Profile picture of Billie Jo Rodriguez

Billie Jo Rodriguez

Associate Teaching Professor
School Psychology Program Director
Applied Behavior Analysis, College of Education, School Psychology, Special Education
billiejo@uoregon.edu
Phone:
Office: 340 HEDCO Education Bldg, 5261 University Of Oregon, Eugene OR 97403-5261
Research Interests: Multi-Tiered Systems of Supports, Functional Behavior Assessment and Support Planning

Biography

Billie Jo is a Nationally Certified School Psychologist and a Doctoral Board-Certified Behavior Analyst. She has spent over 20 years working to support students with diverse social and academic behavior needs through individual consultation as well as systems consultation. Billie Jo has experience as a positive behavior support specialist and implementation coach at district, regional, and state levels, has worked as a school psychologist, and has served in multiple higher education training roles. Billie Jo is currently an Associate Teaching Professor and the School Psychology director of clinical training at the University of Oregon. Billie Jo teaches courses in school psychology and special education such as behavior assessment and consultation as well as classroom behavior management, is the internship coordinator, and has served as both a field and university practicum supervisor. Billie Jo co-authored “An educator’s guide to schoolwide positive behavioral interventions and supports: Integrating all three tiers”, and she has approximately 30 scholarly publications related to behavioral assessment and consultation in schools. 

Education

Doctor of Philosophy, June 2010, University of Oregon
Major: School Psychology
 
Master of Science, June 2008, University of Oregon
Major: Special Education
 
Bachelor of Science, Summa Cum Laude, May 2005, University of Central Arkansas 
Major: Psychology
Minor: Interdisciplinary studies

Honors and Awards

2014 EDP Nomination for President’s Distinguished Achievement for Teaching Excellence                  
Award (tenure track)
 
2013 Selected as a scholar for School Psychology Research Collaboration Conference 
 
2012 UTSA Honors Alliance Excellence in Teaching Award
 
2008 Dynamic Indicators for Basic Early Literacy Skills Dissertation Research Funding $4,300.00

Publications

Campbell, A., Rodriguez, B. J., Schrauben, K. (2019). Tier two basics. In K. Radley & E. Dart (Eds.) Handbook of Behavioral Interventions in Schools: Multi-Tiered Systems of Supports. Oxford University Press.
 
Zaheer, I., Maggin, D., McDaniel, S., McIntosh, K., Rodriguez, B. J., & Fogt, J. (2019). Implementation of Promising Practices that Support Students with Emotional and Behavioral Disorders. Behavioral Disorders, 44(2), 117-128.
 
Harlacher, J. & Rodriguez, B. J. (2018). An educator’s guide to schoolwide positive behavioral interventions and supports: Integrating all three tiers. Marzano Research: Bloomington, IN.
 
Castro-Villarreal, F. & Rodriguez, B. J. (2017). Using consultee centered consultation with teachers in a contemporary school setting to inform culturally responsive practice. Contemporary School Psychology, DOI 10.1007/s40688-017-0135-0 
 
Rodriguez, B. J., Loman, S., & Borgmeier, C. (2015). Tier 2 Interventions in Positive Behavior Support: A Survey of School Implementation. Preventing School Failure: Alternative Education for Children and Youth. Available online prior to print. DOI: 10.1080/1045988X.2015.1025354 
 
Rodriguez, B. J., Campbell, A., Falcon, S., & Borgmeier, C. (2015). Examination of critical features and lessons learned for implementation of a tier 2 intervention system for social behavior. Journal of Educational and Psychological Consultation, 25, 224-251.
 
Longoria, J.* & Rodriguez, B. J. (2015). Addressing Disruptive Behavior with Response to Intervention Practices: A Case-Study Approach to Improving Behavior in Student ADHD Populations. Research and Practice in the Schools: The Official Journal of the Texas Association of School Psychologists.
 
Anderson, C. A., Rodriguez, B. J., & Campbell, A. (2015). Functional behavior assessment in schools: Current status and future directions. Journal of Behavioral Education, 24, 338-371.
 
Castro-Villarreal, F., Rodriguez, B. J., Sullivan, J., Guerra, N., *Garza, S., & *Harris, E. (2015). Integrating the scientist practitioner model into master’s level school psychology training. School Psychology Training Forum, 33, 7-25.
 
Stormont, M., Rodriguez, B. J., & Reinke, W. (2015). Teaching students with behavior problems to take a break. Interventions in School and Clinic. DOI: 10.1177/1053451215606696 
 
Loman, S., Rodriguez, B. J., & Borgmeier, C. (2014). Critical evidence-based features of function-based interventions: From research to practice. Research to Practice in Schools: The Official Journal of the Texas Association of School Psychologists.

Research

Billie Jo’s research interests are in the application of behavior analysis and positive behavior supports to educational contexts with individual problem solving and school-wide systems of academic and behavior supports. Billie Jo is interested in the use of coaching, consultation, and professional development strategies to support the transfer of behavioral technology from research to the educational systems that encourage enhanced educator efficacy and improved student outcomes across Multi-Tiered Systems of Support.