1. Profile
  2. Patricia A. Graczyk

Patricia A. Graczyk PhD

Patricia A. Graczyk
  • Assistant Professor of Clinical Psychology
Contact Information
  • pgraczyk [at]
  • (630) 428-6101
  • Institute for Juvenile Research (IJR)
    1747 W. Roosevelt Rd.
    Chicago IL 60612
  • Room #:155

Patricia A. Graczyk, Ph. D. is an Assistant Professor of Clinical Psychology in the Department of Psychiatry at the University of Illinois at Chicago. She earned her Ph.D. in School Psychology and Clinical Psychology from Northern Illinois University in 1998. In 2001 she completed a three-year NIMH postdoctoral prevention research fellowship in urban children’s mental health. During that time she worked at the Collaborative for Academic, Social, and Emotional Learning (CASEL) and had a leadership role in several seminal SEL projects. These included conducting a literature review and defining SEL skills, developing criteria to evaluate SEL programs for CASEL’s Safe and Sound Guide commissioned by the U. S. Department of Education, presenting on SEL at numerous national and international conferences, and several publications on SEL, some of which are available on the CASEL website. Dr. Graczyk is a licensed clinical psychologist and school psychologist. She is a certified What Works Clearinghouse reviewer for group designs and has served as a grant reviewer for the US Department of Education – most recently for their 2018 Full Service Community School Grant Program. She also serves as a peer reviewer for a variety of scientific journals.

As a researcher, Dr. Graczyk’s work reflects a systemic approach. Her current major research interests focus on the transport of effective practices that promote school attendance and decrease school refusal, chronic absenteeism, and truancy. In 2014 Dr. Graczyk co-authored an article in which she and her colleague provided a blueprint of evidence-based practices to improve school attendance and organized them within a tiered framework depending on whether the practices were appropriate for all students (Tier 1), students who are at-risk (Tier 2), or those students already demonstrating significant attendance problems (Tier 3) (Kearney & Graczyk, 2014). She was especially honored when Ireland adopted the tiered model developed by her and her colleague as a way to improve school attendance and tackle problem absenteeism in that country! Additionally Dr. Graczyk is active nationally in promoting school attendance and serves as a member of the Network to Advance State Attendance Policy and Practices (NASAPP). She continues to conduct research in this area and also provides schools and districts with consultative support and professional development to increase their ability to promote regular school attendance for all their students.

Dr. Graczyk was a co-investigator on an NIMH-sponsored grant that utilized social diffusion theory to provide improved services to students with ADHD in schools serving predominantly low-income African-American communities in Chicago. Social diffusion theory posits that, to change the attitudes and behaviors of members of a social network, encouraging key opinion leaders within that network to embrace and endorse the targeted innovation increases the probability that other members of that network will adopt it. The randomized control trial provided evidence to support that hypotheses (Atkins, Frazier, Leathers, Graczyk, et al., 2008). She also has presented on systemic educational and mental health approaches at peer-reviewed local, national, and international conferences.

In her clinical work Dr. Graczyk has specialized in treating children and youth with anxiety disorders and has taught, published, and presented on the topic of pediatric anxiety. She also is a seasoned educator, having worked in Illinois public schools for over 35 years. Dr. Graczyk has worked at the school level (building problem-solving coach, building PBIS coach, school psychologist), district level (district level problem-solving coach, district PBIS coach), and regional level as an Area Wide Instructional Leader and Lead Coach for member districts in the Illinois RTI Network. Currently Dr. Graczyk serves as a Network Capacity Coach for the Illinois MTSS Network where she supports districts and schools in implementing a Multi-Tiered System of Supports framework for academics, behavior, and attendance. At all these levels and in all these roles, Dr. Graczyk has had to “think systemically” to help move schools and districts forward in their continuous quality improvement process.

  • psychiatry

    Transport of evidence-based practices to schools, school attendance, school refusal, chronic absenteeism, school attendance problems, pediatric anxiety disorders, social and emotional learning (SEL), trauma-informed practices, effective implementation of a Multi-Tiered System of Supports (MTSS) framework, data-based decision-making.

