Publications

Below are books, book chapters and articles from 2016 to the present.

 

In Press/Under Review/Submitted/In Preparation

Garbacz, S. A., McIntosh, K., Eagle, J., Vatland, C., & Minch, D.  (in press). Identifying and examining family engagement within schoolwide positive behavioral interventions and supports.  Journal of Positive Behavior Interventions.

 

Gion, C., Peshak George, H., Nese, R., Kato, M., Massar, M., & McIntosh, K.  (in preparation). School-wide positive behavioral interventions and supports.

 

Hansen, S., Raulston, T., Machalicek, M., & Frantz, R.  (in press). Caregiver-mediated joint attention intervention.  Behavioral Interventions.

 

Kim, J., McIntosh, K., Mercer, S. H., & Nese, R. N. T.  (in press). Longitudinal associations between SWPBIS fidelity of implementation and academic and behavior outcomes.  Behavioral Disorders.

 

Kittelman, A., Bromley, K. W., McIntosh, K., & Mercer, S. H.  (in press). Validation of a measure of sustainability of school-wide behavior interventions.  Remedial and Special Education.

 

Kittelman, A., Mazzotti, V., & McIntosh, K.  (in press). Toward a model for collaborative function-based planning in work-based learning environments.  Journal of Vocational Rehabilitation.

 

Lewis, T. J., McIntosh, K., Simonsen, B., & Fox, L.  (Eds.) (under review). Handbook of positive behavior support (2nd ed.).  New York, NY:  Springer.

 

Massar, M., McIntosh, K., Mercer, S. H., & Hoselton, R.  (in press). Factor analysis of a fidelity of implementation measure for social behavior systems.  Remedial and Special Education.

 

Massar, M., Nese, R., & McIntosh, K.  (submitted). Administrative coaching strategies for reducing out-of-class referrals.

 

McIntosh, K., & Lane, K. L.  (under review). Advances in measurement in PBIS.  Remedial and Special Education.

 

Nese, R. N. T., Bender, F., & Alonzo, J.  (in preparation). Response to RtI:  A study of five schools implementing response to intervention.

 

Nese, R. N. T., Gion, C., Bastable, E., & Massar, M.  (in preparation). Preliminary effects of an instructional alternative to exclusionary discipline on student and staff behaviors.

 

Nese, R. N. T., McIntosh, K., Nese, J. F. T., & Mercer, S. H. (in preparation). Fidelity speed of school-wide positive behavioral interventions and supports.

 

Nese, R. N. T., & Nese, J. F. T.  (in preparation). Parent training during child welfare visitation:  Probabilities of parental responsiveness.

 

Rasplica, C., McIntosh, K., & Hoselton, R.  (under review). Accuracy of self-assessment of fidelity of implementation over time.

 

Sinclair, J., Hansen, S., Machalicek, W., Knowles, C., Dolata, J., Blakely, A., Hirano, K., & Murray, C.  (in press). Participation of diverse students in special education intervention research:  A 13 year review.  Exceptional Children.

 

Sprague, J., Hurley, M., McClung, B., Nese, R. N. T., & McIntosh, K.  (in preparation). Major systems for facilitating safety and pro-social behavior:  Positive school wide behavior.

 

Sugai, G., O’Keeffe, B. V., Horner, R. H., & Lewis, T. J.  (in press). School leadership and school-wide positive behavior support.  In J. B. Crockett, B. S. Billingsley, & M L. Boscardin (Eds.), Handbook of leadership in special education.  New York, NY:  Taylor & Francis/Routledge.

 

Swain-Bradway, J., Freeman, J., Nese, R. N. T., McIntosh, K., Hoselton, R., & Kittelman, A.  (submitted). Patterns of school-wide positive behavior interventions and supports (SWPBIS) implementation fidelity in high schools.

