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 ±¬×ߺÚÁÏ (Seattle and Tacoma) and I recently developed a web-based coaching and collaboration application () 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:
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.
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.
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.
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.
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.
ibestt. (2017). Integrating behavior support and team technology (Version 3.4) [Web app]. ±¬×ߺÚÁÏ.
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.
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.
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.
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.
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.
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:
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:
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.
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:
Anderson, C. M., & Spaulding, S. A. (2007). Using positive behavior support to design effective classrooms. Beyond Behavior, 16, 27-31.