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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
Associate Professor
Education: 
PhD, University of Oregon (School Psychology)
MS, University of Oregon (Special Education)
BA, Duke University (English/Education)
Program(s): 
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 Associate Director of Educational and Community Supports, a research unit in the College of Education.

Publications: 

Note: Underlined co-authors are students.

In Press

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

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

McIntosh, K., Kelm, J. L., & Canizal Delabra, A. (in press). 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.

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

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

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

2014

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.

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.

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.

2013

Hume, A. E., & McIntosh, K. (2013). Construct validation of a measure to assess sustainability of school-wide behavior interventions. Psychology in the Schools, 50, 1003-1014. doi: 10.1002/pits.21722

McIntosh, K., Craft, C. B., & MacKay, L. D. (2013). Perceived cultural responsiveness and effectiveness of a speech and language program for Indigenous preschoolers. Multicultural Learning and Teaching, 8, 47-64.

McIntosh, K., Martinez, R. S., Ty, S. V., & McClain, M. E. (2013). Scientific research in school psychology: Leading researchers weigh in on its past, present, and future. Journal of School Psychology, 51, 267-318.

McIntosh, K., Mercer, S. H., Hume, A. E., Frank, J. L., Turri, M. G., & Mathews, S. (2013). Factors associated with sustained implementation of school-wide positive behavior support. Exceptional Children, 79, 293-311.

McIntosh, K., Reinke, W. M., Kelm, J. L., & Sadler, C. A. (2013). Gender differences in reading skill and problem behavior in elementary school. Journal of Positive Behavior Interventions, 15, 49-58.

McIntosh, K., Ty, S. V., Horner, R. H., & Sugai, G. (2013). School-wide positive behavior interventions and supports and academic achievement. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 146-148). New York: Routledge.

2012

Brown, J. A., & McIntosh, K. (2012). Training, inclusion, and behaviour: Effect on student-teacher and student-SEA relationships for students with Autism Spectrum Disorders. Exceptionality Education International, 22, 77-88.

Cummings, K. D. & McIntosh, K. (2012). The continuing legacy of Ken Merrell. NASP Communiqué 40(5), 8.

Kelm, J. L. & McIntosh, K. (2012). Effects of school-wide positive behavior support on teacher self-efficacy. Psychology in the Schools, 49, 137-147.

MacKay, L. D. & McIntosh, K. (2012). Effects of explicit and non-explicit versions of an early intervention program incorporating indigenous culture into Kindergarten literacy instruction. Multicultural Learning and Teaching, 7 (2). doi: 10.1515/2161-2412.1173.

McIntosh, K., Fisher, E. S., Kennedy, K. S., Craft, C. B., & Morrison, G. M. (2012). Using office discipline referrals and school exclusion data to assess school discipline. In S. R. Jimerson, A. B. Nickerson, M. J. Mayer, & M. J. Furlong (Eds.), Handbook of school violence and school safety: International research and practice (2nd ed.) (pp. 305-315). New York: Routledge.

McIntosh, K., Sadler, C. A., & Brown, J. A. (2012). Kindergarten reading skill and response to instruction as risk factors for problem behavior. Journal of Positive Behavior Interventions, 14, 17-28.

2011

Good, C., McIntosh, K., & Gietz, C. (2011). Integrating bullying prevention into School-wide Positive Behavior Support. Teaching Exceptional Children, 44, 48-56.

McIntosh, K., Bennett, J. L., & Price, K. (2011). Evaluation of social and academic effects of school-wide positive behaviour support in a Canadian school district. Exceptionality Education International, 21, 46-60.

McIntosh, K., MacKay, L. D., Andreou, T., Brown, J. A., Mathews, S., Gietz, C., & Bennett, J. L. (2011). Response to intervention in Canada: Definitions, implications, and future directions. Canadian Journal of School Psychology, 26, 18-43.

McIntosh, K., MacKay, L. D., Hume, A. E., Doolittle, J., Vincent, C. G., Horner, R. H., & Ervin, R. A. (2011). Development and initial validation of a measure to assess factors related to sustainability of school-wide positive behavior support. Journal of Positive Behavior Interventions, 13, 208-218.

McIntosh, K., Mathews, S., Gietz, C., MacKay, L. D., Pelser, J., Mah, I., Rowe, J., Vogt, C., & Edgcombe, J. (2011). Effectiveness of a culturally relevant early literacy curriculum for students of Indigenous and non-Indigenous heritage. Canadian Journal of Education, 34, 181-195.

(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 will identify predictors of full implementation and sustainability, with a focus 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.