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Rhonda Nese

Rhonda Nese's picture

Contact Info

Office Location: 
135P Lockey Education Building
Phone: 
(541) 346-3536
Faculty
Researchers
Research Assistant Professor
Education: 
Ph.D., University of Oregon, School Psychology
M.Ed., Howard University, School Psychology
B.A., University of Maryland, Psychology
Program(s): 
Research and Outreach Unit(s): 

Rhonda Nese, PhD joined Educational and Community Supports in 2013 after receiving her PhD in School Psychology. 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 PBIS practices, including effective classroom behavior management strategies, bullying prevention, and alternatives to exclusionary discipline practices. Within her position as a technical assistance provider, she has also utilized her expertise in single-case research to examine the effectiveness of intervention programs, including video-based parent training and bullying prevention. She currently serves as the Project Coordinator for an IES-funded Goal 1 grant (PI: McIntosh) exploring sustainability of school-wide PBIS, and is responsible for managing longitudinal data collection and analyses across over 800 schools throughout the United States. She 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. Dr. Nese recently served as the Principal Investigator on a foundation grant focused on collecting preliminary data on an instructional alternative to suspensions intervention, which is the primary focus of her current research interests. 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.

Publications: 

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.

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.

Nese, R. N. T. & McIntosh, K. (2016). Do school-wide positive behavioral interventions and supports, not exclusionary discipline practices. In B. G. Cook, M. Tankersley, & T. J. Landrum (Eds.), Advances in learning and behavioral disabilities (pp. 175-196). Bingley, UK: Emerald Group Publishing.

Von Ravensberg, H., & Nese, R. (2016, May). Involving families in the response to off-campus cyberbullying: A guide for principals. Principal Leadership, 16, 40-43.

McIntosh, K., Mercer, S. H., Nese, R. N. T., & Ghemraoui, A. (2016). Identifying and predicting distinct patterns of implementation in a school-wide behavior support framework. Prevention Science, 17, 992-1001.

Buchanan, R., Nese, R. N. T., & Clark, M. (2016). Defining the needs of students with emotional and behavioral disorders: Giving key stakeholders a voice. Behavioral Disorders, 41, 135-147.

Turri, M. G., Mercer, S. H., McIntosh, K., Nese, R. N. T., Strickland-Cohen, M. K., & Hoselton, R. (2016). Examining barriers to sustained implementation of school-wide prevention practices. Assessment for Effective Intervention, 42, 6-17.

Smolkowski, K., Girvan, E. J., McIntosh, K., Nese, R. N. T., & Horner, R. (2016). Vulnerable decision points for disproportionate office discipline referrals: Comparisons of discipline for African American and White elementary school students. Behavioral Disorders, 41, 178-195.

Nese, R., Massar, M., & McIntosh, K. (2015, October). Alternatives to suspension: Strategies for school principals. Principal Leadership, 16, 52-56.

McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., & Hoselton, R. (2015). Predictors of sustained implementation of school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 209-218.

Buchanan, R., & Nese, R., Palinkas, L., & Ruppert, T. (2015). Refining an intervention for students with emotional disturbance using qualitative parent and teacher data. Children and Youth Services Review, 58, 41-49.

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.

Nese, R. N. T., Doerner, E., Romer, N., Kaye, N. C., Merrell, K. W., & Tom, K. M. (2012). Social emotional assets and resilience scales short form version: Development of a strength-based behavior rating scale system. Journal for Educational Research Online, 4, 124-139.

Nese, R. N. T. & Tom, K. M. (2011). Teaching social emotional behavior within a school-wide positive behavior support framework: An application of a single case design. School Psychology: From Science to Practice, Summer, 30-36.