Profile

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://journals.sagepub.com/doi/10.1177/10983007211051090

Hirsch, S. E., Stevenson, N. A., *Ellis, K., & Nese, R. N. T. (2022). Together we go far: Helping doctoral scholars develop collaborations in special education research. Journal of Special Education Apprenticeship, 11(2), 2-16. 

McDaniel, S., Nese, R. N. T., Tomek, S., & *Jiang, S. (2022).District-wide outcomes from a bullying prevention programming. Preventing School Failure, 66, 276-284.10.1080/1045988X.2022.2070588

Nese, R. N. T., *Santiago-Rosario, M. R., Malose, S., *Hamilton, J., Nese, J. F. T., & Horner, R. (2022). Improving a universal intervention for reducing exclusionary discipline practices using student and teacher guidance. Psychology in the Schools, 59, 2042-2061. http://doi.org/10.1002/pits.2257629. 

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). Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial. School Psychology Quarterly, 36, 433–444. https://doi.org/10.1037/spq0000466 Article of the Year.

*Furjanic, D., *Mannan, I., *Hamilton, J., Nese, J. F. T., *Austin, S., *Izzard, S., & Nese, R. N. T. (2021). Examining the social validity of a universal intervention for reducing exclusionary discipline through stakeholder voice. Journal of Applied School Psychology, 38(4), 352-379. https://doi.org/10.1080/15377903.2021.1968092

Nese, R. N. T., Nese, J. F. T., *McCroskey, C., *Meng, P., Triplett, D., & *Bastable, E. (2021). Moving away from disproportionate exclusionary discipline: Developing and utilizing a continuum of preventative and instructional supports. Preventing School Failure, 65, 301-311. https://doi.org/10.1080/1045988X.2021.1937019

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

McDaniel, S., LaSalle, T., Cohen, D. & Nese, R. N. T. (2021). Not separate but not equal: Improving equity in discipline in racially and ethnically diverse school settings. Beyond Behavior, 30, 157-168. https://doi.org/10.1177/10742956211024168

*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

Green, A. L., Hatton, H., Stegenga, S. M., Eliason, B., & Nese, R. (2020). Examining commitment to prevention, equity, and meaningful engagement: A review of school district discipline policies. Journal of Positive Behavior Interventions, 23, 137-148. https://doi.org/10.1177/1098300720951940

Nese, R. N. T., *Bastable, E., *Gion, C., *Massar, M., Nese, J. F. T., & *McCroskey, C. (2020). Preliminary analysis of an instructional alternative to exclusionary discipline. The Journal of At-Risk Issues, 23, 1-14.

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

Nese, R. N. T., McDaniel, S., Hirsch, S., Green, A., Sprague, J., & McIntosh, K., (2019).Major systems for facilitating safety and pro-social behavior: Positive school wide behavior. In D. Osher, M. J. Mayer, R. J. Jagers, K. Kendziora, & L. Woods (Eds.), Keeping students safe and helping them thrive. A collaborative handbook on school safety, mental health, and wellness, vol 2 (pp. 256-276). Santa Barbara, CA: Praeger Publishing.

Nese, R. N. T. & McIntosh, K. (2016). Do school-wide positive behavioral interventions and supports, not exclusionary discipline practices. In B. G. Cook, M. TAnchorankersley, & T. J. Landrum (Eds.), Advances in learning and behavioral disabilities (pp. 175-196). Bingley, UK: Emerald Group Publishing.

Nese, R. N. T., Anderson, C. A., Ruppert, T., & Fisher, P. (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., Nese, J. F. T., *Ghemraoui, A., Bloom, J., Johnson, N. W., Phillips, D., Richter, M. F., & Hoselton, R. (2016). Predicting abandonment of school-wide behavior support interventions. Behavioral Disorders, 42, 261-270. doi: http://dx.doi.org/10.17988/BD-15-95.1

Nese, R., *Massar, M., & McIntosh, K. (2015). Alternatives to suspension: Strategies for school principals. Principal Leadership, 16, 52-56.

Nese, R. N. T., Horner, R. H., Rossetto Dickey, C., Stiller, B., & Tomlanovich, A. (2014). Decreasing bullying behavior in middle school: Expect respect. School Psychology Quarterly, 29, 272-286. doi: 10.1037/spq0000070