Rhonda Nese, Ph.D. is an Assistant Professor in the Department of Special Education and Clinical Sciences at the University of Oregon and a Principal Investigator within Educational and Community Supports, a research unit housed in the College of Education. Dr. Nese currently serves as the Director of an IES grant to refine and test an intervention to reduce exclusionary discipline practices, improve student behavior and student-teacher relationships, and increase instructional time for students in secondary settings, and Co-Principal Investigator on three additional IES grants 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 also 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 through the OSEP-funded National TA-Center on PBIS. Dr. Nese’s research involves equitable intervention delivery within a multi-tiered behavior support framework focused on preventative strategies for improving student outcomes.
Degree earned: Ph.D.
Year graduated: 2013
University/College attended and city and state: University of Oregon, Eugene OR
Major: School Psychology
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
Honors and Awards
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
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
Nese, R. N. T., Nese, J. F. T., McCroskey, C., Meng, P., Triplett, D., & Bastable, E. (in press). Moving away from disproportionate exclusionary discipline: Developing and utilizing a continuum of preventative and instructional supports. Preventing School Failure.
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. https://doi.org/10.1177/1098300718783755
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: 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
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.