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Psychology

D-Index
47
Citations
8460
World Ranking
6194
National Ranking
3361

Overview

Kent McIntosh is affiliated with the University of Oregon in the United States and has a research focus that spans psychology and social sciences. Their work contributes substantially to developmental and educational psychology, education, social psychology, and clinical psychology, with additional engagement in general health professions.

Their research covers several main topics, including behavioral and psychological studies, education discipline and inequality, bullying, victimization, and aggression, child and adolescent psychosocial and emotional development, autism spectrum disorder research, health policy implementation science, and family and disability support research.

Recent publications by Kent McIntosh include:

  • Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial, 2021, School Psychology
  • Awareness Is Not Enough: A Double-Blind Randomized Controlled Trial of the Effects of Providing Discipline Disproportionality Data Reports to School Administrators, 2020, Educational Researcher

Other notable papers within their research network related to similar themes include:

  • Effects of a Multifaceted Classroom Intervention on Racial Disproportionality, 2020, School Psychology Review
  • Associations between teacher expectations and racial disproportionality in discipline referrals, 2021, Journal of School Psychology
  • Associations Between Community-Level Racial Biases, Office Discipline Referrals, and Out-of-School Suspensions, 2021, School Psychology Review

Kent McIntosh has published extensively in the following venues:

  • Journal of Positive Behavior Interventions
  • Journal of School Psychology
  • Preventing School Failure Alternative Education for Children and Youth
  • School Psychology
  • School Psychology Review

Frequent collaborators include:

  • Angus Kittelman
  • María Reina Santiago-Rosario
  • Sean C. Austin
  • Erik J. Girvan
  • Eoin Bastable

Best Publications

  • Relationships Between Academics and Problem Behavior in the Transition from Middle School to High School

    Kent McIntosh;K. Brigid Flannery;George Sugai;Drew H. Braun

  • Effects of school-wide positive behavioral interventions and supports and fidelity of implementation on problem behavior in high schools.

    K. B. Flannery;P. Fenning;M. McGrath Kato;K. McIntosh

  • Demonstration of Combined Efforts in School-Wide Academic and Behavioral Systems and Incidence of Reading and Behavior Challenges in Early Elementary Grades.

    Kent McIntosh;David J. Chard;Joseph B. Boland;Robert H. Horner

  • The relative contribution of subjective office referrals to racial disproportionality in school discipline.

    Erik J. Girvan;Cody Gion;Kent McIntosh;Keith Smolkowski

  • Principles of sustainable prevention: Designing scale‐up of School‐wide Positive Behavior Support to promote durable systems

    Kent McIntosh;Kevin J. Filter;Joanna L. Bennett;Charlotte Ryan

  • Vulnerable Decision Points for Disproportionate Office Discipline Referrals: Comparisons of Discipline for African American and White Elementary School Students.

    Keith Smolkowski;Erik J. Girvan;Kent McIntosh;Rhonda N. T. Nese

  • Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior.

    Kent McIntosh;Amy L. Campbell;Deborah Russell Carter;Celeste Rossetto Dickey

  • Factors Related to Sustained Implementation of Schoolwide Positive Behavior Support.

    Kent McIntosh;Sterett H. Mercer;Amanda E. Hume;Jennifer L. Frank

  • Concurrent Validity of Office Discipline Referrals and Cut Points Used in Schoolwide Positive Behavior Support

    Kent McIntosh;Amy L. Campbell;Deborah Russell Carter;Bruno D. Zumbo

  • Education Not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline.

    Kent McIntosh;Erik J. Girvan;Robert H Horner;Keith Smolkowski

  • Perceived Enablers and Barriers Related to Sustainability of School-Wide Positive Behavioral Interventions and Supports

    Sarah E. Pinkelman;Kent McIntosh;Caitlin K. Rasplica;Tricia Berg

  • Effects of school-wide positive behavior support on teacher self-efficacy

    Joanna L. Kelm;Kent McIntosh

  • Perceptions of Contextual Features Related to Implementation and Sustainability of School-Wide Positive Behavior Support.

    Kent McIntosh;Larissa K. Predy;Gita Upreti;Amanda E. Hume

  • The Use of Reading and Behavior Screening Measures to Predict Nonresponse to School-Wide Positive Behavior Support: A Longitudinal Analysis.

    Kent McIntosh;Robert H. Horner;David J. Chard;Joseph B. Boland

  • Sustainability of Systems-Level Evidence-Based Practices in Schools: Current Knowledge and Future Directions

    Kent McIntosh;Robert H. Horner;George Sugai

  • Critical Features Predicting Sustained Implementation of School-Wide Positive Behavioral Interventions and Supports

    Susanna Mathews;Kent McIntosh;Jennifer L. Frank;Seth L. May

  • Establishing Research-Based Trajectories of Office Discipline Referrals for Individual Students.

    Kent McIntosh;Jennifer L. Frank;Scott A. Spaulding

  • Using Discipline Data to Enhance Equity in School Discipline

    Kent McIntosh;Kathleen Ellwood;Lisa McCall;Erik J. Girvan

  • Integrating Bullying Prevention Into Schoolwide Positive Behavior Support

    Chris P. Good;Kent McIntosh;Carmen Gietz

  • Technical Adequacy of the SWPBIS Tiered Fidelity Inventory

    Kent McIntosh;Michelle M. Massar;Robert F. Algozzine;Heather Peshak George

  • In Search of How Principals Change: A Qualitative Study of Events That Help and Hinder Administrator Support for School-Wide PBIS.

    Kent McIntosh;Joanna L. Kelm;Alondra Canizal Delabra

Frequent Co-Authors

Robert H. Horner
Robert H. Horner University of Oregon
Sterett H. Mercer
Sterett H. Mercer University of British Columbia
Keith Smolkowski
Keith Smolkowski Oregon Research Institute
George Sugai
George Sugai University of Connecticut
Clayton R. Cook
Clayton R. Cook University of Minnesota
Wendy M. Reinke
Wendy M. Reinke University of Missouri
Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
Bruno D. Zumbo
Bruno D. Zumbo University of British Columbia
Lee Kern
Lee Kern Lehigh University
Jeffrey R. Sprague
Jeffrey R. Sprague University of Oregon

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