 

 

2018

 

Conley, K., Kittelman, A., Massar, M., & McIntosh, K. (2018). What are patterns and predictors of CICO participation in U.S. schools?  Retrieved from http://www.pbis.org

 

Frantz, R., Hansen, S., & Machalicek, W.  (2018). Interventions to promote well-being in parents of children with Autism:  A systematic review.  Journal of Autism and Developmental Disorders, 5, 58-77.  doi: 10.1007/s40489-017-0123-3

 

Jacob, M. M., Sabzalian, L., Jansen, J., Tobin, T. J., Vincent, C. G., & LaChance, K. M.  (2018). The gift of education:  How indigenous knowledges can transform the future of public education.  International Journal of Multicultural Education, 20, 1-29.  Retrieved from http://ijme-jouirnal.org/index.php/ijme/article/view/1534

 

Horner, R. H., Newton, J. S., Todd, A. W., Algozzine, B., Algozzine, K., Cusumano, D., & Preston, A.  (2018). A randomized waitlist controlled analysis of team-initiated problem solving professional development use.  Behavioral Disorders.  Advance online publication.  doi: 10.1177/0198742917745638

 

Horner, R. H., & Sugai, G.  (2018). Future directions for positive behavior support:  A commentary.  Journal of Positive Behavior Interventions, 20, 19-22.  doi: 10.1177/1098300717733977

 

Kittelman, A., Gion, C., Horner, R. H., Levin, J. R., & Kratochwill, T. R.  (2018). Establishing journalistic standards for the publication of negative results.  Remedial and Special Education.  Advance online publication.  doi: 10.1177/0741932517745491

 

Kratochwill, T. R., Levin, J. R., & Horner, R. H.  (2018). Negative results:  Conceptual and methodological dimensions in single-case intervention.  Remedial and Special Education.  Advance online publication.  doi: 10.1177/0741932517741727

 

McIntosh, K., Ellwood, K., McCall, L., & Girvan, E. J.  (2018). Using discipline data to enhance equity in school discipline.  Intervention in School and Clinic, 53, 146-152.  doi: 10.1177/1053451217702130

 

Raulston, T., & Machalicek,W.  (2018). Early intervention for repetitive behavior in Autism Spectrum Disorder:  A conceptual model.  Journal of Physical and Developmental Disability, 30, 89.  doi: 10.1007/s10882-017-9566-9.

 

Weist, M. D., Eber, L., Horner, R., Splett, J., Putnam, R., Barrett, S., Perales, K., Fairchild, A. J., & Hoover, S.  (2018). Improving multi-tiered systems of support for students with “internalizing” emotional/behavioral problems.  Journal of Positive Behavior Interventions.  Advance online publication.  doi: 10.1177/1098300717753832

 

 

2017

Algozzine, B., Sweeney, H. M., Choi, J. H., Horner, R., Sailor, W., McCart, A. B., Satter, A., & Lane, K. L.  (2017). Development and preliminary technical adequacy of the schoolwide integrated framework for transformation fidelity of implementation tool.  Journal of Psychoeducational Assessment, 35, 302-322.  doi: 10.1177/0734282915626303

 

Chaparro, E. A., Stoolmiller, M., Park, Y., Baker, S. K., Basaraba, D., Fien, H., & Mercier Smith, J. L.  (2017). Evaluating passage and order effects of oral reading fluency passages in second grade:  A partial replication.  Assessment for Effective Intervention.  Advance online publication.  doi: 10.1177/1534508417741128

 

Cho, S., & Horner, R. H.  (2017). Training adults with acquired brain injury how to help-seek when wayfinding:  An understudied critical life skill.  Neuropsyhological Rehabilitation.  Advance online publication.  doi: 10.1080/09602011.2017.1344131

 

Erturk, B., Machalicek, W., & Drew, C.  (2017). Self-injurious behavior in children with developmental disabilities:  A systematic review of behavioral intervention literature.  Behavior Modification.  Advance online publication.  doi: 10.1177/0145445517741474

 

Felver, J. C., Felver, S. L., Margolis, K. L., Ravitch, N. K., Romer, N., & Horner, R. H.  (2017). Effectiveness and social validity of the soles of the feet mindfulness-based intervention with special education students.  Contemporary School Psychology.  Advance online publication.  doi: 10.1177/s40688-017-0133-2

