Ashli D. Tyre, EdD, NCSP

EdD, Educational Psychology (School Psychology), Northern Arizona University
MA, School Psychology, Northern Arizona University
BS, Psychology, Ball State University

Program Director, School Psychology (SPSY)
Professor, School Psychology (SPSY)

Phone: (206) 296-5776

Building/Room: Loyola 207

Ashli Tyre_CV

Biography

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Ashli Tyre is a Professor/ Program Director in School Psychology. She joined the Seattle University faculty in 2007. Ashli has a Doctoral degree in Educational Psychology/ School Psychology from Northern Arizona University. As a trainer of school psychologists, Dr. Tyre is devoted to developing compassionate, ethical practitioners who have the moral courage to serve as child advocates despite the competing pressures of school politics. Dr. Tyre’s research agenda is devoted to school wide applications of positive behavior intervention and supports (PBIS). Since 1999, Dr. Tyre has worked with school staff to implement PBIS as a means of creating positive school environments that support the social and emotional needs of all students. Her work is specifically devoted to the support of school staff and the engagement of student and family voice in the educational change process.

Selected Scholarly Works

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Tyre, A., Feuerborn, L., & Beaudoin, K. (In press). Ten common misses in PBIS implementation. Beyond Behavior. 

Tyre, A., Feuerborn, L., Beaudoin, K., & Bruce, J. (2020). Middle school teachers’ concerns for implementing the components of schoolwide positive behavior intervention. Journal of Positive Behavior Interventions, 20(2), 93-104. 

Moy, G., Parkin, J., & Tyre, A. (2020). Maintaining a commitment to social justice: The challenges of labor conditions in school psychology. School Psychology Trainer’s Forum: Special Issue on Training School Psychologists as Social Justice Change Agents; 37(20), 73-86. 

Feuerborn, L., Tyre, A., & Zecevic, M. (2019). Factor validation of the Staff Perceptions of Behavior and Discipline (SPBD) survey. Remedial and Special Education, 40(1), 32-39. 

Feuerborn, L., Tyre, A., & Beaudoin, K. (2018). Classified staff perceptions of behavior and discipline: Implications for schoolwide positive behavior intervention and supports. Journal of Positive Behavior Interventions, 20(18), 101-112. 

Tyre, A., Johnson, C., & Moy, G. (2018). Preparing students with disabilities for successful transition to higher education. The School Psychologist, 72(2), 31-38. 

Tyre, A., Feuerborn, L., & Woods, L.* (2017). Staff concerns in schools planning for and implementing schoolwide positive behavior support. Contemporary School Psychology, 2, 1-13 

Tyre, A., & Feuerborn, L. (2017). The minority report: Understanding the views of school staff in opposition to the framework of schoolwide positive behavior intervention and supports. Journal of Educational and Psychological Consultation, 27(2), 145-172.  

Feuerborn, L., Wallace, C., & Tyre, A. (2016). A qualitative analysis of middle and high school teacher perceptions of schoolwide positive behavior supports. Journal of Positive Behavior Interventions, 18(4), 219-229. 

Harwick, R, Tyre, A. Beisse, K, & Thomas, C. (2015). Intervention Targets for Youth with Disabilities in Foster Care. School Psychology Forum: Research in Practice, 9(1), 5-20. 

Feuerborn, L., Tyre, A., & King, J.* (2015). The Staff Perceptions of Behavior and Discipline (SPBD) survey: A tool to help achieve systemic change through schoolwide positive behavior supports. Journal of Positive Behavior Interventions, 17(2), 116-126.