Kent McIntosh
Biographic Data
| ID | 5741960 |
|---|---|
| NAME | Kent McIntosh |
| GIVEN NAMES | Kent |
| FAMILY NAME | McIntosh |
| SIGNATURE | MCINTOSH K |
| AFFILIATIONS | University of Oregon, Eugene, OR |
| ORCID | 0000-0002-7765-2993 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Measuring teacher emotional language valence via sentiment analysis: Correlations with classroom practices
Effects of Implicit Bias Training on Educator Beliefs and Attitudes Related to Racial Bias
Racial disparities persist in school discipline. Implicit bias has been identified as a probable influence affecting educator discipline decisions. To reduce disparate outcomes, implicit bias trainings often find significant improvements in ratings of attitudes and knowledge, however research has identified the need for more brief trainings within kindergarten through Grade 12 education. The purpose of this study was to evaluate the effectiveness…
National patterns of vulnerable decision points in school discipline
Examining differential effects of an equity-focused schoolwide positive behavioral interventions and supports approach on teachers' equity in school discipline
Following a randomized controlled trial that showed effectiveness of an equity-centered positive behavioral interventions and supports (PBIS) professional development intervention on student discipline in elementary schools, we studied the extent to which the intervention had differential effects on individual teachers' use of exclusionary discipline. Using the sample of teachers from the randomized controlled trial (n = 348), we assessed whether…
Validation of a Measure of District Systems Implementation of Positive Behavioral Interventions and Supports
District leadership teams perform key roles in building the systems to support schools in the implementation of Positive Behavioral Interventions and Supports (PBIS). However, there is a lack of measures for assessment and progress monitoring specific to district PBIS systems. To address this gap, we evaluated the validity of a measure of implementation of district PBIS systems, the District Systems Fidelity Inventory (DSFI). Using 183 school dis…
Taking Note of Our Biases: How Language Patterns Reveal Bias Underlying the Use of Office Discipline Referrals in Exclusionary Discipline
The comments teachers write when sending students to the office have the potential to increase our understanding of how bias may contribute to longstanding racial disparities in school discipline. However, large-scale analysis of open text has traditionally had a prohibitive cost. Through natural language processing techniques, we examined over 3.5 million office discipline records from national samples of more than 4,000 schools for whether teac…
Development and Validation of a Measure Assessing Sustainability of Tier 2 and 3 Behavior Support Systems
Associations between teacher expectations and racial disproportionality in discipline referrals
We explored the racial discipline gap and sought to understand the extent to which elementary school teachers' (N = 33; Grades K-6) expectations for their students' (N = 496) future outcomes predicted racial discipline disproportionality. We used multilevel models, and Ordinary Least Squares (OLS) regression with standardized errors corrected, to examine associations between teacher expectations of academic and behavioral student outcomes and pat…
FW-PBIS Framework Implementation and Facility Climate Perspectives Through the Lens of Youth in Secure Juvenile Facilities: A Pilot Study
A shift from reactive and punitive practices in secure juvenile facilities has prompted facilities in the United States to adopt multitiered systems of support such as facility-wide positive behavioral interventions and supports (FW-PBIS) to address climate and culture concerns. To date, most implementation efforts have focused on defining adult behaviors and systems. There is limited understanding of the role of youth voice related to adoption a…
Awareness Is Not Enough: A Double-Blind Randomized Controlled Trial of the Effects of Providing Discipline Disproportionality Data Reports to School Administrators
One commonly used strategy used in attempts to decrease racial disproportionality in school discipline across the country is sharing data with school administrators that discipline disparities are a problem in their schools with the assumption that it will increase attention to equity and improve outcomes. The purpose of this study was to assess the effects of providing monthly disciplinary equity reports to school administrators in 35 schools on…
Factors Predicting Sustained Implementation of a Universal Behavior Support Framework
In this 3-year prospective study, we tested the extent to which school-, practice-, and district-level variables predicted sustained implementation for schools in various stages of implementation of school-wide positive behavioral interventions and supports (SWPBIS) Tier 1 (universal) systems. Staff from 860 schools in 14 U.S. states completed a research-validated measure of factors associated with sustained implementation of school interventions…
The relative contribution of subjective office referrals to racial disproportionality in school discipline.
To improve our understanding of where to target interventions, the study examined the extent to which school discipline disproportionality between African American and White students was attributable to racial disparities in teachers' discretionary versus nondiscretionary decisions. The sample consisted of office discipline referral (ODR) records for 1,154,686 students enrolled in 1,824 U.S. schools. Analyses compared the relative contributions o…
Taking Note of Our Biases: How Language Patterns Reveal Bias Underlying the Use of Office Discipline Referrals in Exclusionary Discipline
The comments teachers write when sending students to the office have the potential to increase our understanding of how bias may contribute to longstanding racial disparities in school discipline. However, large-scale analysis of open text has traditionally had a prohibitive cost. Through natural language processing techniques, we examined over 3.5 million office discipline records from national samples of more than 4,000 schools for whether teac…
Awareness Is Not Enough: A Double-Blind Randomized Controlled Trial of the Effects of Providing Discipline Disproportionality Data Reports to School Administrators
One commonly used strategy used in attempts to decrease racial disproportionality in school discipline across the country is sharing data with school administrators that discipline disparities are a problem in their schools with the assumption that it will increase attention to equity and improve outcomes. The purpose of this study was to assess the effects of providing monthly disciplinary equity reports to school administrators in 35 schools on…
Factors Predicting Sustained Implementation of a Universal Behavior Support Framework
In this 3-year prospective study, we tested the extent to which school-, practice-, and district-level variables predicted sustained implementation for schools in various stages of implementation of school-wide positive behavioral interventions and supports (SWPBIS) Tier 1 (universal) systems. Staff from 860 schools in 14 U.S. states completed a research-validated measure of factors associated with sustained implementation of school interventions…
The relative contribution of subjective office referrals to racial disproportionality in school discipline.
