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


In Press/Under Review/Submitted/In Preparation

Todd, A. W., Algozzine, B., Horner, R. H., Preston, A. I., Cusumano, D., & Algozzine, K.  (in press). A descriptive study of school-based problem solving.  Journal of Emotional and Behavioral Disorders.


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


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


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.  (under review). Factor analysis of a fidelity of implementation measure for social behavior systems.


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.


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.


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.



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


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


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


Knowles, C., Blakely, A., Hansen, S., & Machalicek, W.  (2016). 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.


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


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



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


Freeman, J., Simonsen, B., McCoach, D. B., Sugai, G., Lombardi, A., & Horner, R.  (2016). Relationship between school-wide positive behavior interventions and supports and 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.


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 syndr5ome.  American Journal on Intellectual and Developmental Disabilities, 121, 236-265.  doi:


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). 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


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


Mercer, S. H., McIntosh, K., & Hoselton, R.  (2016). Comparability of fidelity measures for assessing Tier I school-wide positive behavioral interventions and supports.  Journal of Positive Behavior Interventions.  Advance online publication.  doi: 10.1177/1098300717693384


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


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.


Trader, B., Stonemeier, J., Berg, T., Knowles, C., Massar, M., Monzalve, M., Pinkelman, S., Nese, R., Ruppert, T., & Horner, R.  (2016). Promoting inclusion through evidence-based alternatives to restraint and seclusion.  Research and Practice for Persons with Severe Disabilities.  Advance online publication.  doi: 10.1177/1540796917698830


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