Kent McIntosh

The purpose of this project is to evaluate the initial efficacy of Check-In Check-Out (CICO)-High School (CICO-HS). CICO is a well-established and empirically validated Tier 2 intervention that has demonstrated effectiveness in reducing problem behavior and enhancing academic success for elementary and middle school students but has lower rates of adoption and less empirical support in high schools. CICO-HS preserves the core features of standard CICO, while adapting the intervention to alig...

The purpose of this project is to identify malleable factors that influence the implementation and sustainability of behavioral interventions at Tiers 2 (supplemental interventions) and 3 (intensive interventions) of a multi-tiered system of supports (MTSS). Many effective interventions are adopted in schools, but they rarely are implemented beyond a year or two. One promising method of enhancing sustainability of interventions is to implement them within broader systems that may support the...

The purpose of this project is to develop a professional development intervention (ReACT) to reduce racial/ethnic disproportionality in school discipline and special education referrals. Disproportionality in school discipline remains a long-term and pressing concern in education, and exclusionary discipline (e.g., suspensions, expulsions) exposes students to increased risk of academic failure, referrals for special education, and school dropout. Professional development is needed to help s...

Although many effective interventions are adopted in today's schools, they rarely sustain beyond a year or two once external support (e.g., grant funding, university-based training) is removed. The existing literature on sustainability of practices in schools is primarily anecdotal and not based on empirical research. Accordingly, school personnel are left without guidance on how to implement sustainable practices. Because so little attention has been devoted to the rigorous study of impleme...

Research shows that students of color, particularly African-American students, are at significantly increased risk for being excluded from instruction through office discipline referrals (ODRs) and suspensions. These disparities are troubling because of the negative effects of exclusionary discipline on academic achievement, graduation, and school climate. In this grant, researchers will evaluate the initial efficacy of ReACT, an IES-funded intervention designed to reduce racial discipline d...