Profile

Note:   Student co-authors are listed in bold, community collaborators are underlined.

103. Santiago-Rosario, M. R., Austin, S. C., Izzard, S., Strickland-Cohen, M. K., Gallo, J., Newson, A., & McIntosh, K. (in press, accepted 6-15-2023). Zero tolerance: Effects, bias, and more effective strategies for improving school safety. Preventing School Failure.

102. Austin, S. C., McIntosh, K., & Girvan, E. J. (in press, accepted 6-26-2023). National patterns of vulnerable decision points in school discipline. Journal of School Psychology.

101. Kittelman, A., Mercer, S. H., McIntosh, K., & Nese, R. N. T. (accepted 7-07-2023). Factors predicting sustained implementation of tier 2 and tier 3 positive behavioral interventions and supports (Stage 1 Registered Report). Exceptional Children.

100. Markowitz, D., Kittelman, A., Girvan, E. J., Santiago-Rosario, M. R., & McIntosh, K. (in press, accepted 6-22-2023). Taking note of our biases: How language patterns reveal bias underlying the use of office discipline referrals in exclusionary discipline. Educational Researcher.

99.  Kittelman, A., La Salle, T. P., Mercer, S. H., & McIntosh, K. (2023). Identifying profiles of school climate in high schools. School Psychology. https://psycnet.apa.org/doi/10.1037/spq0000553

98.  Austin, S. C., McIntosh, K., Izzard, S. & Daugherty, B. (2023). A systematic review of single-case research examining culturally responsive behavior interventions in schools. Journal of Behavioral Education.  Advance online publication.  https://309.0r4g/10.1007/s10864-023-09506-8

97.  McIntosh, K. (2023). Schoolwide positive behavioural interventions and supports and human rights: Transforming our educational systems into levers for social justice. International Journal of Developmental Disabilities, 69(1), 5-12.  https://doi.org/10.1080/20473968.2022.2116223

96.  Nese, R. N. T., Kittelman, A., Strickland-Cohen, M. K., & McIntosh, K. (2023). Examining teaming and tier 2 and 3 practices within a PBIS framework. Journal of Positive Behavior Interventions, 25(1), 16-27.  https://doi.org/10.1177/10983007211051090

95.  Bastable, E., Meng, P., Falcon, S. F., & McIntosh, K. (2023). Using an embedded mixed methods design to assess and improve intervention acceptability of an equity-focused intervention: A methodological demonstration. Behavioral Disorders, 48(3), 201-211. https://doi.org/10.1177/0149874291988048695. 

94. Kittelman, A., Mercer, S. H., McIntosh, K., Morris, K. R., & Hatton, H. L. (2023). Validation of a measure of district systems implementation of positive behavioral interventions and supports. Remedial and Special Education, 44(4), 259-271.  https://doi.org/10.1177/07419325221114472

93.  Wright, J., Sohlberg, M. M., McIntosh, K., Seeley, J., Hadley, W., Blitz, D., & Lowham, E. (2023). What is the effect of personalized cognitive strategy instruction on facilitating return-to-learn for individuals experiencing prolonged concussion symptoms? Neuropsychological Rehabilitation, 33(7), 1177-1206. https://doi.org/10.1080/09602011.2022.2074467

92.  Bastable, E., McIntosh, K., Fairbanks Falcon, S., & Meng, P. (2022). Exploring educators’ commitment to racial equity in school discipline practices: A qualitative study of critical incidents. Journal of Educational and Psychological Consultation, 32(2), 125-155. https://doi.org/10.1080/10474412.2021.1889194

91.  Gion, C. M., McIntosh, K., & Falcon, S. F. (2022). Effects of a multicomponent classroom intervention on equity in school discipline. School Psychology Review, 51(1), 67-83. https://doi.org/10.1080/2372966X.2020.1788906

90.  Kittelman, A., Mercer, S. H., McIntosh, K., & Hoselton, R. (2022). Optimal timing for launching installation of Tier 2 and 3 systems of school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions 24(3), 171-182. https://doi.org/10.1177/1098300721996084

89.  Scott, T. M., & McIntosh, K. (2022). Considering disproportionality in school discipline: Promising practices and policy. Preventing School Failure: Alternative Education for Children and Youth, 66(1), 64-65. https://doi.org/10.1080/1045988X.2021.1937028

88.  Bastable, E., Fairbanks Falcon, S., McDaniel, S. C., McIntosh, K., & Santiago-Rosario, M. E. (2021). Understanding educators’ implementation of an equity-focused PBIS intervention: A qualitative study of critical incidents. Journal of Positive Behavior Interventions, 23(4), 220-231. https://doi.org/10.1177/10983007211008847

87.  Bastable, E., Fairbanks Falcon, S., Nese, R., Meng, P., & McIntosh, K. (2021). Enhancing school-wide positive behavioral interventions and supports tier 1 core features to improve disciplinary equity. Preventing School Failure, 65(4), 283-290. https://doi.org/10.1080/1045988X.2021.1937020

86.  Girvan, E. J., McIntosh, K., & Santiago-Rosario, M. R. (2021). Associations between community-level racial biases, office discipline referrals, and out-of-school suspensions. School Psychology Review. https://doi.org/10.1080/2372966X.2020.1838232

85.  Kittelman, A., Mercer, S. H., McIntosh, K., & Nese, R. N. T. (2021). Development and validation of a measure assessing sustainability of tier 2 and 3 behavior support systems. Journal of School Psychology, 85, 140-154. https://doi.org/10.1016/j.jsp.2021.02.001

