Rhonda Nese
Biography
Dr. Nese will be accepting one doctoral advisee for the 2027-2028 academic year.
Dr. Rhonda Nese is an Associate Professor in the Department of Special Education and Clinical Sciences at the University of Oregon and the Director of the Nese Lab. She is also a Principal Investigator (PI) within the Prevention Science Institute, a multidisciplinary research institute at the University of Oregon. Her research involves equitable intervention delivery within a multi-tiered behavior support framework focused on preventative practices, including the implementation of alternatives to exclusionary discipline practices, bullying prevention, mental health and substance use prevention, and middle to high school transition supports for students receiving special education services. Dr. Nese serves as the PI on grants to develop and test the effectiveness of the Inclusive Skill-building Learning Approach (ISLA), an instructional and restorative alternative to exclusionary discipline, funded by the Institute of Education Sciences (R305A180006) and the National Institutes of Health (1R01DA059401-01). She is also PI on a grant to develop and evaluate Project Elevate (PE), a model of coordinated and connected services across school systems aimed at supporting students with Emotional and Behavioral Disorders (EBD) during their transition from middle school to high school, funded by the Institute of Education Sciences (R324A260010). Dr. Nese is the recipient of the 2026 Dr. Martin Luther King Jr. Exemplary Leadership Award, from the Division of Equity and Inclusion at the University of Oregon, and the 2022 Presidential Equity Award from the NorthWest PBIS Network.
Education
Degree earned: PhD
Year graduated: 2013
University/College attended and city and state: University of Oregon, Eugene OR
Major: School Psychology
Degree earned: MEd
Year graduated: 2008
University/College attended and city and state: Howard University, Washington, DC
Major: School Psychology
Degree earned: BA
Year graduated: 2004
University/College attended and city and state: University of Maryland, College Park, MD
Major: Psychology
Honors and Awards
Dr. Martin Luther King Jr., Exemplary Leadership Award, University of Oregon, 2026
Article of the Year, School Psychology, American Psychological Association, 2022
Outstanding Early Career Award, Office of the Vice President for Research and Innovation, 2022
President’s Equity Award, Northwest PBIS Network, 2022
Excellence in Research/Outreach Award, College of Education, 2022
Outstanding Service Award, School Psychology, 2021
New Junior Faculty Research Award, University of Oregon, 2019
Article of the Year, Behavioral Disorders, Council for Exceptional Children, 2017
Faculty Professional Development Fund Award, University of Oregon, 2017
Single-Case Research Institute Fellow, Institute of Education Sciences, 2017
Excellence in Early Career Research/Outreach Award, University of Oregon, 2017
Fairway Fund Awards, University of Oregon, 2015-2016
Publications
Stevenson, N. A., Peltier, C., Cosottile, D. W., Pollack, M. S., Ridden, B. S., Kang, V. Y., Cox, D. J., Farmer, R., Robertson, R. E., Bennett Eyler, P., Winchester, C., Knowles, C., Tincani, M., Dueñas, A. D., Haq, S., Hirsch, S., Sallese, M., Wolfe, K., Alresheed, F., Kittelman, A., Dunkel, S. M., Todt, M. J., Gilroy, S., Ousley, C., Lambert, J. M., Nese, R. N. T., Bundock, K., Kirkpatrick, M., Seven, Y., Vannest, K. J., Ruiz, S., Ledford, J. R., Bruhn, A., Ferron, J., Dowdy, A., Dueker, S. A., Kirby, M. S., Witts, B., Tuck, K., Biggs, E. E., Ennis, R. P., Royer, D. J., Joslyn, P. R., McCammon, M. N., Rodriguez, B., Jimenez, B. A., Travers, J., Coleman, H., Bhana, N., Majeika, C. E., Kunze, M., Dart, E. H. & Lüke, T. (2026). Crowdsourced analysis of single-case experimental design data, Research in Special Education 3. https://doi.org/10.25894/rise.2840
Chaparro, E., Nese, R. N. T., Horner, R., Algozzine, B., & Newkirk Cameron, R. (2026). A single-case examination of team-initiated problem solving online training for tier 2 data teams. Contemporary School Psychology. https://doi.org/10.1007/s40688-026-00607-5
Santiago-Rosario, M. R., Fairbanks Falcon, S., Austin, S., Nese, J. F. T., *Sullivan, M., *Daza, T., *Calhoun, T. E., *Cerdan, H., & Nese, R. N. T. (2026). Bridging the gap: A case study of tailored supports for students with social, emotional, and behavioral needs during the transition to high school. Behavioral Sciences, 16(984). https://doi.org/10.3390/bs16060984
