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Kevin Sutherland, Ph.D.
Professor, Counseling and Special EducationKevin Sutherland, Ph.D. [View Image]
- Ph.D. in special education, Vanderbilt University
- M.A. in special education, College of William and Mary
- B.A. in history, Wake Forest University
Emotional/behavioral disorders, intervention development, treatment implementation and fidelity
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- Developmental Relations Between Language Ability and Behavior Problems: An Early Career Training Program. Institute for Education Sciences. Early Career Development and Mentoring Program. (IES grant R324B180008, $395,278) – Mentor (PI Chow)
- Friendships and the Academic Skills and Behaviors of Students with Emotional and Behavioral Disorders: The Importance of Classroom Social Contextual Factors. Institute for Education Sciences. Early Career Development and Mentoring Program. (IES grant R324B190018, $496,959) – Mentor (PI Granger)
- A Conceptual Replication of BEST in CLASS: An Efficacy Study of BEST in CLASS - Elementary (2018-2022). Institute for Education Sciences. Social and Behavioral Context for Learning Research Grants. (IES grant R305A180182, $3,296,798) – Principal Investigator (along with Conroy, University of Florida)
- Multilevel Determinants of Implementation and Sustainment in the Education Sector (2020-2024). National Institute of Mental Health. (R01 MH124439, $3,122,972) – Multiple Principal Investigators (McLeod & Sutherland)
- Developing and Validating a Technically Sound and Feasible Self-Report Measure of Teachers’ Delivery of Common Practice Elements (2021-2025). Institute of Education Sciences. Social and Behavioral Context for Learning Research Grants. (IES Grant R305A210168, $1,998,953) – Co-Investigator (PIs, McLeod & Cook)
- Effectiveness Replication of BEST in CLASS Intervention for Young Children at High Risk for Delays in Social or Emotional Development. Institute of Education Sciences. Social and Behavioral Context for Learning Research Grants. (IES Grant R324R210005, $4,492,505) – Co-Investigator (PIs, Sumi & Woodbridge)
Recent selected publications
- Sutherland, K.S., & McLeod, B.D. (in press). Advancing the science of integrity measurement in school mental health research. School Mental Health.
- Conroy, M.A., Sutherland, K.S., Granger, K.L., Marcolouides, K.M., Nemer, S.L., Huang, K., & Montession, A. (2021). Preliminary study of the effects of BEST in CLASS-Web on young children’s social-emotional and behavioral outcomes. Journal of Early Intervention. https://doi.org/10.1177/10538151211018662
- Granger, K.L., Chow, J., Broda, M., & Sutherland, K.S. (2021). A preliminary investigation of teacher reported classroom level adversity and teacher-student interactions. Journal of Emotional and Behavioral Disorders. https://doi.org/10.1177/10634266211020260
- Nemer, S.L., Granger, K.L., Sutherland, K.S., Conroy, M.A., & Pandey, T. (2021). A preliminary study of BEST in CLASS – Elementary on teacher self-efficacy, burnout and attributions. Behavioral Disorders. https://doi.org/10.1177/01987429211010672
- Sullivan, T.N., Farrell, A.D., Sutherland, K.S., Garthe, R.C., Behrhorst, K.L., & Greene, A. (2021). Long-term evaluation of the Olweus Bullying Prevention Program in U. S. Urban Middle Schools. Prevention Science. https://doi.org/10.1007/s11121-021-01244-5
- McLeod, B.D., Sutherland, K.S., Broda, M., Granger, K.L., Cecilione, J., Cook, C.R., Conroy, M.A., Snyder, P.A., & Southam-Gerow, M.A. (2021). Examining the correspondence between teacher- and observer-report treatment integrity measures. School Mental Health. https://doi.org/10.1007/s12310-021-09437-7
- Sutherland, K.S., McLeod, B.D., Conroy, M.A., & McCormick, N. (2021). Developing treatment integrity measures for teacher-delivered interventions: Progress, recommendations and future directions. School Mental Health. https://doi.org/10.1007/s12310-021-09423-z
- McLeod, B.D., Cook, C., Sutherland, K.S., Lyon, A., Dopp, A., Broda, M., & Beidas, R. (2021). A theory-informed approach to locally-managed learning school systems integrating treatment integrity and youth mental health outcome data to promote youth mental health. School Mental Health. https://doi.org/10.1007/s12310-021-09413-1
- Sullivan, T.N., Washington-Nortey, P.M., Sutherland, K.S., Hitti, S.A., & Farrell, A.D. (2021). Supports and barriers for the implementation of the Olweus Bullying Prevention Program in Urban Middle Schools in Low Income Areas. School Mental Health, 13, 325-337. https://doi.org/10.1007/s12310-021-09420-2
- Chen, C.C., Sutherland, K.S., Kunemund, R., Sterrett, B.I., Wilkinson, S. Brown, C., & Maggin, D.M. (2021). Intensifying interventions for students with emotional and behavioral difficulties: A conceptual synthesis of practice elements and adaptive expertise frameworks. Journal of Emotional and Behavioral Disorders, 29, 56-66. https://doi.org/10.1177/1063426620953086
- Sutherland, K.S., Conroy, M.A., McLeod, B.D., Granger, K., Broda, M., & Kunemund, R.L. (2020). A preliminary study of the effects of BEST in CLASS-Elementary on outcomes of elementary students with problem behavior. Journal of Positive Behavior Interventions, 22, 220-233. https://doi.org/10.1177/1098300719900318
- Sutherland, K.S., Conroy, M.A., McLeod, B.D., Kunemund, R., & McKnight, K. (2019). Common practice elements for improving social, emotional and behavioral outcomes of young elementary school students. Journal of Emotional and Behavioral Disorders, 27, 76-85. DOI.org/10.1177/1063426618784009.
Dr. Kevin Sutherland, a professor in the Department of Counseling and Special Education, also serves as director of the Special Education Ph.D. program. A former teacher of youth with intensive behavioral and learning needs in both residential and public school settings, Sutherland’s research interests and expertise include efforts to enhance the use and fidelity of implementation of evidence-informed programs targeting reductions in chronic problem behavior in school and community settings, community engaged research and adolescent bullying prevention programs.
He has been a principal investigator or co-investigator on federally-funded projects – totaling more than $40 million – that involve the development and evaluation of evidence-informed programs in schools, and has created assessment tools to examine teachers’ fidelity to and adequacy of implementing these programs in classrooms.