Kent McIntosh
Biography
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.
This faculty member is interested in having a new doctoral student for the 2024-2025 academic year.
Education
Honors and Awards
2023 Advancing Diversity, Equity, and Inclusion Outstanding Research Award. University of Oregon, Eugene, OR, June 13, 2023.
2022 Article of the Year, School Psychology. American Psychological Association, Minneapolis, MN, August 4, 2022.
2022 Reviewer of the Year, School Psychology. American Psychological Association, Minneapolis, MN, August 4, 2022.
2021 Article of the Year – Honorable Mention, School Psychology. American Psychological Association, Washington, DC, August 12, 2021.
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, School Psychology Review. Philadelphia, PA, February 22, 2012.
2007 Early Career Scholar. Awarded by the Society for the Study of School Psychology, March 25, 2007.
Publications
Note: Student co-authors are listed in bold, community collaborators are underlined.
103. Santiago-Rosario, M. R., Austin, S. C., Izzard, S., Strickland-Cohen, M. K., Gallo, J., Newson, A., & McIntosh, K. (in press, accepted 6-15-2023). Zero tolerance: Effects, bias, and more effective strategies for improving school safety. Preventing School Failure.
102. Austin, S. C., McIntosh, K., & Girvan, E. J. (in press, accepted 6-26-2023). National patterns of vulnerable decision points in school discipline. Journal of School Psychology.
101. Kittelman, A., Mercer, S. H., McIntosh, K., & Nese, R. N. T. (accepted 7-07-2023). Factors predicting sustained implementation of tier 2 and tier 3 positive behavioral interventions and supports (Stage 1 Registered Report). Exceptional Children.
100. Markowitz, D., Kittelman, A., Girvan, E. J., Santiago-Rosario, M. R., & McIntosh, K. (in press, accepted 6-22-2023). Taking note of our biases: How language patterns reveal bias underlying the use of office discipline referrals in exclusionary discipline. Educational Researcher.
99. Kittelman, A., La Salle, T. P., Mercer, S. H., & McIntosh, K. (2023). Identifying profiles of school climate in high schools. School Psychology. https://psycnet.apa.org/doi/10.1037/spq0000553
98. Austin, S. C., McIntosh, K., Izzard, S. & Daugherty, B. (2023). A systematic review of single-case research examining culturally responsive behavior interventions in schools. Journal of Behavioral Education. Advance online publication. https://309.0r4g/10.1007/s10864-023-09506-8
97. McIntosh, K. (2023). Schoolwide positive behavioural interventions and supports and human rights: Transforming our educational systems into levers for social justice. International Journal of Developmental Disabilities, 69(1), 5-12. https://doi.org/10.1080/20473968.2022.2116223
96. Nese, R. N. T., Kittelman, A., Strickland-Cohen, M. K., & McIntosh, K. (2023). Examining teaming and tier 2 and 3 practices within a PBIS framework. Journal of Positive Behavior Interventions, 25(1), 16-27. https://doi.org/10.1177/10983007211051090
95. Bastable, E., Meng, P., Falcon, S. F., & McIntosh, K. (2023). Using an embedded mixed methods design to assess and improve intervention acceptability of an equity-focused intervention: A methodological demonstration. Behavioral Disorders, 48(3), 201-211. https://doi.org/10.1177/0149874291988048695.