  • A tiered approach to promote school attendance and reduce chronic absenteeism

  • Promoting equity by promoting school attendance

  • Graczyk, P. A., Hennelly, M., & Connolly, S. D. Anxiety disorders in childhood. (2017). In T. P. Gullotta & G. Blau (Eds.), Handbook of Childhood Behavioral Issues: Evidence Based Approaches to Prevention and Treatment, 2nd ed. (pp. 215-237). New York: Routledge. 

    Graczyk, P. A. (2017). Working with the school. In T. W. Phelan’s All about ADHD: Symptoms, diagnosis, and treatment for children and adults. (pp. 142-157). Naperville, IL: Sourcebooks.

    Graczyk, P. A., & Connolly, S. D. (2015). Anxiety disorders. In T. P. Gullotta, R. W. Plant, & M. A. Evans (Eds.). Handbook of adolescent behavioral problems: Evidence-based approaches to prevention and treatment, 2nd ed. (pp. 107-130). New York: Springer. 

    Kearney, C. A., & Graczyk, P.  (2014). Response to Intervention model to promote school attendance and decrease school absenteeism. Child and Youth Care Forum, 43, 1-25.

    Heilman, K. J., Connolly, S. D., Padilla, W. O., Wrzosek, M. I., Graczyk, P. A., & Porges, S. W. (2012). Sluggish vagal break reactivity to physical exercise challenge in children with selective mutism. Development and Psychopathology, 24, 241-250.

    Kearney, C. A., & Graczyk, P. (2014). Response to Intervention model to promote school attendance and decrease school absenteeism. Child and Youth Care Forum, 43, 1-25.

    Atkins, M. S., Frazier, S. L., Leathers, S. J., Graczyk, P. A. , Talbott, E., Jakobsons, L. A. Abdul, J., Marinez-Lora A., Dimirtas, H., Gibbons, R. B., & Bell, C. C. (2008). Teacher key opinion leaders and mental health consultation in urban low-income schools. Journal of Consulting and Clinical Psychology, 76, 907-908.

    Graczyk, P. A., & Connolly, S. D. (2008). Anxiety disorders in childhood. In T. Gullotta (Ed.), Handbook of child behavioral issues: Evidence- based approaches (pp. 215-238)New York: Taylor and Francis, Publishers.

    Graczyk, P. A., Domitrovich, C. E., Small, M., & Zins, J. E. (2006). Serving all children: An implementation model framework. School Psychology Review, 35, 266-274.

    Graczyk, P. A., Atkins, M. S., Jackson, M. M., Letendre, J. A., Kim, J. Y. S., Baumann, B. L., & McCoy, J. (2005). Urban educators' perceptions of interventions for Attention Deficit Hyperactivity Disorder: A preliminary investigation. Behavioral Disorders, 30, 95-104.

    Pavuluri, M. N., Graczyk, P. A., Henry, D. B., Carbray, J. A., Heidenreich, J., & Miklowitz, D. J. (2004). Child and family-focused cognitive behavioral therapy for pediatric bipolar disorder: Development and preliminary results. Journal of the American Academy of Child and Adolescent Psychiatry, 43(5), 528-537.

    Elias, M. J., Zins, J. E., Graczyk, P. A., & Weissberg, R. P. (2003). Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools. School Psychology Review, 32 (3), 313-319.

    Lovejoy, M. C., Graczyk, P. A., O'Hare, E., & Neuman, G. (2000). Maternal depression and parenting behavior: A meta-analytic review. Clinical Psychology Review, 20, 561-592.

    Graczyk, P. A., Domitrovich, C. E, & Zins, J. E. (2003). Facilitating the implementation of evidence-based prevention and mental health promotion efforts in schools. In M. D. Weist, S. W. Evans, & N. A. Lever (Eds.), Handbook of school mental health: Advancing practice and research, (pp. 301- 318). New York: Kluwer Academic/ Plenum Publishers.

    Waas, G. A., & Graczyk, P. A. (2000). Child behaviors leading to peer rejection: A view from the peer group. Child Study Journal, 29, 291-306.

    Waas, G. A., & Graczyk, P. A. (1998). Group interventions for the peer-rejected child. In K. C. Stoiber and T. R. Kratochwill (Eds.), Handbook of group intervention for children and families (pp. 141-158). Boston: Allyn & Bacon.