Kent McIntosh, PhD, teaches and conducts research in the areas of positive behavior support, equity in school discipline, and sustainability of evidence-based interventions in schools. He is Director of Educational and Community Supports, a research unit in the College of Education.
Honors and Awards
2017 Article of the Year, Behavioral Disorders. Council for Exceptional Children, Boston, MA, April 20, 2017.
2016 Fund for Faculty Excellence Award, University of Oregon, Eugene, OR, June 6, 2016.
2015 Distinguished Early Career Research Award. Council for Exceptional Children, Division for Research, San Diego, CA, April 10, 2015.
2015 Champion Researcher Award, Northwest PBIS Network, Eugene, OR, March, 2015.
2014 Society for the Study of School Psychology. Elected member of scholarly association. July 2, 2014.
2012 Editorial Appreciation Award 2011. Awarded for contributions to the School Psychology Review editorial process as an Editorial Advisory Board member, Philadelphia, PA, February 22, 2012.
2007 Early Career Scholar. Awarded by the Society for the Study of School Psychology, March 25, 2007.
2004 Clare Wilkins Chamberlin Memorial Fund Award. Awarded by the College of Education, University of Oregon, April 21, 2004.
2004 Liz Gullion Award. Awarded by the Oregon School Psychologists Association, March 17, 2004.
2004 Society for the Advancement of Behavior Analysis Student Presenter Grant. Received at the 30th Annual Association for Behavior Analysis Convention, Boston, 2004.
2003 Division 16 Outstanding Student Poster Award. Received at the 111th Annual Conference of the American Psychological Association, Toronto, Ontario, August 9, 2003.
Note: Student co-authors are listed in bold, community collaborators are underlined.
80. Bastable, E., Falcon, S. F., Nese, R., Meng, P., & McIntosh, K., & (in press, accepted 9-18-2019). Enhancing school-wide positive behavioral interventions and supports tier 1 core features to improve disciplinary equity. Preventing School Failure.
79. Flannery, K. B., Kato, M. M., Kittelman, A., McIntosh, K., & Triplett. D. H. (in press, accepted 10-16-2019). Effects of a universal prevention model to increase freshman school engagement and success: A randomized trial. School Psychology Quarterly.
78. Bastable, E., Meng, P., Falcon, S., & McIntosh, K., (in press, accepted 8-7-2019). Using an embedded mixed methods design to assess and improve intervention acceptability of an equity-focused intervention: A methodological demonstration. Behavioral Disorders.
77. Bastable, E., Massar, M. M., & McIntosh, K., (in press, accepted 4-10-2019). A survey of team members’ perceptions of coaching activities related to Tier 1 SWPBIS implementation. Journal of Positive Behavior Interventions.
76. Kittelman, A., McIntosh, K., & Hoselton, R. (2019). Adoption of PBIS within school districts. Journal of School Psychology, 76, 159-167.
75. Zaheer, I., Maggin, D., McDaniel, S., McIntosh, K., Fogt, J., & Rodriguez, B. J. (2019). Supporting students with or at risk for emotional and behavioral disorders: Promising practices and their implementation. Behavioral Disorders, 44, 117-128. doi: 10.1177/0198742918821331
74. McIntosh, K. & Lane, K. L. (2019). Advances in measurement in PBIS. Remedial and Special Education, 40, 3-5.
73. Rasplica Khoury, C., McIntosh, K., & Hoselton, R. (2019). An investigation of concurrent validity of fidelity of implementation measures at initial years of implementation. Remedial and Special Education, 40, 25-31.
72. Girvan, E. J., McIntosh, K., & Smolkowski, K. (2019). Tail, tusk, and trunk: What different metrics reveal about racial disproportionality in school discipline. Educational Psychologist. doi: 10.1080/00461520.2018.1537125
71. Horner, R. H., Ward, C. S., Fixsen, D. L., Sugai, G., McIntosh, K., Putnam, R., & Little, H. D. (2019). Resource leveraging to achieve large-scale implementation of effective educational practices. Journal of Positive Behavior Interventions, 21, 67-76. doi: 10.1177/1098300718783754
70. Nese, R. N. T., Nese, J. F. T., McIntosh, K., Mercer, S. H., & Kittelman, A. (2019). Predicting latency of reaching adequate implementation of tier 1 school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 21, 106-116. doi: 10.1177/1098300718783755
69. Strickland-Cohen, M. K., Pinkelman, S. E., Jimerson, J. B., Berg, T. A., Pinkney, C. J., & McIntosh, K. (2019). Sustaining effective individualized behavior support: Barriers and enablers. Preventing School Failure, 63, 1-11. doi: 10.1080/1045988X.2018.1456399
68. Kittelman, A., Bromley, K. W., McIntosh, K., Mercer, S. H. (2019). Validation of a measure of sustainability of school-wide behavior interventions. Remedial and Special Education, 40, 67-73. doi: 10.1177/0741932517753821
67. Ledbetter, A. K., Sohlberg, M. M., Fickas, S. F., Horney, M. A., & McIntosh, K. (2019). Evaluation of a computer-based prompting intervention to improve essay writing in undergraduates with cognitive impairment after acquired brain injury. Neuropsychological Rehabilitation, 29, 1226-1255. doi:10.1080/09602011.2017.1383272
66. Massar, M., McIntosh, K., & Mercer, S. H. (2019). Factor validation of a fidelity of implementation measure for social behavior systems. Remedial and Special Education, 40, 16-24.
Dr. McIntosh is the Principal Investigator of multiple IES grants, including a three-year project focusing on developing and testing an intervention to reduce racial/ethnic disproportionality in school discipline that focuses on culturally-responsive behavior support and strategies to neutralize implicit bias. He is Co-Director of the OSEP National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), a national technical assistance center. In addition, he is a founding member of PBIS-SCP Canada, a national network supporting PBIS implementation and research in Canada.