Kent McIntosh

Kent McIntosh profile picture
  • Title: Professor
  • Additional Title: Philip H. Knight Chair
  • Phone: 541-346-2340
  • Office: 141 Lokey Education Bldg

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.

Education

PhD, 2005, University of Oregon
Major: School Psychology
Advisor: Drs. Robert H. Horner and Kenneth W. Merrell
 
MS, 2003, University of Oregon
Major: Special Education
 
Certificate, 2002, Lesley University
Education - Curriculum and Instruction
 
BA, 1997, Duke University
Major: English

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, March, 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.

Publications

Note:   Student co-authors are listed in bold, community collaborators are underlined.

80.  Bastable, E., Falcon, S. F., Nese, R., Meng, P., & McIntosh, K., & (in press, accepted 9-18-2019). Enhancing school-wide positive behavioral interventions and supports tier 1 core features to improve disciplinary equity. Preventing School Failure.

79. Flannery, K. B., Kato, M. M., Kittelman, A., McIntosh, K., & Triplett. D. H. (in press, accepted 10-16-2019). Effects of a universal prevention model to increase freshman school engagement and success: A randomized trial. School Psychology Quarterly.

78.  Bastable, E., Meng, P., Falcon, S., & McIntosh, K., (in press, accepted 8-7-2019). Using an embedded mixed methods design to assess and improve intervention acceptability of an equity-focused intervention: A methodological demonstration. Behavioral Disorders.

77. Bastable, E., Massar, M. M., & McIntosh, K., (in press, accepted 4-10-2019). A survey of team members’ perceptions of coaching activities related to Tier 1 SWPBIS implementation. Journal of Positive Behavior Interventions.

76.  Kittelman, A., McIntosh, K., & Hoselton, R. (2019). Adoption of PBIS within school districts. Journal of School Psychology, 76, 159-167.

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 IES grants, including a three-year project 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 Co-Director of 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.