Dr. Scott's curriculum vitae [PDF]
Educational Background
- PhD Special Education, University of Oregon, 1994
- MS Special Education, Portland State University, 1990
- BS Psychology, University of Oregon, 1984
Research Interests
- Prevention science and probability as applied to schools (primary, secondary, & tertiary)
- Classroom management, ecology, and context as a factor in student success rates
- The science of effective instruction (explicit, engaging, high rates of success)
- Effective responses to student misbehavior and escalation
- Functional behavior assessment and function-based intervention
- Positive Behavior Interventions and Supports (PBIS)
- Multi-Tiered Systems of Support (MTSS)
- Sustainability of evidence-based practice in school settings
Methodology
- Direct Observation Research in Classrooms
- Single Case Research Designs
- Randomized Controlled Trials
- Statistical Modeling (Predicting student behavior from large data sets)
Professional Activities
- Director, Center for Instructional and Behavioral Research in Schools (CIBRS)
- Associate Director for Kentucky Reading Research Center
- Editor, Beyond Behavior
- National President, Council for Children with Behavior Disorders (Division of International CEC), 2014 - 2015
- Editorial Board Member for Journal of Positive Behavioral Interventions, Behavioral Disorders, Journal of Teacher Education and Special Education, and Exceptionality.
- Positive Behavior Support trainer/consultant (VA, OH, UT, MD, LA, IA, IL, NYC)
- More than $34 million in research and training grant funding
Honors & Awards
- Distinguished University Scholar since 2012
- Outstanding Leadership Award – Midwest Symposium for Leadership in Behavior Disorders
- National Leadership Award - International Council for Children with Behavioral Disorders, 2012
- Alumni of the Month - Portland State University Graduate School of Education, January 2011
- University of Louisville Faculty Favorite, 2009, 2011, 2012, 2014
- Distinguished Early Research Career Award, CEC Division for Research
Professional Memberships
- Council for Exceptional Children (CEC)
- Council for Children with Behavior Disorders (Ed. Board, Behavioral Disorders)
- Division for Research
- Association for Positive Behavior Support (Ed. Board, JPBI)
Selected Publications
- Scott, T. M. (2016). Teaching Behavior: Managing Classroom Behavior with Effective Instruction. New York: Corwin Press.
- Colvin, G., & Scott, T. M. (2015). Managing the Cycle of Acting Out Behavior (2nd Ed). New York: Corwin Press.
- Scott, T. M., & Nelson, C. M. (2024). Science and special education: A foundational Relationship. Exceptionality, 32(2).
- Scott, T. M., & Dubuque, E. M. (2021). Guidelines for facilitating direct instruction of generalized social behavior: Teaching the general case. Behavior Analysis in Practice,14(3), 831-838.
- Scott, T. M., & Gage, N. (2020). An examination of the association between teacher’s instructional practices and school-wide disciplinary and academic outcomes. Education and Treatment of Children, 43(3), 223-235.
- Tsai, S., & Scott, T. M. (2020). Teacher and Student Interactions in School Common Areas: An Examination of Typical Rates of Supervision, Engagement, and Feedback. Exceptionality, 28(3), 195-208.
- Gage, N. & Scott, T. M. (2014). Advancing the science of direct observation in emotional and behavioral disorders research: Reliability and unified validity. Behavioral Disorders, 39(4), 177-180.
- Lewis, T. J., Scott, T. M., Wehby, J., & Wills, H. (2014). Direct observation of teacher and student behavior in school settings: Trends, issues and future directions. Behavioral Disorders, 39(4), 190-200.
- Scott, T. M. & McIntosh, K. (2021). Considering Disproportionality in School Discipline: Promising Practices and Policy. Preventing School Failure, 65(4)
