Publications

Below are books, book chapters and articles from 2015 to the present.

 

In Press

 

 

2017

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.

 

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.

 

2016

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.

 

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.

 

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: http://dx.doi.org/10.1002/bin.1450

 

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 syndr5ome.  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.  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.

 

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.

 

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.

 

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

 

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.

 

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.

 

2015

Algozzine, B., Horner, R. H., Todd, A. W., Newton, J. S., Algozzine, K., & Cusumano, D.  (2015). Measuring the process and outcomes of team problem solving.  Journal of Psychoeducational Assessment.  Advance online publication.  doi: http://dx.doi.org/10.1177/0734282915592535

 

Andreou, T. E., McIntosh, K., Ross, S. W., & Kahn, J. D.  (2015).  Critical incidents in sustaining school-wide positive behavioral interventions and supports.  The Journal of Special Education, 49, 157-167.  doi: http://dx.doi.org/10.1177/0022466914554298

 

Baker, S. K., Smolkowski, K., Chaparro, E. A., Smith, J. L. M., & Fien, H.  (2015). Using regression discontinuity to test the impact of a Tier II reading intervention in first grade.  Journal of Research on Educational Effectiveness, 8, 218, 244.

 

Bastable, E., Kittelman, A., McIntosh, K., & Hoselton, R.  (2015). Do high schools implementing SWPBIS have lower rates of illegal drug and alcohol use?  PBIS evaluation brief.  Eugene, OR:  OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.  Available at www.pbis.org

 

Buchanan, R., Nese, R. N. T., Palinaks, L., & Ruppert, T.  (2015). Refining an intervention for students with emotional disturbance using qualitative parent and teacher data.  Children and Youth Services Review.  Advance online publication.  doi: http://dx.doi.org/10.1016/j.childyouth.2015.08.014

 

Crone, D. A., Hawken, L. S., & Horner, R. H.  (Eds.) (2015). Building positive behavior support systems in schools:  Functional behavioral assessment (2nd ed.).  New York, NY:  Guilford.

 

Davis, T., Machalicek, W., Campbell, V., Kobylecky, A., & Pinkelman, S.  (2015). A review and treatment selection model for individuals with developmental disabilities who engage in inappropriate sexual behavior.  Behavior Analysis in Practice.  Advance online publication.  doi: http://dx.doi.org/10.1007/s40617-015-0062-3

 

Eliason, B. M., & Morris, K. R.  (2015). Drill down tool evaluation brief.  OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.  Available at www.pbis.org

 

Fien, H., Smith, J. L. M., Smolkowski, K., Baker, S. K., Nelson, N. J., & Chaparro, E.  (2015). An examination of the efficacy of a multitered intervention on early reading outcomes for first grade students at risk for reading difficulties.  Journal of Learning Disabilities, 48, 602-621.

 

Flannery, K. B., & Hillemn, L. A.  (2015). Building strategically aligned individualized education programs for transition.  The Journal of Special Education, 49, 67-76.

 

Flannery, K. B., Lombardi, A., & Kato, M. M.  (2015). The impact of professional development on the quality of the transition components of IEPs.  Career Development and Transition for Exceptional Individuals, 38, 14-24.  doi: http://dx.doi.org/10.1177/2165143413489727

 

Freeman, J., Simonsen, B., McCoach,  D. B., Sugai, G., Lombardi, A., & Horner, R. H.  (2015). Relationship between school-wide positive behavior interventions and supports and academic, attendance, and behavior outcomes in high schools.  Journal of Positive Behavior Interventions.  Advance online publication.  doi: http://dx.doi.org/10.1177/1098300715580992

 

Garbacz, S. A., McIntosh, K., Eagle, J. W., Dowd-Eagle, S. E., Hirano, K. A., & Ruppert, T.  (2015). Family engagement within schoolwide positive behavioral interventions and supports.  Preventing School Failure:  Alternative Education for Children and Youth.  Advance online publication.  doi: http://dx.doi.org/10.1080/1045988X.2014.976809

 

Horner, R. H., & McIntosh, K.  (2015). Reducing coercion in schools:  The impact of school wide positive behavioral interventions and supports.  In T. J. Dishion & J. Snyder (Eds.), The Oxford Handbook of Coercive Relationship Dynamics.  New York, NY:  Oxford University Press.  Advance online publication.  doi: http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.24

 

Horner, R. H., & Sugai, G.  (2015). School-wide PBIS:  An example of applied behavior analysis implemented at a scale of social importance.  Behavior Analysis in Practice, 8, 80-85.

 

Knowles, C., Machalicek, W., & Van Norman, R.  (2015). Parent education for adults with intellectual disability:  A review and suggestions for future research.  Developmental Neurorehabilitation, 18, 336-348.  doi: http://dx.doi.org/10.3109/17518423.2013.832432

 

Knowles, C., Meng, P., & Machalicek, W.  (2015). Task sequenicing for students with emotional and behavioral disorders:  A systematic review.  Behavior Modification, 39, 136-166.