84.  Kittelman, A., Rowe, D. A., & McIntosh, K. (2021). Using improvement cycles to improve implementation of evidence-based practices. Teaching Exceptional Children, 54(2), 92-94. https://doi.org/10.1177/00400599211060053

83.  McIntosh, K., Girvan, E. J., Fairbanks Falcon, S., McDaniel, S. C., Smolkowski, K., Bastable, E., Santiago-Rosario, M. R., Izzard, S., Austin, S. C., Nese, R. N. T., & Baldy, T. S. (2021). An equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial. School Psychology, 36(6), 433-444. https://doi.org/10.1037/spq0000466 (2021 Article of the Year)

82.  McIntosh, K., Girvan, E. J., McDaniel, S. C., Santiago-Rosario, M. R., St. Joseph, S. D., Fairbanks Falcon, S., Izzard, S., & Bastable, E. (2021). Effects of an equity-focused PBIS approach to school improvement on exclusionary discipline and school climate. Preventing School Failure, 65(4), 354-361. https://doi.org/10.1080/1045988X.2021.1937027

81.  Santiago-Rosario, M. R., Whitcomb, S., Pearlman, J., & McIntosh, K. (2021). Associations between teacher expectations and racial disproportionality in discipline referrals. Journal of School Psychology, 85, 80-93. https://doi.org/10.1016/j.jsp.2021.02.004

80.  McIntosh, K. Smolkowski, K., Gion, C. M., Witherspoon, L., Bastable, E., & Girvan, E. J. (2020). Awareness is not enough: A double-blind randomized controlled trial of the effects of providing discipline disproportionality data reports to school administrators. Educational Researcher, 49(7), 533-537. https://doi.org/10.3102/0013189X20939937

79. Bastable, E., Massar, M. M., & McIntosh, K., (2020). A survey of team members’ perceptions of coaching activities related to Tier 1 SWPBIS implementation. Journal of Positive Behavior Interventions, 22(1), 51-61. https://doi.org/10.1177/1098300719861566

78. Flannery, K. B., Kato, M. M., Kittelman, A., McIntosh, K., & Triplett. D. H. (2020). Effects of a universal prevention model to increase freshman school engagement and success: A randomized trial. School Psychology Quarterly, 35(1), 88-98. (Note:  Article of the Year Honorable Mention, 2020)

77. Kittelman, A., Strickland-Cohen, M. K., Pinkelman, S. E., & McIntosh, K. (2020). Variables contributing to abandonment and readoption of SWPBIS. Journal of Positive Behavior Interventions, 22(2), 67-77. https://doi.org/10.1177/1098300719888748

76.  Kittelman, A., McIntosh, K., & Hoselton, R. (2019). Adoption of PBIS within school districts. Journal of School Psychology, 76, 159-167.  https://doi.org/10.1016/j.jsp.2019.03.007

75.  Zaheer, I., Maggin, D., McDaniel, S., McIntosh, K., Fogt, J., & Rodriguez, B. J. (2019). Supporting students with or at risk for emotional and behavioral disorders: Promising practices and their implementation. Behavioral Disorders, 44, 117-128. doi: 10.1177/0198742918821331

74.  McIntosh, K. & Lane, K. L. (2019). Advances in measurement in PBIS. Remedial and Special Education, 40, 3-5.

73.  Rasplica Khoury, C., McIntosh, K., & Hoselton, R. (2019). An investigation of concurrent validity of fidelity of implementation measures at initial years of implementation. Remedial and Special Education, 40, 25-31.

72.  Girvan, E. J., McIntosh, K., & Smolkowski, K. (2019). Tail, tusk, and trunk: What different metrics reveal about racial disproportionality in school discipline. Educational Psychologist. doi: 10.1080/00461520.2018.1537125

71. Horner, R. H., Ward, C. S., Fixsen, D. L., Sugai, G., McIntosh, K., Putnam, R., & Little, H. D. (2019). Resource leveraging to achieve large-scale implementation of effective educational practices. Journal of Positive Behavior Interventions, 21, 67-76. doi: 10.1177/1098300718783754

70.  Nese, R. N. T., Nese, J. F. T., McIntosh, K., Mercer, S. H., & Kittelman, A. (2019). Predicting latency of reaching adequate implementation of tier 1 school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 21, 106-116. doi: 10.1177/1098300718783755

69. Strickland-Cohen, M. K., Pinkelman, S. E., Jimerson, J. B., Berg, T. A., Pinkney, C. J., & McIntosh, K. (2019). Sustaining effective individualized behavior support: Barriers and enablers. Preventing School Failure, 63, 1-11. doi: 10.1080/1045988X.2018.1456399

68.  Kittelman, A., Bromley, K. W., McIntosh, K., Mercer, S. H. (2019). Validation of a measure of sustainability of school-wide behavior interventions. Remedial and Special Education, 40, 67-73. doi: 10.1177/0741932517753821

67.  Ledbetter, A. K., Sohlberg, M. M., Fickas, S. F., Horney, M. A., & McIntosh, K. (2019). Evaluation of a computer-based prompting intervention to improve essay writing in undergraduates with cognitive impairment after acquired brain injury. Neuropsychological Rehabilitation, 29, 1226-1255. doi:10.1080/09602011.2017.1383272

66.  Massar, M., McIntosh, K., & Mercer, S. H. (2019). Factor validation of a fidelity of implementation measure for social behavior systems. Remedial and Special Education, 40, 16-24.