To improve our understanding of where to target interventions, the study examined the extent to which school discipline disproportionality between African American and White students was attributable to racial disparities in teachers' discretionary versus nondiscretionary decisions. The sample consisted of office discipline referral (ODR) records for 1,154,686 students enrolled in 1,824 U.S. schools. Analyses compared the relative contributions o…
Factors Predicting Sustained Implementation of a Universal Behavior Support Framework
In this 3-year prospective study, we tested the extent to which school-, practice-, and district-level variables predicted sustained implementation for schools in various stages of implementation of school-wide positive behavioral interventions and supports (SWPBIS) Tier 1 (universal) systems. Staff from 860 schools in 14 U.S. states completed a research-validated measure of factors associated with sustained implementation of school interventions…
FW-PBIS Framework Implementation and Facility Climate Perspectives Through the Lens of Youth in Secure Juvenile Facilities: A Pilot Study
A shift from reactive and punitive practices in secure juvenile facilities has prompted facilities in the United States to adopt multitiered systems of support such as facility-wide positive behavioral interventions and supports (FW-PBIS) to address climate and culture concerns. To date, most implementation efforts have focused on defining adult behaviors and systems. There is limited understanding of the role of youth voice related to adoption a…
Awareness Is Not Enough: A Double-Blind Randomized Controlled Trial of the Effects of Providing Discipline Disproportionality Data Reports to School Administrators
One commonly used strategy used in attempts to decrease racial disproportionality in school discipline across the country is sharing data with school administrators that discipline disparities are a problem in their schools with the assumption that it will increase attention to equity and improve outcomes. The purpose of this study was to assess the effects of providing monthly disciplinary equity reports to school administrators in 35 schools on…
Development and Validation of a Measure Assessing Sustainability of Tier 2 and 3 Behavior Support Systems
Associations between teacher expectations and racial disproportionality in discipline referrals
We explored the racial discipline gap and sought to understand the extent to which elementary school teachers' (N = 33; Grades K-6) expectations for their students' (N = 496) future outcomes predicted racial discipline disproportionality. We used multilevel models, and Ordinary Least Squares (OLS) regression with standardized errors corrected, to examine associations between teacher expectations of academic and behavioral student outcomes and pat…
Validation of a Measure of District Systems Implementation of Positive Behavioral Interventions and Supports
District leadership teams perform key roles in building the systems to support schools in the implementation of Positive Behavioral Interventions and Supports (PBIS). However, there is a lack of measures for assessment and progress monitoring specific to district PBIS systems. To address this gap, we evaluated the validity of a measure of implementation of district PBIS systems, the District Systems Fidelity Inventory (DSFI). Using 183 school dis…
Taking Note of Our Biases: How Language Patterns Reveal Bias Underlying the Use of Office Discipline Referrals in Exclusionary Discipline
The comments teachers write when sending students to the office have the potential to increase our understanding of how bias may contribute to longstanding racial disparities in school discipline. However, large-scale analysis of open text has traditionally had a prohibitive cost. Through natural language processing techniques, we examined over 3.5 million office discipline records from national samples of more than 4,000 schools for whether teac…
National patterns of vulnerable decision points in school discipline
Examining differential effects of an equity-focused schoolwide positive behavioral interventions and supports approach on teachers' equity in school discipline
Following a randomized controlled trial that showed effectiveness of an equity-centered positive behavioral interventions and supports (PBIS) professional development intervention on student discipline in elementary schools, we studied the extent to which the intervention had differential effects on individual teachers' use of exclusionary discipline. Using the sample of teachers from the randomized controlled trial (n = 348), we assessed whether…
Effects of Implicit Bias Training on Educator Beliefs and Attitudes Related to Racial Bias
Racial disparities persist in school discipline. Implicit bias has been identified as a probable influence affecting educator discipline decisions. To reduce disparate outcomes, implicit bias trainings often find significant improvements in ratings of attitudes and knowledge, however research has identified the need for more brief trainings within kindergarten through Grade 12 education. The purpose of this study was to evaluate the effectiveness…
Measuring teacher emotional language valence via sentiment analysis: Correlations with classroom practices
Psychology (11 works) · Behavioral and Psychological Studies (8 works) · Social Psychology (7 works) · Bullying, Victimization, and Aggression (6 works) · Education Discipline and Inequality (6 works) · Political science (6 works) · Psychological intervention (6 works) · Applied Psychology (5 works) · Ethnic group (4 works) · Medicine (4 works)