 

Machalicek, W., Knowles, C., Raulston, T., Carnett, A., & Alresheed, F.  (2015). Challenging behavior.  In J. Matson (Eds.), Comorbid conditions among children with autism spectrum disorders (pp. 137-170).  New York, NY:  Springer.  doi: http://dx.doi.org/10.1007/978-3-319-19183-6_6

 

Machalicek, W., Lang, R., & Raulston, T. J.  (2015). Training parents of children with intellectual disabilities:  Trends, Issues, and future directions.  Current Developmental Disorders Reports, 2, 110-118.

 

Machalicek, W., Raulston, T., & Lang, R.  (2015). Training parents of children with intellectual disabilities:  Trends, issues, and future directions.  Current Developmental Disorders Reports.  doi: http://dx.doi.org/10.1007/s40474-015-0048-4

 

Machalicek, W., Raulston, T., Drew, C., & Ruppert, T.  (2015). Telehealth behavioral consultation with families of children with autism.  The International Society for the Study of Behavioural Development (ISSBD) Bulletin, Special Section on Autism Spectrum Disorder, 2, 9-14.

 

Magana, S., Lopex, K., & Machalicek, W.  (2015). Parents taking action:  A psycho-educational intervention for Latino parents of children with autism spectrum disorder.  Family Process.  Advance online publication.  doi: http://dx.doi/org/10.1111/famp.12169

 

May, S., Ard, W., Todd, A., Horner, R., Glasgow, A., Sugai, G., & Sprague, J.  (2015). School-wide Information System, v 5.4.8 b147

 

McDuffie, A., Oakes, A., Machalicek, W., Thurman, A., Summers, S., Stewart, A., & Abbeduto, L.  (2015). Play with objects in young males with fragile X syndrome:  A preliminary study.  Journal of Communication Disorders, 53, 17-29.  doi: http://dx.doi.org/10.1016/j.jcomdis.2014.10.002

 

McIntosh, K., Kim, J., Mercer, S. H., Strickland-Cohen, M. K., & Horner, R. H.  (2015). Variables associated with enhanced sustainability of school-wide positive behavioral interventions and supports.  Assessment for Effective Interventions, 40, 184-191.  doi: http://dx.doi.org/10.1177/1534508414556503

 

McIntosh, K., Lucyshyn, J. M., Strickland-Cohen, M. K., & Horner, R. H.  (2015). Building supportive environments:  Toward a technology for enhancing fidelity of implementation.  In Brown, F., Anderson, J. L., & De Pry, R. L.  (Eds.), Individual positive behavior supports:  A standards-based guide to practices in school and community settings (pp. 401-415).  Baltimore, MD:  Brookes.

 

McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., & Hoselton, R.  (2015). Predictors of sustained implementation of school-wide PBIS at 3 and 5 years after initial implementation.  Journal of Positive Behavior Interventions.  Advance online publication.  doi: 10.1177/1098300715599737

 

Oakes, A., Ma, M., McDuffie, A., Machalicek, W., & Abbeduto, L.  (2015). Providing a parent-implemented language intervention to a young male with fragile X syndrome:  Brief report.  Developmental Neurorehabilitation, 18, 65-68.  doi: http://dx.doi.org/10.3109/17518423.2014.967416

 

Park, Y., Chaparro, E. A., Preciado, J., & Cummings, K. D.  (2015). Is earlier better?  Mastery of reading fluency in early schooling.  Early Education and Development, 26, 1187-1209.  doi: http://dx.doi.org/10.1080/10409289.2015.1015855

 

Pinkelman, S., McIntosh, K., Rasplica, C., Berg, T., & Strickland-Cohen, M. K.  (2015). Perceived enablers and barriers related to sustainability of school-wide positive behavioral interventions and supports.  Behavioral Disorders, 40, 171-183.

 

Schaper, A., McIntosh, K., & Hoselton, R.  (2015). Within-year fidelity growth of school-wide positive behavior interventions and supports during installation and initial implementation.  School Psychology Quarterly.  Advance online publication.  doi: http://dx.doi.org/10.1037/spq0000125

 

Strickland-Cohen, M. K., & Horner, R. H.  (2015). Typical school personnel developing and implementing basic behavior support plans.  Journal of Positive Behavior Interventions, 17, 83-94.  doi: http://dx.doi.org/10.1177/1098300714554714

 

Strickland-Cohen, M. K., Loman, S. L., & Horner, R. H.  (2015). Improving district capacity to deliver basic FBA/BSP support.  In D. A. Crone & R. H. Horner (Eds.), Building positive behavior support systems in schools:  Functional behavioral assessment (pp. 134-150).  New York, NY:  Guilford Press.

 

Swain-Bradway, J., Pinkney, C., & Flannery, K. B.  (2015). Implementing SWPBIS in high schools:  Contextual factors and stages of implementation.  Teaching Exceptional Children, 47, 245-255.

 

Vincent, C. G., Sprague, J. R., CHiXapkaid (Pavel, M.), Tobin, T. J., & Gau, J. M.  (2015). Effectiveness of school-wide positive behavior interventions and supports in reducing racially inequitable disciplinary exclusions.  In D. J. Losen (Ed.), Closing the school discipline gap:  Research for policymakers (pp. 207-221, Chapter 14).  New York, NY:  Teachers College Press.