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Kent McIntosh

Kent McIntosh's picture

Contact Info

Office Location: 
141 Lokey Education Building 1235 University of Oregon Eugene, OR 97403-1235
Phone: 
(541) 346-2340
Faculty
Professor
Program(s): 
Education: 
PhD, University of Oregon (School Psychology)
MS, University of Oregon (Special Education)
BA, Duke University (English/Education)
Research and Outreach Unit(s): 

Kent McIntosh, Ph.D., teaches and conducts research in the areas of positive behavior support, school systems change, and sustainability of evidence-based interventions in schools. He is Director of Educational and Community Supports, a research unit in the College of Education.

Publications: 

Note: Student co-authors are in bold.

In Press

Brown, J. A., Watanabe, Y., Lee, D. H., & McIntosh, K. (in press, accepted 6-27-2016). School psychology research and practice in East Asia: Perspectives on the past, present, and future directions of the field. School Psychology International.

Filter, K. J., Systma, M. R., & McIntosh, K. (in press, accepted 3-7-2016). A brief measure of staff commitment to school-wide positive behavioral interventions and supports. Assessment for Effective Intervention.

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.

McIntosh, K., Massar, M., Algozzine, R. F., George, H. P., Horner, R. H., Lewis, T. J., & Swain-Bradway, J. (in press, accepted 12-30-2015). Technical adequacy of the SWPBIS Tiered Fidelity Inventory. Journal of Positive Behavior Interventions.

McIntosh, K., Mercer, S. H., Nese, R. N. T., & Ghemraoui, A. (in press, accepted 5-16-2016). Critical mass of schools and community of practice predict implementation patterns of a school-based prevention model. Prevention Science.

Nese, R. N. T., McIntosh, K., Nese, J. F. T., Ghemraoui, A., Bloom, J., Johnson, N. W., Phillips, D., Richter, M. F., & Hoselton, R. (in press, accepted 6-7-2016). Predicting abandonment of school-wide behavior support interventions. Behavioral Disorders.

Turri, M. G., Mercer, S. H., McIntosh, K., Nese, R. N. T., Strickland-Cohen, M. K., & Hoselton, R. (in press, accepted  1-5-2016). Examining barriers to sustainability of school-wide prevention practices. Assessment for Effective Intervention.

Garbacz, A., McIntosh, K., Eagle, J., Dowd-Eagle, S., Hirano, K., & Ruppert, T. (in press, accepted 10-7-2014). Family engagement within School-wide Positive Behavioral Interventions and Supports. Preventing School Failure.

2016

McIntosh, K., & Goodman, S. (2016). Integrated multi-tiered systems of support: Blending academic RTI and school-wide PBIS. New York: Guilford.

McIntosh, K., Kelm, J. L., & Canizal Delabra, A. (2016). In search of how principals change: Events that help and hinder administrator support for school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 18, 100-110.

McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., & Hoselton, R. (2016). Predictors of sustained implementation of school-wide behavioral interventions and supports. Journal of Positive Behavior Interventions, 18, 209-218.

Schaper, A., McIntosh, K., & Hoselton, R. (2016). Within-year growth in implementation fidelity of school-wide positive behavior interventions and supports during installation and initial implementation. School Psychology Quarterly, 31, 358-368.

Smolkowski, K., Girvan, E. J., McIntosh, K., Nese, R. N. T., & Horner, R. H. (2016). Vulnerable decision points in school discipline:  Comparison of discipline for African American compared to White students in elementary schools. Behavioral Disorders, 41, 178-195.

2015

Andreou, T. E., McIntosh, K., Ross, S. W., & Kahn, J. D. (2015). Critical incidents in the sustainability of school-wide positive behavioral interventions and supports. Journal of Special Education, 49, 157-167.

McIntosh, K., Kim, J., Mercer, S. H., Strickland-Cohen, M. K., & Horner, R. H. (2015). Variables associated with enhanced sustainability of school-wide positive behavioral interventions and supports. Assessment for Effective Intervention, 40, 184-191.