 

Flannery, K. B., & McGrath Kato, M.  (2017). Implementation of SWPBIS in high school:  Why is it different?  Preventing School Failure:  Alternative Education for Children and Youth, 61, 69-79.  doi: 10.1080/1045988X.2016.1196644

 

Garbacz, S. A., Hirano, K., McIntosh, K., Minch, D., Vatland, C., & Eagle, J.  (2017). Family engagement in schoolwide positive behavioral interventions and supports:  Barriers and facilitators to implementation.  School Psychology Quarterly.  Advance online publication.  doi: 10.1037/spq0000216

 

Girvan, E. J., Gion, C., McIntosh, K., & Smolkowski, K.  (2017). The relative contribution of subjective office referrals to racial disproportionality in school discipline.  School Psychology Quarterly, 32, 392-404.  doi: 10.1037/spq0000178

 

Hansen, S., Frantz, R., Machalicek, W., & Raulston, T.  (2017). Advanced social communication skills for young children with Autism:  A systematic review of single-case intervention studies.  Review Journal of Autism and Developmental Disorders, 4, 225-242.  doi: 10.1007/s40489-017-0110-8

 

Haq, S. S., Machalicek, W., Garbacz, S. A., & Drew, C.  (2017). Employing a fixed-lean multiple schedule in the treatment of challenging behavior for children with Autism Spectrum Disorder.  Behavior Modification.  Advance online publication.  doi: 10.1177/0145445517743206

 

Horner, R. H., Sugai, G., & Fixsen, D. L.  (2017). Implementing effective educational practices at scales of social importance.  Clinical Child and Family Psychology Review, 20, 25-35.  doi: 10.1007/s10567-017-0224-7

 

Horner, R. H., & Yell, M. L.  (2017). Commentary on Zirkel:  Judicial rulings specific to FBAs or BIPs under the IDEA and corollary state laws — an update.  The Journal of Special Education, 51, 57-59.  doi: 10.1177/0022466917697289

 

Kincaid, D., & Horner, R.  (2017). Changing systems to scale up an evidence-based educational intervention.  Evidence Based Communication Intervention and Assessment.  Advance online publication.  doi: 10.1080/07489539.2017.1376386

 

Knowles, C., Blakely, A., Hansen, S., & Machalicek, W.  (2017). Parents with intellectual disabilities experiencing challenging child routines:  A pilot study using embedded self-determination practices.  Journal of Applied Research in Intellectual Disabilities, 30, 433-444.  doi: 10.1111/jar.12303

 

Knowles, C., Massar, M., Raulston, T. J., & Machalicek, W.  (2017). Telehealth consultation in a self-contained classroom for behavior:  A pilot study.  Preventing School Failure:  Alternative Education for Children and Youth, 61, 28-38.  doi: 10.1080/1045988X.2016.1167012

 

Kratochwill, T., Levin, J., & Horner, R. H.  (2017). Negative results:  Conceptual and methodological dimensions in single-case intervention research.  Remedial and Special Education.  Advance online publication.  doi: 10.1177/0741932517741721

 

Ledbetter, A. K., Sohlberg, M. M., Fickas, S. F., Horney, M. A., & McIntosh, K.  (2017). Evaluation of a computer-based prompting intervention to improve essay writing in undergraduates with cognitive impairment after acquired brain injury.  Neuropsychological Rehabilitation.  Advance online publication.  doi: 10.1080/09602011.2017.1383272

 

Lewis, T. J., McIntosh, K., Simonsen, B., Mitchell, B. S. & Hatton, H. L. (2017). School-wide systems of positive behavior support:  Implications for students at-risk and with emotional/behavioral disorders.  AERA Open, 3, 1-11.  Advance online publication.  doi: 10.1177/2332858417711428

 

