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Claudia Vincent

Claudia Vincent's picture

Contact Info

Office Location: 
307 Clinical Services 1265 University of Oregon Eugene, OR 97403-1265
(541) 346-2486
Senior Research Assistant, Institute on Violence and Destructive Behavior & Center for Equity Promotion
BA, English, French, University of Wurzburg, Germany, 1983
International Exchange Student, Washington University, St. Louis, Missouri (English, French), 1984-1983
MA, English, French, University of Wurzburg, Germany, 1986
International Exchange Student, University of New Mexico, Albuquerque (English, French), 1986-1988
PhD, English, University of Oregon, 1993
MS, Psychology, University of Oregon, 2007

Claudia Vincent is a Senior Research Assistant and Data Analyst who currently holds appointments with the Institute on Violence and Destructive Behavior and the Center on Equity Promotion at the College of Education, University of Oregon. She has worked for the behavioral support research group at the University of Oregon since 2000.

Vincent's work now focuses broadly on analysis of behavioral support implementation, training, and evaluation. Specifically, her work focuses on the disproportionate representation of students from minority backgrounds in disciplinary incidents, as well as the underachievement of students from minority backgrounds in core academic subjects. She is particularly interested in the use of restorative practices to promote racial/ethnic and gender equity in discipline and academic outcomes. She has written and presented extensively on potential analytical and instructional approaches to address inequitable outcomes. Dr. Vincent has authored conceptual as well as data-based papers focused on cultural responsiveness of discipline, PBIS implementation, analysis, and measurement, and has presented at local, national, and international conferences.


Vincent, C.G., Sprague, J.R., CHiXapkaid, Tobin, T., & Gau, J. (in print). Effectiveness of school-wide positive behavior interventions and supports in reducing racially inequitable disciplinary exclusions. In Losen, D. (Ed.) Closing the school discipline gap: Research for policy makers. New York, NY: Teachers College Press.

Cartledge, G., Lo, Y., Vincent, C., & Robinson-Ervin, P. (in print). Culturally responsive classroom management. In E.T. Emmer & E.J. Sabornie (Eds). Handbook of classroom management (2nd ed.)

Sprague, J.R., Vincent, C.G., Tobin, T.J. & CHiXapkaid. (2013). Preventing disciplinary exclusions of students from American Indian/Alaska Native backgrounds. Family Court Review 51(3), 452-459.

Vincent, C., Sprague, J.R. & Tobin, J. (2012). Exclusionary discipline practices across students’ racial/ethnic backgrounds and disability status: Findings from the Pacific Northwest. Special Issue of Severe Behavior Disorders of Children and Youth. Education and Treatment of Children 35 (4), 585-601.

Vincent, C.G., Sprague, J.R., & Tobin, T.J. (March 2012). Empirical study of patterns in disciplinary exclusions of students with learning disabilities by grade, ethnicity, race, and gender in a response to intervention framework. Special Issue of Insight on Learning Disabilities: From Prevailing Theories to Validated Practices 9(1), 69-91.

Vincent, C.G., Tobin, T.J.  Hawken, L., & Frank, J. (2012). Disciplinary referrals and access to secondary interventions: Patterns across students across African-American, Hispanic-American, and White backgrounds. Education and Treatment of Children, 35, 431-458.

Vincent, C.G., Swain-Bradway, J., Tobin, T.J., & May, S. (2011). Disciplinary referrals for culturally and linguistically diverse students with and without disabilities: Patterns resulting from school-wide positive behavior support. Special issue of Exceptionality 19, 175-190.

Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (2011). Towards a conceptual integration of cultural responsiveness and school-wide positive behavior support. Journal of Positive Behavior Interventions, 13, 219-229.

Tobin, T.J. & Vincent, C.G. (2011). Strategies for preventing disproportionate exclusions of African-American students. Preventing School Failure, 55, 192-201.

Vincent, C.G. & Tobin, T.J. (2011). An examination of the relationship between implementation of school-wide positive behavior support (SWPBS) and exclusion of students from various ethnic backgrounds with and without disabilities. Journal of Emotional and Behavioral Disorders, 19, 217-232.


Sprague, J.R. (PI), Vincent, C.G. (Co-PI), CHiXapkaid (Co-PI),  Tobin, T.J. (Co-PI) & Van Ryzin, M. (Statistician) (2014-2017) The Role of Native Language and Culture in Decreasing Discipline Problems and Increasing Academic Achievement for American Indian/Alaska Native Students. Goal 1: Exploration, Institute of Education Sciences, Award # R305A140162.

Vincent, C.G. (PI), (2012-2015). Reducing Inappropriate Identification of Culturally and Linguistically Diverse Students for Special Education. Fairway Faculty and Outreach Fund, College of Education, University of Oregon.

Sprague, J.R. (PI), Vincent, C.G. (PD),  Inglish, J., & Girvan, E. (2013-2014). Integrating school-wide positive behavior interventions and supports (SWPBIS and restorative discipline (RD). Research to Practice Collaborative, Open Society Foundation.  

Sprague, J.R. (PI), Vincent, C.G. (PD), Inglish, J., & Girvan, E. (2013-2014). Positive and Restorative Investment in Discipline Reform in Education (PRIDE): Integrating Restorative Discipline (RD) and School-wide Positive Behavior Interventions and Supports (SWPBIS) to Reduce Inequitable Discipline and Improve School and Life Outcomes for Students from Non-White Backgrounds. Office for Research, Innovation, and Graduate Education Incubating Interdisciplinary Initiatives (I3) Award, University of Oregon.