Pinkelman, S., McIntosh, K., Rasplica, C., Berg, T., & Strickland-Cohen, M. K. (2015). Perceived enablers and barriers related to sustainability of school-wide positive behavioral interventions and supports. Behavioral Disorders, 40, 171-183.

2014

Cook, C. R., Collins, T., Dart, E., Vance, M. J., McIntosh, K., Grady, E., & DeCano, P. (2014). Evaluation of the class pass intervention for typically developing students with escape-motivated disruptive classroom behavior. Psychology in the Schools, 51, 107-125.

Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of School-wide Positive Behavioral Interventions and Supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29, 111-124.

Gietz, C. & McIntosh, K. (2014). Relations between student perceptions of their school environment and academic achievement. Canadian Journal of School Psychology, 29, 161-176.

Greflund, S., McIntosh, K., Mercer, S. H., & May, S. L. (2014). Examining disproportionality in school discipline for Indigenous students in Canadian schools implementing PBIS. Canadian Journal of School Psychology, 29, 213-235.

Kelm, J. L., McIntosh, K., & Cooley, S. (2014). Effects of school-wide positive behavior support on problem behaviour and academic achievement in a Canadian elementary school. Canadian Journal of School Psychology, 29, 195-212.

Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2014). Critical features predicting sustained implementation of school-wide PBIS. Journal of Positive Behavior Interventions, 16, 168-178. doi: 10.1177/1098300713484065

McIntosh, K. (2014). Positive behavioral interventions and supports-soutien au comportement positif (PBIS-SCP) in Canada:  Deep history, promising future. Canadian Journal of School Psychology, 29, 155-160.

McIntosh, K., Moniz, C. A., Craft, C. B., Golby, R., & Steinwand-Deschambeault, T. (2014). Implementing School-wide Positive Behavioural Interventions and Supports to better meet the needs of Indigenous students. Canadian Journal of School Psychology, 29, ­236-257.

McIntosh, K., Horner, R. H., Lucyshyn, J. M., Strickland-Cohen, M. K. (2014). Building supportive environments. In F. Brown, J. Anderson, & R. DePry, (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community-based settings. Baltimore, MD: Paul H. Brookes.

McIntosh, K., Predy, L. K., Upreti, G., Hume, A. E., & Mathews, S. (2014). Perceptions of contextual features related to implementation and sustainability of School-wide Positive Behavior Support. Journal of Positive Behavior Interventions, 16, 29-41. doi: 10.1177/1098300712470723

McIntosh, K., & Turri, M. G. (2014). Positive Behavior Support: Sustainability and continuous regeneration. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed., pp. 2061-2064). Hoboken, NJ: Wiley.

McIntosh, K., Ty, S. V., & Miller, L. D. (2014). Effects of school-wide positive behavior support on internalizing problems: Current evidence and future directions. Journal of Positive Behavior Interventions, 16, 209-218.

Mercer, S. H., McIntosh, K., Strickland-Cohen, M. K., & Horner, R. H. (2014). Measurement invariance of an instrument assessing sustainability of school-based universal behavior practices. School Psychology Quarterly, 29, 125-137.

Predy, L. K., McIntosh, K., & Frank, J. L. (2014). Utility of number and type of office discipline referrals in predicting chronic problem behavior in middle schools. School Psychology Review, 43, 472-489.

Strickland-Cohen, M. K., McIntosh, K., & Horner, R. H. (2014). Sustaining effective practices in the face of principal turnover. Teaching Exceptional Children, 46(3), 18-24.

(see CV for previous years)

Research: 

Dr. McIntosh is the Principal Investigator of a four-year IES Grant focusing on implementation and sustainability of school-wide Positive Behavior Interventions and Support. This line of research focuses on identifying predictors of full implementation and sustainability, with emphasis on specific steps at the school and district levels to enhance durable implementation of school-based behavior support practices. 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.