Magana, S., Lopez, K., & Machalicek, W.  (2017). Parents taking action:  A psycho-educational intervention for Latino parents of children with Autism Spectrum Disorder.  Family Process, 56, 59-74.  doi: 10.1111/famp.12169

 

McIntosh, K., Massar, M. M., Algozzine, R. F., Peshak George, H., Horner, R. H., Lewis, T. J., & Swain-Bradway, J.  (2017). Technical adequacy of the SWPBIS tiered fidelity inventory.  Journal of Positive Behavior Interventions, 19, 3-13.  doi: 10.1177/1098300716637193

 

Mercer, S. H., McIntosh, K., & Hoselton, R.  (2017). Comparability of fidelity measures for assessing Tier 1 school-wide positive behavioral interventions and supports.  Journal of Positive Behavior Interventions, 19, 195-204.  doi: 10.1177/1098300717693384

 

Pinkelman, S. E., & Horner, R. H.  (2017). Improving implementation of function-based interventions:  Self-monitoring, data collection, and data review.  Journal of Positive Behavior Interventions, 19, 228-238.  doi: 10.1177/1098300716683634

 

Todd, A. W., Algozzine, B., Horner, R. H., Preston, A. I., Cusumano, D., & Algozzine, K.  (2017). A descriptive study of school-based problem-solving.  Journal of Emotional and Behavioral Disorders.   Advance online publication.  doi: 10.1177/1063426617733717

 

Trader, B., Stonemeier, J., Berg, T., Knowles, C., Massar, M., Monzalve, M., Pinkelman, S., Nese, R., Ruppert, R., & Horner, R.  (2017). Promoting inclusion through evidence-based alternatives to restraint and seclusion.  Research and Practice for Persons with Severe Disabilities (TASH), 42, 75-88.  doi: 10.1177/1540796917698830

 

 

2016

Algozzine, B., Horner, R. H., Todd, A. W., Newton, J. S., Algozzine, K., & Cusumano, D.  (2016). Measuring the process and outcomes of team problem solving.  Journal of Psychoeducational Assessment, 34, 211-229.  doi: 10.1177/0734282915592535

 

Brown, J. A., Watanabe, Y., Lee, D. H., & McIntosh, K.  (2017). School psychology research and practice in East Asia:  Perspectives on the past, present, and future directions of the field.  School Psychology International, 37, 557-582.  doi: 10.1177/0143034316671354

 

Buchanan, R., Nese, R. N. T., & Clark, M.  (2016). Stakeholders’ voices:  Defining needs of students with emotional and behavioral disorders transitioning between school settings.  Behavioral Disorders, 41, 135-147.  doi: 10.17988/BD-15-73.1

 

Chaparro, E. A., Helton, S., & Saddler, C. (2016). Oregon effective behavioral and instructional support systems initiative: Implementation from district and state level perspectives. In K. McIntosh & S. Goodman (Eds.), Multi-tiered systems of support: Integrating academic RtI and school-wide PBIS. New York, NY: Guilford Press.

 

Davis, T. N., Machalicek, W., Scalzo, R., Kobylecky, A., Campbell, V., Pinkelman, S., Chan, J. M., & Sigafoos, J.  (2016). A review and treatment selection model for individuals with developmental disabilities who engage in inappropriate sexual behavior.  Behavior Analysis in Practice, 9, 389-402.  doi: 10.1007/s40617-015-0062-3

 

Filter, K. J., Systma, M. R., & McIntosh, K.  (2016). A brief measure of staff commitment to school-wide positive behavioral interventions and supports.  Assessment for Effective Intervention, 42, 18-31.  doi: 10.1177/1534508416642212

 

Flannery, K. B., Kato, M. M., & Triplett, D.  (2016). Freshmen Success curriculum:  Increasing student engagement.  Eugene, OR:  University of Oregon, Educational and Community Supports.

