Kent McIntosh, Ph.D., 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, 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.
Nese, R. N. T., Nese, J. F. T., McIntosh, K., Mercer, S. H., & Kittelman, A. (in press, accepted 3-12-18). Predicting latency of reaching adequate implementation of tier 1 school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions.
Strickland-Cohen, M. K., Pinkelman, S. E., Jimerson, J. B., Berg, T. A., Pinkney, C. J., & McIntosh, K. (in press, accepted 2-23-18). Sustaining effective individualized behavior support: Barriers and enablers. Preventing School Failure.
McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., Kittelman, A., Hoselton, R., & Horner, R H. (in press, accepted 2-18-18). Factors predicting sustained implementation of a universal behavior support framework. Educational Researcher.
Garbacz, S. A., Hirano, K., McIntosh, K., Minch, D., Vatland, C., & Eagle, J. (in press, accepted 5-25-2017). Family engagement in schoolwide positive behavioral interventions and supports: Barriers and facilitators to implementation. School Psychology Quarterly.
Garbacz, S. A., McIntosh, K., Eagle, J., Vatland, C., & Minch, D. (in press, accepted 11-19-2017). Identifying and examining family engagement within schoolwide positive behavioral interventions and supports. Journal of Positive Behavior Interventions.
Girvan, E. J., Gion, C., McIntosh, K., & Smolkowski, K. (in press, accepted 7-7-2016). The relative contribution of subjective office referrals to racial disproportionality in school discipline. School Psychology Quarterly.
Kim, J., McIntosh, K., Mercer, S. H., & Nese, R. N. T. (in press, accepted 11-19-2017). Longitudinal associations between SWPBIS fidelity of implementation and academic and behavior outcomes. Behavioral Disorders.
Dr. McIntosh is the Principal Investigator of a three-year IES Grant 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 PI of an OSEP Doctoral Leadership Grant focusing on implementation science, and Co-Investigator for 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.