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 an Associate Professor 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. 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 in the educational change process. Dr. Tyre has five years of school-based experience as a school psychologist where she worked with underserved school systems in northern Arizona, focusing on students with low incidence disabilities and special needs preschoolers. 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.

Selected Scholarly Works

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Feuerborn, L., Tyre, A., & Beaudoin, K. (In press). Classified staff perceptions of behavior and discipline: Implications for school wide positive behavior intervention and supports.Journal of Positive Behavior Interventions. 

Tyre, A., Feuerborn, L., & Woods, L.* (2017). Staff concerns in schools planning for and implementing school wide 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 school wide 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 school wide positive behavior supports. Journal of Positive Behavior Interventions, 18(4), 219-229.

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

Feuerborn, L., & Tyre, A. (2015). How do staff perceive school wide positive behavior supports? Implications for teams in planning and implementing schools. Preventing School Failure 60(1), 53-59.

Feuerborn, L., Wallace, C., & Tyre, A. (2013). Gaining staff support for school wide positive behavior support: A guide for teams.  Beyond Behavior, 22(2), 27-34.

Feuerborn, L., & Tyre, A. (2012). Establishing positive discipline policies in an urban elementary school. Contemporary School Psychology, 16(1), 47-58.  

Tyre, A., Feuerborn, L., & Pierce, J. (2011). School wide intervention to reduce chronic tardiness at the middle and high school levels. Preventing School Failure, 55(3), 132-139. 

Tyre, A., Feuerborn, L., & Lilly, K.* (2011). Planning for sustainable implementation of school wide positive behavior support: Lessons learned from an elementary school case example. ERS Spectrum, 28(3), 25-34.