Publications

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

 

In Press/Under Review/Submitted/In Preparation

Alresheed, F., Machalicek, W., Sanford, A., & Bano, C.  (submitted). Academic and related skills interventions for autism:  A 20 year systematic review of single-case research.

 

Ascetta, K., & Machalicek, W.  (in preparation). Tiered professional development intervention to improve use of language facilitation strategies by early childhood educators.

 

Chaparro, E. A., Carlson, S., Smolkowski, K., & Gion, C.  (in preparation). An examination of multi-tiered systems implementation in rural elementary schools.

 

Chaparro, E. A., Smolkowski, K., Ryan-Jackson, K., & Baker, S. K.  (in preparation). Effective behavioral and instructional support systems:  A four-year summary of state level professional development efforts.

 

Conley, K., Kim, J., Kittelman, A., Rafael Mesa, J., & McIntosh, K.  (in preparation). Descriptive patterns of students using CICO across a national sample of schools.

 

Flannery, K. B., Pinkney, C., McGrath Kato, M., & Swain-Bradway, J.  (in press). Schoolwide PBIS in high schools.  In P. C. Pullen & M. J. Kennedy (Eds.), Handbook of Multi-Tiered Systems of Support and Response to Intervention.  New York, NY:  Routledge.

 

Frantz, R., Hansen, S., & Machalicek, W.  (in press). Supporting well-being among parents of children with autism:  A systematic review.  Journal of Autism and Developmental Disorders.

 

Frantz, R., Machalicek, W., Hansen, S., & Squires, J.  (submitted). Play to learn language:  Coaching paraeducators to facilitate communication in the preschool classroom.

 

Freeman, J., Wilkinson, S., Kowitt, J., Kittelman, A., & Flannery, K. B.  (under review). Research supported practices for improving attendance in high schools:  A review of the literature.

 

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

 

Hansen, S. G. H., Raulston, T., Machalicek, W., Frantz, R., Erturk, B., Drew, C., & Squires, J.  (submitted). Pivotal play:  Peer mediated joint attention intervention in the preschool classroom.

 

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.

 

Kittelman, A., McIntosh, K., & Hoselton, R.  (in preparation). Diffusion of SWPBIS within 25 districts.

 

Kittelman, A., McIntosh, K., McDaniel, S. C., George, H. P., & Lewis, T. J.  (in preparation). School-wide systems of support.

 

Kittelman, A., Pinkelman, S., Strickland-Cohen, M. K., & McIntosh, K.  (in preparation). Reasons for the abandonment and readoption of SWPBIS.

 

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

 

Magana, S., Machalicek, W., Lopez, K., & Illand, E.  (in press). Padres en accion:  A parent education program for Latino parents of children with ASD.  In Evidence-based Parenting:  Programmes for Parents of Children with Autism and Intellectual Disabilities.  London, UK:  Jessica Kingsley Publishers.

 

Massar, M., Chaparro, E. A., & Blakely, A.  (in preparation). Examining the knowledge and skills of systems-level coaches:  Supporting durable implementation of effective behavioral and instructional support systems in schools.

 

Massar, M. M., Bastable, E., & McIntosh, K.  (under review). Coaching activities related to Tier I SWPBIS implementation.

 

Massar, M. M., Horner, R. H., Kittelman, A., & Conley, K.  (in preparation). Effects of coach-delivered prompting and performance feedback on teacher use of evidence-based classroom management practice and student behavior outcomes.

 

Mazzotti, V. L., Kittelman, A., Bromley, K. W., & Hirano, K.  (in preparation). Function-based self-determination support for youth with disabilities.

 

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

 

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

 

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.

 

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 1 school-wide positive behavioral interventions and supports.  Journal of Positive Behavior Interventions.

 

Preciado, J. P., & Chaparro, E. A.  (in preparation). What’s the word?  Using effective vocabulary, academic language and comprehension skills to improve literacy instruction for English language learners.

 

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

 

Raulston, T., Zemantic, P. K., Machalicek, W., Hieneman, M., Kurtz-Nelson, E., Barton, H., Hansen, S. G. H., & Frantz, R. J.  (accepted). Effects of a brief mindfulness-infused behavioral parent training for mothers of children with autism spectrum disorder.  Journal of Contextual Behavioral Science.

 

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.

 

Strickland-Cohen, M. K., Pinkelman, S. E., Jimerson, J. B., Berg, T. A., Pinkney, C. J., & McIntosh, K.  (in press). Sustaining effective individualized behavior support:  Barriers and enablers.  Preventing School Failure.

 

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?  PBIS evaluation brief.  Eugene, OR:  OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.  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: http://dx.doi.org/10.1007/s40489-017-0123-3

 

Fritz, R., Harn, B., Biancarosa, G., Lucero, A., & Flannery, K. B.  (2018). How much is enough?  Evaluating intervention implementation efficiently.  Assessment for Effective Intervention.  Advance online publication.  doi: http://dx.doi.org/10.1177/1534508418772909

 

Garbacz, S. A., McIntosh, K., Vatland, C., Minch, D. R., & Eagle, J. W.  (2018). Identifying and examining family engagement within schoolwide positive behavioral interventions and supports.  Journal of Positive Behavior Interventions.  Advance online publication.  doi: http://dx.doi.org/10.1177/1098300717752318

 

Hansen, S., Raulston, T., Machalicek, M., & Frantz, R.  (2018). Caregiver-mediated joint attention intervention.  Behavioral Interventions, 33, 205-2011.  doi: http://dx.doi.org/10.1002/bin.1523

 

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: http://dx.doi.org/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: http://dx.doi.org/10.1177/1098300717733977

 

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

 

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: http://dx.doi.org/10.1177/0198742917747589

 

Kittelman, A., Bromley, K. W., McIntosh, K., & Mercer, S. H.  (2018). Validation of a measure of sustainability of school-wide behavior interventions.  Remedial and Special Education.  Advance online publication.  doi: http://dx.doi.org/10.1177/0741932517753821

 

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: http://dx.doi.org/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: http://dx.doi.org/10.1177/0741932517741721

 

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

 

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: http://dx.doi.org/10.1177/1053451217702130

 

McIntosh, K., Gion, C., & Bastable, E.  (2018). Do schools implementing SWPBIS have decreased racial and ethnic disproportionality in school discipline?  PBIS evaluation brief.  Eugene, OR:  OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.

