostic decisions? Ethics & Behavior, 14, 187-195.
  • Rosell, A. M., Pomerantz, A. M., Krohn, E. J., Sullivan, B. F. (2004). How does clients' method of payment influence psychologists' diagnostic decisions. Ethics and Behavior, 14(2), 187-195.
  • Lamp, R. E. & Krohn, E. J. (2001). A longitudinal predictive validity investigation of the SB: FE and K-ABC with at-risk children. Journal of Psychoeducational Assessment, 19, 334-349.
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