Angus Kittelman is a Research Associate in Educational and Community Supports, a research unit in the College of Education. His research interests include positive behavior support, implementation science, applied behavior analysis, and vocational rehabilitation.
Dr. Kittelman received his PhD from the University of Oregon and MA in 2014 from Oregon State University. Prior to the UO, he worked as a behavior consultant. Courses he has taught at the UO include Advanced Behavior and Classroom Management (SPED 426/536) and Single-Subject Research Methods II (EDUC 652).
He is the project coordinator on an IES Exploration grant (PI: Kent McIntosh) examining the implementation and sustainability of Tier 2 and 3 behavior systems in schools. He is also a research team member on an IES Development and Innovation grant (PI: Brigid Flannery) focused on developing and examining the initial effectiveness of an adapted Tier 2 behavior intervention for high school students.
PhD, 2018, University of Oregon, Eugene, OR
Major: Special Education
Advisor: Dr. Kent McIntosh
MA, 2014, Oregon State University, Corvallis, OR
Major: Interdisciplinary: Applied Behavior Analysis, Special Education, & Social Psychology
Advisor: Dr. Teri Lewis
BS, 2011, Oregon State University, Corvallis, OR
Honors and Awards
2021 Honorable mention for School Psychology’s 2020 Article of the Year Competition
2019 Adaptive Interventions and Sequential Multiple-Assignment Randomized Trails (SMART) Scholar. Institute for Social Research, Ann Arbor, MI.
2018 Ted Carr Student Research Poster Award, Association for Positive Behavior Support (APBS)
2017 Nominated for the Council for Exceptional Children Outstanding Doctoral Student Scholars Award by University of Oregon Special Education Faculty
Nese, R. N. T., Kittelman, A., Strickland-Cohen, M. K., & McIntosh, K. (2021). Examining teaming and tier 2 and 3 practices within a PBIS framework. Journal of Positive Behavior Interventions. https://doi.org/10.1177/10983007211051090
Horner, R. H., Kittelman, A. (2021). Advancing the large-scale implementation of applied behavior analysis. Behavior and Social Issues. https://doi.org/10.1007/s42822-021-00049-z
Rowe, D. A., Collier-Meek, M. A., Kittelman, A., & Pierce, J. (2021). Ensuring Effective Implementation of Evidence-Based Practices. TEACHING Exceptional Children, 53(6), 396–399. https://doi.org/10.1177/00400599211025642
Ward, C. S., Kittelman, A., & Rowe, D. A. (2021). Supporting evidence-based practices: What implementation activities are needed when for success? TEACHING Exceptional Children, 53(5), 332-335. https://doi.org/10.1177/00400599211010176
Kittelman, A., Mercer, S. M., McIntosh, K., & Nese, R. N. T. (2021). Development and Validation of a Measure Assessing Sustainability of Tier 2 and 3 Behavior Support Systems. Journal of School Psychology, 85, 140-154. https://doi.org/10.1016/j.jsp.2021.02.001
Kittelman, A., Mercer, S. M., McIntosh, K., & Hoselton, R. (2021). Optimal timing for launching installation of Tier 2 and 3 systems of school-wide positive behavioral interventions and supports. Journal of Positive Behavioral Interventions. https://doi.org/10.1177/1098300721996084
Kittelman, A., Goodman, S., & Rowe, D. A. (2021). Effective teaming to implement evidence-based practices. TEACHING Exceptional Children, 53(4), 264-267. https://doi.org/10.1177/0040059921993020
Kittelman, A., Bromley, K. B., Mazzotti, V. L., Hirano, K., & McCroskey, C. (2020). Strategies to support work-based learning experiences for students with disabilities: Perceptions from the field. Journal of Rehabilitation, 86(4), 22-30.
Kittelman, A., Horner, R. H., & Rowe, D. A. (2020). Selecting evidence-based practices to improve learning and behavior. TEACHING Exceptional Children, 53(2), 96–98. https://doi.org/10.1177/0040059920964684
Mazzotti, V. L., Kittelman, A., Bromley, K. B., & Hirano, K. (2020). Experimental analysis of multi-component intervention to support youth in integrated work settings. Journal of Vocational Rehabilitation, 53(2), 145-158. https://doi.org/10.3233/JVR-201092
Kittelman, A., Strickland-Cohen, M. K., Pinkelman, S. E., & McIntosh, K. (2020). Variables contributing to abandonment and readoption of SWPBIS. Journal of Positive Behavior Interventions and Supports, 22(2), 67-77. https://doi.org/10.1177/1098300719888748
Flannery, K. B., McGrath Kato, M., Kittelman, A., McIntosh, K., & Triplett, D. (2020). A Tier 1 intervention to increase ninth grade engagement and success: Results from a randomized controlled trial. School Psychology, 35(1), 88-98. https://doi.org/10.1037/spq0000347
Kittelman, A., McIntosh, K., & Hoselton, R. (2019). Adoption of PBIS within school districts. Journal of School Psychology, 76, 159-167. https://doi.org/10.1016/j.jsp.2019.03.007
Freeman, J., Wilkinson, S., Kowitt, J., Kittelman, A., & Flannery, K. B. (2019). Research-supported practices for improving attendance in high schools: A review of the literature. Educational Research and Evaluation, 24, 481-503. https://doi.org/10.1080/13803611.2019.1602546
Dr. Kittelman is currently focusing his research on understanding and identifying factors that affect the implementation and sustainability of evidence-based practices in schools, implementing tiered systems of support in high schools, and providing behavior support to secondary students with disabilities in work-based settings.