Profile picture of Rhonda Nese

Rhonda Nese

Associate Professor
College of Education, Special Education
Phone: 541-346-3536
Office: 353 HEDCO


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 addressing implicit bias in school discipline, effective classroom behavior management strategies, bullying prevention, and alternatives to exclusionary discipline practices. Dr. Nese serves as the PI on projects 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 Co-PI on additional federally-funded projects to identify factors that predict implementation and sustainability of evidence-based practices, to develop technology to improve online learning for educators, and to develop and validate an automated scoring system for oral reading fluency. Dr. Nese is the recipient of the 2022 Presidential Equity Award from the NorthWest PBIS Network and the 2022 Outstanding Early Career Award from the University of Oregon, the UO’s highest award for early career faculty to recognize and celebrate an emerging and significant record of scholarship and research.  

This faculty member is interested in having a new doctoral student for the 2024-2025 academic year.


Degree earned: Ph.D.
Year graduated: 2013
University/College attended and city and state: University of Oregon, Eugene OR
Major: School Psychology

Degree earned:
M.Ed.Year graduated: 2008
University/College attended and city and state: Howard University, Washington, DC
Major: School Psychology

Degree earned: B.A.
Year graduated: 2004
University/College attended and city and state: University of Maryland, College Park, MD
Major: Psychology


Honors and Awards

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


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.

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.

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. 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.

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.

*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.

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.

*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.

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.

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.

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:

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



My teaching and research focuses on intervention delivery within a multi-tiered behavior support framework with a specific emphasis on supporting historically marginalized children and youth in schools and communities. I am particularly interested in (1) alternatives to exclusionary discipline, (2) bullying and harassment prevention, (3) addressing the impact of implicit biases on racial disproportionality in school discipline, (4) implementation and sustainability of evidence-based practices, and (5) online professional development for improving school-wide support systems.