Rhonda Nese

Rhonda Nese profile picture

Biography

Rhonda Nese, PhD is a Research Assistant Professor within Educational and Community Supports, a research unit housed within the College of Education at the University of Oregon. Dr. Nese currently serves as the Principal Investigator of an IES grant to develop an instructional alternative to exclusionary discipline, and Co-Principal Investigator on two additional IES grants to identify factors that predict implementation and sustainability of evidence-based practices, and to develop technology to improve online learning for educators. Additionally, Dr. Nese is the Research Coordinator on a federally funded grant to develop systems-wide strategies for neutralizing the effects of implicit bias on racial disproportionality in school discipline. Through the OSEP-funded National TA-Center on PBIS, Dr. Nese provides technical assistance to state, district, and school level teams across the nation on preventative practices, including addressing implicit bias in school discipline, effective classroom behavior management strategies, bullying prevention, and alternatives to exclusionary discipline practices. Within her position as a technical assistance provider, she has utilized her expertise in single-case research to examine the effectiveness of intervention programs, including video-based parent training and bullying prevention. Dr. Nese has published articles on intervention implementation and sustainability of evidence-based practices in peer-reviewed journals including School Psychology Quarterly, Behavioral Disorders, and Children and Youth Services Review. She brings a great deal of expertise as it relates to training teachers and administrators on equitable instructional practices, systems change, and policy implementation to support their community of learners.​ 

Education

Ph.D., 2013, University of Oregon,
Major: School Psychology

M.Ed., 2008, Howard University,
Major: School Psychology

B.A., 2004, University of Maryland,
Major: Psychology

Honors and Awards

·     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

 

·     Graduate Teaching Fellow, University of Oregon, 2010-2013

 

·     Hill M. Walker Legacy Fund Award, University of Oregon, 2011

 

·     Helena DeGnath Wessela Memorial Fund Award, University of Oregon, 2011

 

·     American Psychological Association Division 16 Student Travel Award, 2011

 

·     Florence Wolfard Fund Award, University of Oregon, 2010

 

·     Promising Scholars Fellowship, University of Oregon, 2009-2010

 

·     Minority Student Travel Award, University of Oregon, 2009

 

·    University of Maryland School of Education Trustee Scholarship, 2007

 

·     Howard University Educational Research Scholarship, 2006

 

·     Office of Multi-Ethnic Student Education Academic Excellence Award, 2002

 

·      ACT-NMCR Navy-Marine Corps Scholarship, 2001

Publications

Nese, R. N. T., McDaniel, S., Hirsch, S., Green, A., Sprague, J., & McIntosh, K., (in press).Major systems for facilitating safety and pro-social behavior: Positive school wide behavior.

 

Nese, R. N. T., Nese, J. F. T., McIntosh, K., Mercer, S. H., & Kittelman, A. (in press). Predicting latency of reaching adequate implementation of tier I school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions. https://doi.org/10.1177/1098300718783755

 

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