Associate Teaching Professor
Research and Teaching Interests
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 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 creating a version for use in early childhood settings that expands family-educator partnerships and embeds a web-based coaching cycle.
Project website: www.ibestt.org
Post-doctoral fellowship, University of Oregon
Ph.D., Clinical-child Psychology, West Virginia University
M.A., Clinical-child Psychology, West Virginia University
B.A., English Literature, University of Tennessee
BCBA-D, Board Certified Behavior Analyst, Doctoral Level
Behavioral Measurement and Management in the Classroom (EDSPE 510)
Planning Comprehensive Behavioral Interventions (EDSPE 531)
Methods of Applied Behavior Analysis Research (EDSPE 511)
Tiered Approach to Inclusive Education (EDSPE 532)
Selected Publications (Peer Reviewed, Book Chapters, & Technical Reports)
Horner, R. H., Spaulding, S. A., & Machalicek, W. (in press). Single-case research designs. In N. E. Salkind (Ed.), The encyclopedia of research design. Thousand Oaks, CA: SAGE
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
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.