Kent McIntosh, PhD, teaches and conducts research in the areas of positive behavior support, equity in school discipline, and sustainability of evidence-based interventions in schools. He is Director of Educational and Community Supports, a research unit in the College of Education.

This faculty member is interested in having a new doctoral student for the 2025-2026 academic year.

2023  Advancing Diversity, Equity, and Inclusion Outstanding Research Award.  University of Oregon, Eugene, OR, June 13, 2023.

2022  Article of the Year, School Psychology. American Psychological Association, Minneapolis, MN, August 4, 2022.

2022  Reviewer of the Year, School Psychology. American Psychological Association, Minneapolis, MN, August 4, 2022.

2021  Article of the Year – Honorable Mention, School Psychology. American Psychological Association, Washington, DC, August 12, 2021.

2017  Article of the Year, Behavioral Disorders. Council for Exceptional Children, Boston, MA, April 20, 2017.

2016  Fund for Faculty Excellence Award, University of Oregon, Eugene, OR, June 6, 2016.

2015  Distinguished Early Career Research Award. Council for Exceptional Children, Division for Research, San Diego, CA, April 10, 2015.

2015  Champion Researcher Award, Northwest PBIS Network, Eugene, OR, March, 2015.

2014  Society for the Study of School Psychology. Elected member of scholarly association. July 2, 2014.

2012  Editorial Appreciation Award, School Psychology Review. Philadelphia, PA, February 22, 2012.

2007  Early Career Scholar. Awarded by the Society for the Study of School Psychology, March 25, 2007.

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

109. Bocquillon, M., Bissonnette, S., Emond, M., Saint-Georges, N., Baco, C., & McIntosh, K. (in press). Positive behavioral interventions and supports in Quebec schools: A case study demonstrating reductions in office discipline referrals. Journal of Positive Behavior Interventions.

108. Kim, J. R., & McIntosh, K. (in press). Empirically deriving cut scores in the PBIS Tiered Fidelity Inventory (TFI) through a bookmarking process. Journal of Positive Behavior Interventions.

107. Kittelman, A., Izzard, S., McIntosh, K., Morris, K. R., & Lewis, T. J. (in press). Self-Assessment Survey: Evaluation of a revised measure assessing positive behavioral interventions and supports. Assessment for Effective Intervention. https://doi.org/10.1177/15345084241235226

106. Flannery, K. B., Kato, M. M., Kittelman, A., Sampson, N. K., & McIntosh, K. (in press). Check-In/Check-Out (CICO) in high school: Results from a small randomized controlled trial. Behavioral Disorders. https://doi.org/10.1177/01987429231225461

105. Austin, S. C., Smolkowski, K., Santiago-Rosario, M. R., Arbuckle, S. L., & Barney, N. E. (in press, accepted 1-14-2024). Examining differential effects of an equity-focused schoolwide positive behavioral interventions and supports approach on teachers’ equity in school discipline. Journal of School Psychology.

104. 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.

103. Austin, S. C., McIntosh, K., & Girvan, E. J. (2024). National patterns of vulnerable decision points in school discipline. Journal of School Psychology, 102. https://doi.org/10.1016/j.jsp.2023.101259

102. 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.

101. Markowitz, D., Kittelman, A., Girvan, E. J., Santiago-Rosario, M. R., & McIntosh, K. (2023). Taking note of our biases: How language patterns reveal bias underlying the use of office discipline referrals in exclusionary discipline. Educational Researcher, 52(9), 525-534. https://doi.org/10.3102/0013189x231189444

100. 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

99.  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

98.  Santiago-Rosario, M. R., McIntosh, K., & Whitcomb, S. (2023). Examining teachers’ culturally responsive classroom management self-efficacy. Assessment for Effective Intervention, 48(3), 170-176. https://doi.org/10.1177/15345084221118090

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.

Dr. McIntosh is the Principal Investigator of multiple federal grants, including a 5-year projects to (a) test the effectiveness of an intervention to reduce racial/ethnic disproportionality in school discipline that focuses on culturally-responsive behavior support and strategies to neutralize implicit bias, (b) test the effectiveness of an intervention to improve high school completion, and (c) test the effectiveness of an intervention to improve outcomes for high school students with and at risk for disabilities. He is Co-Director of the Center on Positive Behavioral Interventions and Supports (PBIS), a national technical assistance center. In addition, he is a founding member of PBIS-SCP Canada, a national network supporting PBIS implementation and research in Canada.