 

Freeman, J., Simonsen, B., McCoach, D. B., Sugai, G., Lombardi, A., & Horner, R.  (2016). Implementation effects of school-wide positive behavior interventions and supports on academic, attendance, and behavior outcomes in high schools.  Journal of Positive Behavior Interventions, 18, 41-51.  doi: 10.1177/1098300715580992

 

Garbacz, S. A., McIntosh, K., Eagle, J. W., Dowd-Eagle, S. E., Hirano, K. A., & Ruppert, T.  (2016). Family engagement within schoolwide positive behavioral interventions and supports.  Preventing School Failure, 60, 60-69.  doi: 10.1080/1045988X.2014.976809

 

Girvan, E. J., Gion, C., McIntosh, K., & Smolkowski, K.  (2016). The relative contribution of subjective office referrals to racial disproportionality in school discipline.  School Psychology Quarterly.  Advance online publication.  http://dx.doi.org/10.1037/spq0000178

 

Horner, R. H., & McIntosh, K.  (2016). Reducing coercion in schools:  The impact of school-wide positive behavioral interventions and supports.  In T. J. Dishion & J. J. Snyder (Eds.), The Oxford handbook of coercive relationship dynamics (pp. 330-340).  New York, NY:  Oxford University Press.  doi: 10.1093/oxfordhb/9780199324552.013.24

 

Machalicek, W., Lequia, J., Pinkelman, S., Knowles, C., Raulston, T., Davis, T., & Alresheed, F.  (in press). Behavioral telehealth consultation with families of children with Autism Spectrum Disorder.  Behavioral Interventions, 31, 223-250.  doi: 10.1002/bin.1450

 

Machalicek, W., Raulston, T., Knowles, C., Ruppert, T., Carnett, A., & Alresheed, F.  (2016). Challenging behavior.  In J. L. Matson (Ed.), Comorbid conditions among children with Autism Spectrum Disorders (Autism and child Psychopathology Series, pp. 137-170).  New York, NY:  Springer.  doi: 10.1007/978-3-319-19183-6_6

 

McDuffie, A., Machalicek, W., Bullard, L., Nelson, S., Mello, M., Tempero-Feigles, R., Castignetti, N., & Abbeduto, L.  (2016). A spoken-language intervention for school-aged boys with fragile X syndrome.  American Journal on Intellectual and Developmental Disabilities, 121, 236-265.  doi: http://dx.doi.org/10.1352/1944-7558-121.3.236

 

McDuffie, A., Oakes, A., Machalicek, W., Ma, M., Bullard, L., Nelson, S., & Abbeduto, L.  (2016). Early language intervention using distance video-teleconferencing:  A pilot study of young boys with fragile X syndrome and their mothers.  American Journal of Speech-Language Pathology, 25, 46-66.  doi: 10.1044/2015_AJSLP-14-0137

 

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

 

McIntosh, K., Kelm, J. L., & Canizal Delabra, A.  (2016). In search of how principals change:  A qualitative study of events that help and hinder administrator support for school-wide PBIS.  Journal of Positive Behavior Interventions, 18, 100-110.  doi: 10.1177/1098300715599960

 

McIntosh, K., Mercer, S. H., Nese, R. N. T., & Ghemraoui, A.  (2016). Critical mass of schools and community of practice predict implementation patterns of a school-based prevention model.  Prevention Science, 17, 992-1001.  doi: 10.1007/s11121-016-0700-1

 

McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., & Hoselton, R.  (2016). Predictors of sustained implementation of school-wide positive behavioral interventions and supports.  Journal of Positive Behavior Interventions, 18, 209-218.  doi: 10.1177/1098300715599737

 

Meng, P. M., McIntosh, K., Claassen, J., & Hoselton, R.  (2016). Does implementation of SWPBIS enhance sustainability of specific programs, such as Playworks?  PBIS evaluation brief.  Eugene, OR:  OSEP National Technical Assistance Center on Positive Behavioral Interventions and Supports.  Retrieved from www.pbis.org

 

Morris, K., & Horner, R. H.  (2016). Positive behavior interventions and supports.  In N. Singh (Ed.), Handbook of evidence-based practices in intellectual and developmental disabilities (pp. 415-442).  New York, NY:  Springer.  doi: 10.1007/8987-3-319-26583-4_15

