Research Interests
Scott Spaulding
My current teaching and research focuses on developing individual-student behavior 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 the application of technology to collaborative learning. I am particularly interested in ways to support teachers and interventionists in the development and implementation of systems of behavior support for students. My colleagues at the University of Washington and I recently developed a web-based coaching and collaboration application (ibestt) that guides educators in the implementation of individual-student behavior support plans in early childhood, elementary, and middle-school settings.
Multimedia
Fried-Oken, M., Kinsella, M. A., Jakobs, E., Jakobs, T., Mooney A., Peters, B., Pryor, R., & Spaulding, S. A., (2024). Smart predict: Adding partner-suggested vocabulary to increase efficiency in a dual tablet AAC typing application. Augmentative and Alternative Communication. https://doi.org/10.1080/07434618.2024.2374314
Kelly, E. M., Spaulding, S. A., & Davis, C. A. (2023). 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 B. Frey (Ed.), The SAGE encyclopedia of research design (2nd ed.). Thousand Oaks, CA: Sage Publications. https://dx.doi.org/10.4135/9781071812082
Kelly, E. M., Harbin, S. G., Spaulding, S. A., Roberts, C. A., & Artman-Meeker, K. (2022). A qualitative examination of family and educator perspectives on early childhood behavior supports. Topics in Early Childhood Education, 42(2), 162-174. 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 and Orthotics International, 43(4), 369-381. https://doi.org/10.1177/0309364619852455
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
ibestt. (2017). Integrating behavior support and team technology (Version 3.4) [Web app]. University of Washington. https://www.education.uw.edu/ibestt/
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(1), 64-74. https://doi.org/10.1093/jpepsy/jsr059
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. https://dx.doi.org/10.4135/9781412961288
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. (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.
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
Anderson, C. M., & Spaulding, S. A. (2007). Using positive behavior support to design effective classrooms. Beyond Behavior, 16, 27-31.
Bahl, A. B., Spaulding, S. A., & McNeil, C. B. (1999). Treatment of noncompliance using Parent Child Interaction Therapy: A data-driven approach. Education and Treatment of Children, 22, 136-146. https://www.jstor.org/stable/42899560
Clark, D. B., Feske, U., Masia, C. L., Spaulding, S. A., Brown, C., Mammen, O., & Shear, M. K. (1997). Systematic assessment of social phobia in clinical practice. Depression and Anxiety, 6, 47-61. https://doi.org/10.1002/(SICI)1520-6394(1997)6:2<47::AID-DA1>3.0.CO;2-2
Turner, S. M., Beidel, D. C., Wolff, P. L., Spaulding, S. A., & Jacob, R. G. (1996). Clinical features affecting treatment outcome in social phobia. Behaviour Research and Therapy, 34, 795-804. https://doi.org/10.1016/0005-7967(96)00028-9
Turner, S. M., Beidel, D. C., Spaulding, S. A., & Brown, J. M. (1995). The practice of behavior therapy: A national survey of cost and methods. the Behavior Therapist, 18, 1-4.