Nese, J. F. T., Santiago-Rosario, M. R., Nese, R. N. T., & Townsend, E. (2025). Just a minute: Precise measurement of low-level classroom exclusion to inform equitable interventions and supports. School Psychology Review, 55(5), 649-662. https://doi.org/10.1080/2372966X.2025.2574841
Green, A. L., *Nandakumar, V., & Nese, R. N. T. (2025). Thinking systematically: Disrupting systems that maintain discipline inequities. Preventing School Failure: Alternative Education for Children and Youth, 69(4), 344-350. https://doi.org/10.1080/1045988X.2025.2494516
Santiago-Rosario, M. R., *Izzard, S., *Newson, A., *Daza, T., & Nese, R. N. T. (2025). Student experiences with the Instructional Skill-building Learning Approach (ISLA): An alternative to exclusion. Adolescents, 5(19), 1-21. https://doi.org/10.3390/adolescents5020019
Nese, R. N. T., Nese, J. F. T., *Santiago-Rosario, M. R., *Izzard, S., *Newson, A., *Pimentel-Mannan, I., *Cohen Lissman, D., *Daza, T., Triplett, D., & Malose, S. (2024). Improving classroom engagement and reducing exclusionary discipline: A quasi-experimental study of the Inclusive Skill-building Learning Approach during COVID-19. Journal of Education, 205(2), 114-129. https://doi.org/10.1177/00220574241309893
Kittelman, A., McIntosh, K., Mercer, S. H., Nese, R. N. T., So, S., & George, H. (2024). Factors predicting sustained implementation of tier 2 and tier 3 positive behavioral interventions and supports. Exceptional Children, 91(2), 211-228. https://doi.org/10.1177/00144029241296123
Nese, R. N. T., Nese, J. F. T., *Santiago-Rosario, M. R., *Izzard, S., *Newson, A., *Pimentel-Mannan, I., *Cohen Lissman, D., *Daza, T., Triplett, D., & Malose, S. (2024). Improving classroom engagement and reducing exclusionary discipline: A quasi-experimental study of the Inclusive Skill-building Learning Approach during COVID-19. Journal of Education. https://doi.org/10.1177/00220574241309893
Lin, T., Linville, D., Nese, R. N. T., Seeley, J., & Shune, S. (2024). Managing functional biopsychosocial outcomes impacted by chronic obstructive pulmonary disease using telehealth. Perspectives of the ASHA Special Interest Groups, 9 (6), 1752-1767. https://doi.org/10.1044/2024_PERSP-24-00079
Nese, R. N. T. (2024). Strategies to reduce disproportionate discipline practices in schools. Iowa Scanlan Center for School Mental Health: School Mental Health Practice Brief, 1-10. https://doi.org/10.17077/rep.006671
Sáez, L., *Whitney, M., Nese, J. F. T., Alonzo, J., & Nese, R. N. T. (2024). Reading prosody: A listening guide for teachers. The Reading Teacher, 78 (4), 243-251. https://doi.org/10.1002/trtr.2368
Gallo, M. L., Hammond, M. A., *Luther, S., Rodriguez, G., Sinclair, J., Nese, R. N. T., *McWhirter Boisen, M. R., Steffes, S., Muruthi, J. R., & Seeley, J. R. (2023). Institutional betrayal and suicidality: A retrospective examination of LGBTQ student school experiences. Journal of Applied Research on Children: Informing Policy for Children at Risk, 14(1), Article 4. https://doi.org/10.58464/2155-5834.1540
*Newson, A., *Quinn, S., & Nese, R. N. T. (2023). Examining the utilization of participatory action research with autistic youth in mainstream/public schools: A scoping review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1308664
Lin, T., Linville, D., Nese, R., Seeley, J., & Shune, S. (2023). Breathing-based meditation for improving COPD burden: A mixed single-case and qualitative. Journal of OBM Integrative and Complementary Medicine, 8(4). doi:10.21926/obm.icm.2304059
*Pimentel-Mannan, I. A., Nese, J. F. T., *Newson, A., Kjellstrand, J., & Nese, R. N. T. (2023). Addressing discipline equity: The Inclusive Skill-building Learning Approach (ISLA) an alternative to exclusionary discipline. Preventing School Failure: Alternative Education for Children and Youth. https://doi.org/10.1080/1045988X.2023.2252761
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://journals.sagepub.com/doi/10.1177/10983007211051090
Hirsch, S. E., Stevenson, N. A., *Ellis, K., & Nese, R. N. T. (2022). Together we go far: Helping doctoral scholars develop collaborations in special education research. Journal of Special Education Apprenticeship, 11(2), 2-16.