 

Nese, R. N. T., Anderson, C. M., Ruppert, T., & Fisher, P. A.  (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.  (2016). Do school-wide positive behavioral interventions and supports, not exclusionary discipline practices.  In B. G. Cook, M. Takersley, & T. J. Landrum (Eds.), Instructional practices with and without empirical validity (Advances in learning and behavioral disabilities, Vol. 29, pp. 175-196).  Bingley, England:  Emerald Group Publishing.  doi: 10.1108/S0735-004X20160000029009

 

Nese, R., McIntosh, K., Nese, J., Hoselton, R., Bloom, J., Johnson, N., Richter, M., Phillips, D., & Ghemraoui, A.  (2016). Predicting abandonment of school-wide positive behavioral interventions and supports.  Behavioral Disorders, 42, 261-270.  doi: 10.17988/BD-15-95.1

 

Pinkelman, S. E., & Horner, R. H.  (2016). Improving implementation of function-based interventions:  Self-monitoring, data collection, and data review.  Journal of Positive Behavior Interventions.  Advance online publication.  doi: 10.1177/1098300716683634

 

Rispoli, M., O’Reilly, M., Lang, R., Machalicek, W., Kang, S., Davis, T., & Neely, L.  (2016). An examination of within-session responding following access to reinforcing stimuli.  Research in Developmental Disabilities, 48, 25-34.  doi: 10.1016/j.ridd.2015.10.013

 

Ruppert, T., Machalicek, W., Hansen, S. G., Raulston, T., & Frantz, R.  (2016). Training parents to implement early interventions for children with Autism Spectrum Disorders.  In R. Lang, R. B. Hancock, & N. N. Singh (Eds.), Early intervention for young children with Autism Spectrum Disorders (pp. 219-256).  Switzerland:  Springer International Publishing.  doi: 10.1007/978-3-319-30925-5_8

 

Ryan-Jackson, K. M., & Chaparro, E. A.  (2016). Systems coach self-assessment.  University of Oregon, Eugene, OR.  In K. McIntosh & S. Goodman (Eds.), Multi-tiered systems of support:  Integrating academic RtI and school-wide PBIS.  New York, NY:  Guilford.

 

Schaper, A., McIntosh, K., & Hoselton, R.  (2016). Within-year fidelity growth of SWPBIS during installation and initial implementation.  School Psychology Quarterly, 31, 358-368.  doi: 10.1037/spq0000125

 

Smolkowski, K., Girvan, E. J., McIntosh, K., Nese, R. N. T., & Horner, R. H.  (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: 10.17988/bedi-41-04-178-195.1

 

Strickland-Cohen, M. K., Kennedy, P. C., Berg, T. A., Bateman, L. J., & Horner, R. H.  (2016). Building school district capacity to conduct functional behavioral assessment.  Journal of Emotional and Behavioral Disorders, 24, 235-246.  doi: 10.1177/1063426615623769

 

Tate, R. L., Perdices, M., Rosenkoetter, U., McDonald, S., Togher, L., Shadish, W., Horner, R., Kratochwill, T., Barlow, D. H., Kazdin, A., Sampson, M., Shamseer, L., & Vohra, S.  (2016). The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016:  Explanation and Elaboration.  Archives of Scientific Psychology, 5, 10-31.

 

Tate, R. L., Perdices, M., Rosenkoetter, U., Shadish, W., Vohra, S., Barlow, D. H., Horner, R., Kazdin, A., Kratochwill, T., McDonald, S., Sampson, M., Shamseer, L., Togher, L., Albin, R., Backman, C., Douglas, J., Evans, J. J., Gast, D., Manolov, R., Mitchell, G., Nickels, L., Nikles, J., Ownsworth, T., Rose, M., Schmid, C. H., & Wilson, B.  (2016). The single-case reporting guideline in BEhavioural interventions (SCRIBE) 2016 statement.  Aphasiology, 30, 862-876.

 

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: 10.1177/1534508416634624