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Rhonda Nese

Rhonda Nese's picture

Contact Info

Office Location: 
135P Lockey Education Building
Phone: 
(541) 346-3536
Faculty
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. Dr. Nese currently serves as 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. Through the OSEP-funded National TA-Center on PBIS, Dr. Nese also 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 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.

Publications: 

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

Massar, M., Nese, R., & McIntosh, K. (2018). Coaching strategies for effective classroom management. The School Psychologist, 72, 24-28.

McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., Kittelman, A., Hoselton, R., & Horner, R. H. (2018). Factors predicting sustained implementation of a universal behavior support framework. Educational Researcher, 47, 307-316.

Kim, J. McIntosh, K., Mercer, S. H., & Nese, R. N. T. (2018). Longitudinal associations between swpbis fidelity of implementation and academic and behavior outcomes. Behavioral Disorders, 43, 357-369. DOI: 10.1177/0198742917747589

Trader, B., Stonemeier, J., Berg, T., Knowles, C., Massar, M., Monvalve, M., Pinkelman, S., Nese, R., Ruppert, T., & Horner, R. (2017). Seclusion and restraint: A challenge for inclusion, dignity and self-determination in schools. Research and Practice for Persons with Severe Disabilities, 42, 75-88.

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

Von Ravensberg, H., & Nese, R. (2016). 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. doi:10.1007/s11121-016-0700-1

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. doi: http://dx.doi.org/10.1177/1534508416634624

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. doi: http://dx.doi.org/10.17988/bedi-41-04-178-195.1 (Note: Article of the Year, 2017)

Nese, R., Massar, M., & McIntosh, K. (2015). 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. doi: http://dx.doi.org/10.1177/1098300715599737

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. doi: http://dx.doi.org/10.1016/j.childyouth.2015.08.014

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

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.