Alexander M. Rigney, PhD
Dr. Alexander Rigney is a Licensed Psychologist who was born and raised in Ann Arbor. He received his doctoral degree in school psychology from Central Michigan University. After graduating from CMU, he completed a post-doctoral fellowship in clinical psychology at the University of Florida College of Medicine. Dr. Rigney has experience working in school, private practice, inpatient hospital, and outpatient hospital settings. While on post-doc he obtained specialized training in Parent-Child Interaction Therapy (PCIT) as well as treating Obsessive Compulsive and related disorders using exposure and response-prevention treatment. Dr. Rigney has experience in providing evidence-based therapeutic treatment with children, adolescents, and adults for various emotional disorders (i.e., anxiety, depression, OCD, PTSD), disruptive behavior disorders, and Attention-Deficit Hyperactivity Disorder. He has a particular interest in working with children ages 2-7 who would benefit from PCIT and with older children, adolescents, and adults for the treatment of emotional disorders. Dr. Rigney also has experience conducting psychological assessments with school-age children, adolescents, and adults to evaluate for Specific Learning Disorder and Attention-Deficit Hyperactivity Disorder.
If you have questions about whether Dr. Rigney is "in-network" with your insurance, please contact Dr. Rigney and your insurance provider before initiating psychological services.
If you have questions about whether Dr. Rigney is "in-network" with your insurance, please contact Dr. Rigney and your insurance provider before initiating psychological services.
Please contact Dr. Rigney directly at (734) 325-1435
Selected Publications:
Rigney, A. M., Drevon, D. D., & Hixson, M. D. (2023). Gaining headspace: A classroom-based mindfulness intervention to promote attention for primary students. Psychology in the Schools, 61, 4449–4464. https://doi.org/10.1002/pits.23285
Drevon, D. D., Hixson, M. D., Campbell, A., Brown, A. M., & Rigney, A. M. (2020). Check-in checkout/behavior report card. In M. I. Axelrod, M. Coolong-Chaffin, & R. O. Hawkins (Eds.), Case studies in school psychology: Behavioral interventions for effective problem-solving. Routledge.
Rigney, A. M., Hixson, M. D., & Drevon, D. D. (2020). Headsprout: A systematic review of the evidence. Journal of Behavioral Education, 29, 153-167. doi.org/10.1007/s10864-019-09345-6
Drevon, D. D., Hixson, M. D., Wyse, R. D., & Rigney, A. M. (2019). A meta-analytic review of the evidence for check-in check-out. Psychology in the Schools, 56, 393-412. doi:10.1002/pits.22195
Slavin, L., Rigney, A. M., Traudt, S., Madhavan-Brown, S., & Drevon, D. D. (2018). Ethical and professional social media use guidelines: A review of social media policies in school psychology graduate programs. Trainers’ Forum, 35, 22-29.
Rigney, A. M., Drevon, D. D., & Hixson, M. D. (2023). Gaining headspace: A classroom-based mindfulness intervention to promote attention for primary students. Psychology in the Schools, 61, 4449–4464. https://doi.org/10.1002/pits.23285
Drevon, D. D., Hixson, M. D., Campbell, A., Brown, A. M., & Rigney, A. M. (2020). Check-in checkout/behavior report card. In M. I. Axelrod, M. Coolong-Chaffin, & R. O. Hawkins (Eds.), Case studies in school psychology: Behavioral interventions for effective problem-solving. Routledge.
Rigney, A. M., Hixson, M. D., & Drevon, D. D. (2020). Headsprout: A systematic review of the evidence. Journal of Behavioral Education, 29, 153-167. doi.org/10.1007/s10864-019-09345-6
Drevon, D. D., Hixson, M. D., Wyse, R. D., & Rigney, A. M. (2019). A meta-analytic review of the evidence for check-in check-out. Psychology in the Schools, 56, 393-412. doi:10.1002/pits.22195
Slavin, L., Rigney, A. M., Traudt, S., Madhavan-Brown, S., & Drevon, D. D. (2018). Ethical and professional social media use guidelines: A review of social media policies in school psychology graduate programs. Trainers’ Forum, 35, 22-29.