94. Kittelman, A., Mercer, S. H., McIntosh, K., Morris, K. R., & Hatton, H. L. (2023). Validation of a measure of district systems implementation of positive behavioral interventions and supports. Remedial and Special Education, 44(4), 259-271. https://doi.org/10.1177/07419325221114472
93. Wright, J., Sohlberg, M. M., McIntosh, K., Seeley, J., Hadley, W., Blitz, D., & Lowham, E. (2023). What is the effect of personalized cognitive strategy instruction on facilitating return-to-learn for individuals experiencing prolonged concussion symptoms? Neuropsychological Rehabilitation, 33(7), 1177-1206. https://doi.org/10.1080/09602011.2022.2074467
92. Bastable, E., McIntosh, K., Fairbanks Falcon, S., & Meng, P. (2022). Exploring educators’ commitment to racial equity in school discipline practices: A qualitative study of critical incidents. Journal of Educational and Psychological Consultation, 32(2), 125-155. https://doi.org/10.1080/10474412.2021.1889194
91. Gion, C. M., McIntosh, K., & Falcon, S. F. (2022). Effects of a multicomponent classroom intervention on equity in school discipline. School Psychology Review, 51(1), 67-83. https://doi.org/10.1080/2372966X.2020.1788906
90. Kittelman, A., Mercer, S. H., McIntosh, K., & Hoselton, R. (2022). Optimal timing for launching installation of Tier 2 and 3 systems of school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions 24(3), 171-182. https://doi.org/10.1177/1098300721996084
89. Scott, T. M., & McIntosh, K. (2022). Considering disproportionality in school discipline: Promising practices and policy. Preventing School Failure: Alternative Education for Children and Youth, 66(1), 64-65. https://doi.org/10.1080/1045988X.2021.1937028
88. Bastable, E., Fairbanks Falcon, S., McDaniel, S. C., McIntosh, K., & Santiago-Rosario, M. E. (2021). Understanding educators’ implementation of an equity-focused PBIS intervention: A qualitative study of critical incidents. Journal of Positive Behavior Interventions, 23(4), 220-231. https://doi.org/10.1177/10983007211008847
87. Bastable, E., Fairbanks Falcon, S., Nese, R., Meng, P., & McIntosh, K. (2021). Enhancing school-wide positive behavioral interventions and supports tier 1 core features to improve disciplinary equity. Preventing School Failure, 65(4), 283-290. https://doi.org/10.1080/1045988X.2021.1937020
86. Girvan, E. J., McIntosh, K., & Santiago-Rosario, M. R. (2021). Associations between community-level racial biases, office discipline referrals, and out-of-school suspensions. School Psychology Review. https://doi.org/10.1080/2372966X.2020.1838232
85. Kittelman, A., Mercer, S. H., 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
84. Kittelman, A., Rowe, D. A., & McIntosh, K. (2021). Using improvement cycles to improve implementation of evidence-based practices. Teaching Exceptional Children, 54(2), 92-94. https://doi.org/10.1177/00400599211060053
83. McIntosh, K., Girvan, E. J., Fairbanks Falcon, S., McDaniel, S. C., Smolkowski, K., Bastable, E., Santiago-Rosario, M. R., Izzard, S., Austin, S. C., Nese, R. N. T., & Baldy, T. S. (2021). An equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial. School Psychology, 36(6), 433-444. https://doi.org/10.1037/spq0000466 (2021 Article of the Year)
82. McIntosh, K., Girvan, E. J., McDaniel, S. C., Santiago-Rosario, M. R., St. Joseph, S. D., Fairbanks Falcon, S., Izzard, S., & Bastable, E. (2021). Effects of an equity-focused PBIS approach to school improvement on exclusionary discipline and school climate. Preventing School Failure, 65(4), 354-361. https://doi.org/10.1080/1045988X.2021.1937027
81. Santiago-Rosario, M. R., Whitcomb, S., Pearlman, J., & McIntosh, K. (2021). Associations between teacher expectations and racial disproportionality in discipline referrals. Journal of School Psychology, 85, 80-93. https://doi.org/10.1016/j.jsp.2021.02.004
80. McIntosh, K. Smolkowski, K., Gion, C. M., Witherspoon, L., Bastable, E., & Girvan, E. J. (2020). Awareness is not enough: A double-blind randomized controlled trial of the effects of providing discipline disproportionality data reports to school administrators. Educational Researcher, 49(7), 533-537. https://doi.org/10.3102/0013189X20939937
79. Bastable, E., Massar, M. M., & McIntosh, K., (2020). A survey of team members’ perceptions of coaching activities related to Tier 1 SWPBIS implementation. Journal of Positive Behavior Interventions, 22(1), 51-61. https://doi.org/10.1177/1098300719861566
78. Flannery, K. B., Kato, M. M., Kittelman, A., McIntosh, K., & Triplett. D. H. (2020). Effects of a universal prevention model to increase freshman school engagement and success: A randomized trial. School Psychology Quarterly, 35(1), 88-98. (Note: Article of the Year Honorable Mention, 2020)
77. 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, 22(2), 67-77. https://doi.org/10.1177/1098300719888748
76. 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
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.
Research
Dr. McIntosh is the Principal Investigator of multiple federal grants, including a 5-year projects to (a) test the effectiveness of an intervention to reduce racial/ethnic disproportionality in school discipline that focuses on culturally-responsive behavior support and strategies to neutralize implicit bias, (b) test the effectiveness of an intervention to improve high school completion, and (c) test the effectiveness of an intervention to improve outcomes for high school students with and at risk for disabilities. He is Co-Director of the 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.