Research Interests
Scott Spaulding
Multimedia
My current teaching and research focuses on developing individual-student behavior assessments and supports within school-wide positive behavior support frameworks, single-case intervention research design and analysis across applied settings within and outside of education, behavioral approaches to online learning and instruction, and exploring the ways technology can be used to facilitate collaborative behavior-support and coaching structures. I am particularly interested in ways to support teachers and interventionists in the development and implementation of equitable systems of behavior support for students. My colleagues at the University of Washington (Seattle and Tacoma) and I recently developed a web-based coaching and collaboration application (ibestt) that guides elementary and middle-school educators in the implementation of individual-student behavior support plans. Currently, we are conducting a randomized control trial of the intervention and evaluating a version for use in early childhood contexts that expands family-educator partnerships and embeds a web-based coaching cycle.
Project website: www.ibestt.org
Fried-Oken, M., Kinsella, M., Pryor, R., Mooney A., Peters, B., Jakobs, E., & Spaulding, S. A., (2024). Smart predict: Adding partner-suggested vocabulary to increase efficiency in a dual tablet AAC typing application. Manuscript submitted for publication.
Kelly, E. M., Spaulding, S. A., & Davis, C. A. (2022). The role of coaching on the implementation of individualized behavior supports in elementary schools. Journal of Positive Behavior Interventions, 25(2), 108-117. https://doi.org/10.1177/10983007221120253
Horner, R. H., Spaulding, S. A., & Machalicek, W. (2022). Single-case research design. In N. E. Salkind (Ed.), The encyclopedia of research design. Thousand Oaks, CA: SAGE. https://dx.doi.org/10.4135/9781071812082
Kelly, E., Harbin, S., Spaulding, S. A., Roberts, C. A., & Artman-Meeker, K. (2021). A qualitative examination of family and professionial perspectives on early childhood behavior supports. Topics in Early Childhood Special Education. https://doi.org/10.1177/0271121420986868
Peters, B., Bedrick, S. Dudy, S., Eddy, B., Higger, M., Kinsella, M., McLaughlin, D., Memmott, T. Oken, F., Quivira, F., Spaulding, S., Erdogmus, D., & Fried-Oken, M. (2020). SSVEP BCI and eye tracking use by individuals with late-stage ALS and visual impairments. Frontiers in Human Neuroscience, 14, 1-15. https://doi.org/10.3389/fnhum.2020.595890
Spaulding, S. E., Yamane, A., McDonald, C. L., & Spaulding, S. A. (2019). A conceptual framework for orthotic and prosthetic education. Prosthetics & Orthotics International, 43(4), 369-381. https://doi.org/10.1177/0309364619852455
ibestt. (2017). Integrating behavior support and team technology (Version 3.4) [Web app]. University of Washington. https://www.education.uw.edu/ibestt
Mooney, A., Bedrick, S., Noethe, G. Spaulding, S. A., & Fried-Oken, M. (2018). Mobile technology to support lexical retrieval during activity-retell in Primary Progressive Aphasia. Aphasiology, 32(6), 666-692. https://doi.org/10.1080/02687038.2018.1447640
Spaulding, S. A., Devine, K. A., Duncan, C. L., Wilson, N. W., & Hogan, M. B. (2012). Electronic monitoring and feedback to improve adherence in pediatric asthma. Journal of Pediatric Psychology, 37, 64-74. https://doi:10.1093/jpepsy/jsr059
McIntosh, K., Frank, J. L., & Spaulding, S. A. (2010). Establishing research-based trajectories of office discipline referrals for individual students. School Psychology Review, 39(3), 380-394. https://doi.org/10.1080/02796015.2010.12087759
Vincent, C. G., Spaulding, S. A., & Tobin, T. J. (2010). A reexamination of the psychometric properties of the School-wide Evaluation Tool (SET). Journal of Positive Behavior Interventions, 12, 161-179. https://doi.org/10.1177/1098300709332345
Spaulding, S. A., Irvin, L. K., Horner, R. H., May, S. L., Emeldi, M., Tobin, T. J., & Sugai, G. (2010). School-wide social-behavioral climate, student problem behavior, and related administrative decisions: Empirical patterns from 1,510 schools nationwide. Journal of Positive Behavior Interventions, 12, 69-95. https://doi.org/10.1177/1098300708329011
Horner, R. H., & Spaulding, S. A. (2010). Single-subject designs. In N. E. Salkind (Ed.), The encyclopedia of research design (Vol. 3, pp. 1386-1394). Thousand Oaks, CA: Sage Publications.
Spaulding, S. A. & Frank, J. L. (2009, June). The relation between office discipline referrals and school enrollment status: Do rates differ based on enrollment size? OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Web site: https://www.pbis.org/resource/the-relation-between-office-discipline-ref...
Spaulding, S. A. & Frank, J. L. (2009, June). Comparison of office discipline referrals in U.S. schools by population densities: Do rates differ according to school location? OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Web site: https://www.pbis.org/resource/comparison-of-office-discipline-referrals-...
Scott, T. M., Anderson, C. M., & Spaulding, S. A. (2008). Strategies for developing and carrying out functional assessment and behavior intervention planning. Preventing School Failure, 52, 39-50. https://doi.org/10.3200/PSFL.52.3.39-50
Horner, R. H., & Spaulding, S. A. (2008). Rewards. In E. M. Anderman & L. H. Anderman (Eds.) Psychology of classroom learning: An encyclopedia. Gale Cengage Learning.
Swaminathan, H., Horner, R. H., Sugai, G., Smolkowski, K., Hedges, L., & Spaulding, S. A. (2008). Application of generalized least squares regression to measure effect size in single-case research: A technical report. Institute of Education Sciences, U.S. Department of Education.
Spaulding, S. A., Horner, R. H., May, S. L., & Vincent, C. G. (2008, November). Implementation of school-wide PBS across the United States. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Web site: http://www.pbis.org/blueprint/evaluation-briefs/implementation-across-us...
Anderson, C. M., & Spaulding, S. A. (2007). Using positive behavior support to design effective classrooms. Beyond Behavior, 16, 27-31.