McDaniel, S., Nese, R. N. T., Tomek, S., & *Jiang, S. (2022).District-wide outcomes from a bullying prevention programming. Preventing School Failure, 66, 276-284.10.1080/1045988X.2022.2070588
Nese, R. N. T., *Santiago-Rosario, M. R., Malose, S., *Hamilton, J., Nese, J. F. T., & Horner, R. (2022). Improving a universal intervention for reducing exclusionary discipline practices using student and teacher guidance. Psychology in the Schools, 59, 2042-2061. http://doi.org/10.1002/pits.2257629.
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). Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial. School Psychology Quarterly, 36, 433–444. https://doi.org/10.1037/spq0000466 Article of the Year.
*Furjanic, D., *Mannan, I., *Hamilton, J., Nese, J. F. T., *Austin, S., *Izzard, S., & Nese, R. N. T. (2021). Examining the social validity of a universal intervention for reducing exclusionary discipline through stakeholder voice. Journal of Applied School Psychology, 38(4), 352-379. https://doi.org/10.1080/15377903.2021.1968092
Nese, R. N. T., Nese, J. F. T., *McCroskey, C., *Meng, P., Triplett, D., & *Bastable, E. (2021). Moving away from disproportionate exclusionary discipline: Developing and utilizing a continuum of preventative and instructional supports. Preventing School Failure, 65, 301-311. https://doi.org/10.1080/1045988X.2021.1937019
*Bastable, E., Fairbanks Falcon, S., Nese, R. N. T., *Meng, P., & McIntosh, K. (2021). Enhancing school-wide positive behavioral interventions and supports tier 1 core practices to improve disciplinary equity. Preventing School Failure, 65, 283-290. https://doi.org/10.1080/1045988X.2021.1937020
McDaniel, S., LaSalle, T., Cohen, D. & Nese, R. N. T. (2021). Not separate but not equal: Improving equity in discipline in racially and ethnically diverse school settings. Beyond Behavior, 30, 157-168. https://doi.org/10.1177/10742956211024168
*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
Green, A. L., Hatton, H., Stegenga, S. M., Eliason, B., & Nese, R. (2020). Examining commitment to prevention, equity, and meaningful engagement: A review of school district discipline policies. Journal of Positive Behavior Interventions, 23, 137-148. https://doi.org/10.1177/1098300720951940
Nese, R. N. T., *Bastable, E., *Gion, C., *Massar, M., Nese, J. F. T., & *McCroskey, C. (2020). Preliminary analysis of an instructional alternative to exclusionary discipline. The Journal of At-Risk Issues, 23, 1-14.
Nese, R. N. T., Nese, J. F. T., McIntosh, K., Mercer, S. H., & *Kittelman, A. (2019). Predicting latency of reaching adequate implementation of tier I school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 21, 106-116. https://doi.org/10.1177/1098300718783755
Nese, R. N. T., McDaniel, S., Hirsch, S., Green, A., Sprague, J., & McIntosh, K., (2019).Major systems for facilitating safety and pro-social behavior: Positive school wide behavior. In D. Osher, M. J. Mayer, R. J. Jagers, K. Kendziora, & L. Woods (Eds.), Keeping students safe and helping them thrive. A collaborative handbook on school safety, mental health, and wellness, vol 2 (pp. 256-276). Santa Barbara, CA: Praeger Publishing.
Nese, R. N. T. & McIntosh, K. (2016). Do school-wide positive behavioral interventions and supports, not exclusionary discipline practices. In B. G. Cook, M. TAnchorankersley, & T. J. Landrum (Eds.), Advances in learning and behavioral disabilities (pp. 175-196). Bingley, UK: Emerald Group Publishing.
Nese, R. N. T., Anderson, C. A., Ruppert, T., & Fisher, P. (2016). Effects of a video feedback parent training program during child welfare visitation. Children and Youth Services Review, 71, 266-276. doi: 10.1016/j.childyouth.2016.11.007
Nese, R. N. T., McIntosh, K., Nese, J. F. T., *Ghemraoui, A., Bloom, J., Johnson, N. W., Phillips, D., Richter, M. F., & Hoselton, R. (2016). Predicting abandonment of school-wide behavior support interventions. Behavioral Disorders, 42, 261-270. doi: http://dx.doi.org/10.17988/BD-15-95.1
Nese, R., *Massar, M., & McIntosh, K. (2015). Alternatives to suspension: Strategies for school principals. Principal Leadership, 16, 52-56.
Nese, R. N. T., Horner, R. H., Rossetto Dickey, C., Stiller, B., & Tomlanovich, A. (2014). Decreasing bullying behavior in middle school: Expect respect. School Psychology Quarterly, 29, 272-286. doi: 10.1037/spq0000070