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Claudia Vincent

As a Research Associate, Claudia develops grant proposals and directs research and development projects. Her work broadly focuses on school-based behavioral interventions, social skills instruction, and restorative practices with a focus on equitable outcomes for students from vulnerable groups defined by race/ethnicity, sexual orientation, and disability. She is particularly interested in developing and evaluating systemic interventions that are student-centered and supported by media. Together with Dr. Hill Walker, she currently serves as the Co-Principal Investigator of Project SOARS (Student Ownership, Accountability, and Responsibility for School Safety), a project funded by the National Institute of Justice and focused on promoting the safety of high school students through positive relationship-building and restorative problem-solving. 

Claudia earned her Ph.D. in 1993 from the University of Oregon, is a voracious reader, avid gardener, baker, and martial artist. When she grows up, she would love to have her own cupcake cafe/lending library where people can meet and enjoy good conversation. 


Selected publications:

Vincent, C., Inglish, J., Girvan, E., Sprague, J. & McCabe, T. (2016). Integrating School-wide Positive Behavior Interventions and Supports (SWPBIS) and Restorative Discipline (RD). In R. Skiba, K. Mediratta, & M.K. Rausch (Eds.), Inequality in school discipline: Research and practice to reduce disparities. (pp. 115-134). New York: Palgrave MacMillan.

Marquez, B., Vincent, C.G., Marquez, J., Pennefather, J., Smolkowski, K. & Sprague, J. (2016). Opportunities and challenges in training elementary school teachers in classroom management. Journal of Technology and Teacher Education, 24(1), 87-109.

Walker, H., Marquez, B., Yeaton, P., Pennefather, J., Forness, S., & Vincent, C. (2015). Teacher judgment in assessing students’ social behavior within a response-to-intervention framework: Utilizing what teachers know. Education and Treatment of Children, 38, 363-382.

Marquez, B., & Vincent, C.G., & Walker, H.M. (2015). Screening and monitoring skills and behaviors essential for academic success. In Scarlett, G. (Ed). Encyclopedia for Classroom Management. (pp. 715-716). Thousand Oaks, CA: Sage.

Marquez, B., Marquez, J., Vincent, C.G., Pennefather, J., Sprague, J., Smolkowski, K., & Yeaton, P. (2014). The iterative development and initial evaluation of We Have Skills!, an innovative approach to teaching social skills to elementary students. Education and Treatment of Children, 37, 137-161.

Marquez, B., Yeaton, P., & Vincent, C. (2013). Delivering quick, efficient, and accurate behavioral universal screening and progress monitoring assessments using web-based, electronic technology. In H.M. Walker & F. Gresham (Eds.), Handbook of evidence-based practices for emotional and behavioral disorders. (pp. 192-210) New York: Guilford.

 Vincent, C.G., Tobin, T.J.  Hawken, L., & Frank, J. (2012). Disciplinary referrals and access to secondary interventions: Patterns across students across African-American, Hispanic-American, and White backgrounds. Education and Treatment of Children, 35, 431-458.

Vincent, C.G., Swain-Bradway, J., Tobin, T.J., & May, S. (2011). Disciplinary referrals for culturally and linguistically diverse students with and without disabilities: Patterns resulting from school-wide positive behavior support. Special issue of Exceptionality 19, 175-190.

Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (2011). Towards a conceptual integration of cultural responsiveness and school-wide positive behavior support. Journal of Positive Behavior Interventions, 13, 219-229.

Tobin, T.J. & Vincent, C.G. (2011). Strategies for preventing disproportionate exclusions of African-American students. Preventing School Failure, 55, 192-201.

Vincent, C.G. & Tobin, T.J. (2011). An examination of the relationship between implementation of school-wide positive behavior support (SWPBS) and exclusion of students from various ethnic backgrounds with and without disabilities. Journal of Emotional and Behavioral Disorders, 19, 217-232.


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