Ashli D. Tyre, EdD, NCSP

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

Associate Professor, School Psychology (SPSY)

Phone: (206) 296-5776

Building/Room: Loyola 207



Reading View. Press Alt Shift A for accessibility help.

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 schoolwide 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

Reading View. Press Alt Shift A for accessibility help.

Feuerborn, L., Tyre, A., & Beaudoin, K. (In press). Classified staff perceptions of behavior and discipline: Implications for schoolwide 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 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.

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. 

Feuerborn, L., & Tyre, A. (2015). How do staff perceive schoolwide 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 schoolwide 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). Schoolwide 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 schoolwide positive behavior support: Lessons learned from an elementary school case example. ERS Spectrum, 28(3), 25-34.