Rhonda N T Nese
Biographic Data
| ID | 5742313 |
|---|---|
| NAME | Rhonda N T Nese |
| GIVEN NAMES | Rhonda N T |
| FAMILY NAME | Nese |
| SIGNATURE | NESE R N T |
| AFFILIATIONS | University of Oregon |
| ORCID | 0000-0003-3314-5073 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Improving Classroom Engagement and Reducing Exclusionary Discipline
This study examined the impact of a classroom-level component of The Inclusive Skill-building Learning Approach (ISLA), an instructional and restorative alternative to exclusionary discipline, on student behaviors and school discipline practices in middle schools. Intervention implementation, classroom observations, and all other data collection took place once schools resumed in-person instruction during the COVID-19 pandemic, thus the study des…
Examining the utilization of participatory research with autistic youth in mainstream/public schools
Purpose This scoping review explores the utilization of participatory research with autistic youth in K-12 public/mainstream school settings. Methods A scoping review was performed to identify how often participatory research methodologies are used in K-12 public/mainstream school settings with autistic students, what researchers report are the strengths, barriers, and recommendations in using participatory research methodologies with autistic st…
Improving a universal intervention for reducing exclusionary discipline practices using student and teacher guidance
Exclusionary discipline practices have a direct negative impact on individual students, schools, and society at large. To improve equity and cultural responsivity, active efforts to assess the contextual fit of effective strategies are necessary. The following study describes the Inclusive Skill‐building Learning Approach (ISLA), an intervention designed to support school staff in carrying out preventative strategies and outlines instructional re…
Development and Validation of a Measure Assessing Sustainability of Tier 2 and 3 Behavior Support Systems
Using stakeholder feedback to improve online professional development opportunities
Traditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effe…
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…
Effects of a video feedback parent training program during child welfare visitation
Refining an intervention for students with emotional disturbance using qualitative parent and teacher data
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…
Effects of a video feedback parent training program during child welfare visitation
Refining an intervention for students with emotional disturbance using qualitative parent and teacher data
Effects of a video feedback parent training program during child welfare visitation
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…
Using stakeholder feedback to improve online professional development opportunities
Traditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effe…
Development and Validation of a Measure Assessing Sustainability of Tier 2 and 3 Behavior Support Systems
Improving a universal intervention for reducing exclusionary discipline practices using student and teacher guidance
Exclusionary discipline practices have a direct negative impact on individual students, schools, and society at large. To improve equity and cultural responsivity, active efforts to assess the contextual fit of effective strategies are necessary. The following study describes the Inclusive Skill‐building Learning Approach (ISLA), an intervention designed to support school staff in carrying out preventative strategies and outlines instructional re…
Examining the utilization of participatory research with autistic youth in mainstream/public schools
Purpose This scoping review explores the utilization of participatory research with autistic youth in K-12 public/mainstream school settings. Methods A scoping review was performed to identify how often participatory research methodologies are used in K-12 public/mainstream school settings with autistic students, what researchers report are the strengths, barriers, and recommendations in using participatory research methodologies with autistic st…
Improving Classroom Engagement and Reducing Exclusionary Discipline
This study examined the impact of a classroom-level component of The Inclusive Skill-building Learning Approach (ISLA), an instructional and restorative alternative to exclusionary discipline, on student behaviors and school discipline practices in middle schools. Intervention implementation, classroom observations, and all other data collection took place once schools resumed in-person instruction during the COVID-19 pandemic, thus the study des…
Psychology (8 works) · Medical education (5 works) · Psychological intervention (5 works) · Behavioral and Psychological Studies (4 works) · Computer Science (4 works) · Developmental psychology (4 works) · Medicine (4 works) · Applied Psychology (3 works) · Family and Disability Support Research (3 works) · Pedagogy (3 works)