 

McIntosh, K., Girvan, E. J., Horner, R. H., Smolkowski, K., & Sugai, G.  (2018). A 5-point intervention approach for enhancing equity in school discipline.  Eugene, OR:  OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.  Retrieved from http://www.pbis.org

 

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.

 

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: http://dx.doi.org/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: http://dx.doi.org/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: http://dx.doi.org/10.1080/09602011.2017.1344131

 

Conley, K., Ki8ttelman, A., Massar, M., & McIntosh, K.  (2017). What are patterns and predictors of CICO participation in U.S. schools?  PBIS evaluation brief.  Eugene, OR:  OSEP National Technical Assistance Center on Positive Behavioral Interventions and Supports.

 

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: http://dx.doi.org/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: http://dx.doi.org/10.1007/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: http://dx.doi.org/10.1080/1045988X.2016.1196644

 

Flannery, K. B., Kato, M. M., & Triplett, D.  (2017). Freshmen success curriculum:  Increasing student engagement.  Eugene, OR:  University of Oregon, Educational and Community Supports.

 

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

 

Garbacz, S. A., Rose, J., Weist, M., & McIntosh, K.  (2017). Defining and promoting family engagement in school-wide positive behavioral interventions and supports.  PBIS leadership forum practice brief.  Eugene, OR:  OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.  Retrieved from http://www.pbis.org

 

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: http://dx.doi.org/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: http://dx.doi.org/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: http://dx.doi.org/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: http://dx.doi.org/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: http://dx.doi.org/10.1177/0022466917697289

 

Kinavey Wennerstrom, M., Stegenga, S., Allen, R., McIntosh, K., & Smith, J. L.  (2017). Early childhood benchmarks of quality cultural responsiveness companion.  Eugene, OR:  OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.  Retrieved from http://www.pbis.org

 

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: http://dx.doi.org/10.1080/17489539.2017.1376383

 

Kittelman, A., Bromley, K., Mercer, S., & McIntosh, K.  (2017). Validation of a measure of sustainability of school-wide behavior interventions and supports.  Remedial and Special Education.  Advance online publications.  doi: http://dx.doi.org/10.1177/0741932517753821

 

Kittelman, A., Mazzotti, V., & McIntosh, K.  (2017). Toward a model for collaborative function-based planning in work-based learning environments.  Journal of Vocational Rehabilitation.

 

Kittelman, A., Monzalve, M. M., Flannery, K. B., & Hershfeldt, P.  (2017). Adaptation of check in check out to meet the needs of high school students.  The High School Journal.

 

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: http://dx.doi.org/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: http://dx.doi.org/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: http://dx.doi.org/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: http://dx.doi.org/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

 

Lombardi, A. R., Kern, L., Flannery, K. B., & Doren, B.  (2017). Is college and career readiness adequately addressed in annual and postsecondary goals?  Journal of Disability Policy, 28, 150-161.  doi: http://dx.doi.org/10.1177/1044207317716147

 

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: http://dx.doi.org/10.1111/famp.12169

 

Massar, M., McIntosh, K., & Mercer, S. H.  (2017). Factor validation of a fidelity of implementation measure for social behavior systems.  Remedial and Special Education.  Advance online publication.  doi: http://dx.doi.org/10.1177/0741932517736515

 

McIntosh, K.  (2017). Disproportionality in school discipline:  The role of implicit bias and how to neutralize it.  Student Support Team Association for Georgia Educators Newsletter, 5, 1-2.

 

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: http://dx.doi.org/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: http://dx.doi.org/10.1177/1098300717693384

 

Newton, J., Todd, A. W., Algozzine, B., Algozzine, K., Cusumano, D., & Preston, A.  (2017). A randomized wait-list controlled analysis of team-initiated problem solving professional development and use.  Journal of Behavior Disorders.  Advance online publication.  doi: 10.1177/0198742917745638

 

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: http://dx.doi.org/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: http://dx.doi.org/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: http://dx.doi.org/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: http://dx.doi.org/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: http://dx.doi.org/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: http://dx.doi.org/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: http://dx.doi.org/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: http://dx.doi.org/10.1177/1534508416642212

 

Fixsen, D., Chaparro, E. A., Ward, C., & Ryan-Jackson, K.  (2016). Observation tool for instructional support systems (OTISS).  Chapel Hill, NC:  University of North Carolina.

 

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: http://dx.doi.org/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

 

Kittelman, A., Bromley, K. W., & Mazzotti, V. L.  (2016). Functional behavioral assessments and behavior support plans for work-based learning.  Career Development and Transition for Exceptional Individuals, 39, 121-127.  doi: http://dx.doi.org/10.1177/2165143416633682

 

Leverson, M., Smith, K., McIntosh, K., Rose, J., & Pinkelman, S.  (2016). PBIS cultural responsiveness field guide:  Resources for trainers and coaches.  Eugene, OR:  OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.  Retrieved from http://www.pbis.org

 

Machalicek, W., Lequia, J., Pinkelman, S., Knowles, C., Raulston, T., Davis, T., & Alresheed, F.  (2016). 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

 

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: http://dx.doi.org/10.1007/978-3-319-19183-6_6

 

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