Kevin Sutherland, Ph.D.

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• Ph.D. in special education, Vanderbilt University
• M.A. in special education, College of William and Mary
• B.A. in history, Wake Forest University

Research interests

Emotional/behavioral disorders, intervention development, treatment implementation and fidelity

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Career highlights

• Panel Member, What Works Clearinghouse Practice Guide on Assisting Students Struggling with Behavior in Grades K-5
• Co-developer –BEST in CLASS intervention
• Research faculty –VCU’s Clark-Hill Institute for Positive Youth Development
• Panel member–What Works Clearinghouse Practice Guide on Supporting Prosocial Behaviors in the Elementary School Classroom

Recent projects

• 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)
• Distilling Practice Elements for School-Based Practices and Programs That Improve Social and Behavioral Outcomes. Institute of Education Sciences. Social and Behavioral Context for Learning Research Grants.(IES Grant R305A220261, $1,318,242) – Multiple Principal Investigators (McLeod & Sutherland)
• 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)
• 多级实现和Sust的决定因素ainment in the Education Sector (2020-2024). National Institute of Mental Health.(R01 MH124439, $3,122,972)–Multiple Principal Investigators (McLeod & Sutherland)

Recent selected publications

• Sutherland, K. S., Wu, E., McLeod, Washington-Nortey, M., McKnight, K., McLeod, B. D., & Conroy, M. A. (in press). Caregiver and teacher perspectives on home-school partnerships within a tier 2 intervention. Journal of Emotional and Behavioral Disorders.
• McLeod, B. D.,Sutherland, K. S., Conroy, M. A., Lyon, A. R., Chapman, J. E., Granger, K. L., & Saldana, L. (2022). Study protocol: Multi-level determinants of implementation and sustainment in the education sector.Journal of Emotional and Behavioral Disorders.https://doi.org/10.1177/10634266221090160
• McLeod, B. D.,Sutherland, K. S., Broda, M., Granger, K. L., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2022). Development and initial psychometrics of a generic treatment integrity measure designed to assess practice elements of evidence-based interventions for early childhood settings.Prevention Science, 23, 488-501.https://doi.org/10.1007/s11121-021-01304-w
• Granger, K. L., Chow, J., Broda, M., &Sutherland, K. S.(2022). A preliminary investigation of teacher reported classroom level adversity and teacher-student interactions.Journal of Emotional and Behavioral Disorders, 29, 238-251.https://doi.org/10.1177/10634266211020260
• Conroy, M. A.,Sutherland, K. S., Granger, K. L., Marcolouides, K. M., Nemer, S. L., Huang, K., & Montession, A. (2022). Preliminary study of the effects of BEST in CLASS-Web on young children’s social-emotional and behavioral outcomes.Journal of Early Intervention, 44, 78-96.https://doi.org/10.1177/10538151211018662
• Sutherland, K. S., McLeod, B. D., Conroy, M. A., & McCormick, N. (2022). Developing treatment integrity measures for teacher-delivered interventions: Progress, recommendations and future directions.School Mental Health, 14, 7-19.https://doi.org/10.1007/s12310-021-09423-z
• Sutherland, K. S., & McLeod, B. D. (2022). Advancing the science of integrity measurement in school mental health research.School Mental Health,14, 1-6.https://doi.org/10.1007/s12310-021-09468-0
• Conroy, M.A.,Sutherland, K. S., Granger, K. L., Marcolouides, K. M., Nemer, S. L., Huang, K., & Montession, A. (2022). Preliminary study of the effects of BEST in CLASS-Web on young children’s social-emotional and behavioral outcomes.Journal of Early Intervention, 44, 78-96.https://doi.org/10.1177/10538151211018662
• Nemer, S. L., Granger, K. L.,Sutherland, K. S., Conroy, M. A., & Pandey, T. (2022). A preliminary study of BEST in CLASS – Elementary on teacher self-efficacy, burnout and attributions.Behavioral Disorders, 47, 84-94.https://doi.org/10.1177/01987429211010672
• McLeod, B. D., Cook, C.,Sutherland, K. S., Lyon, A., Dopp, A., Broda, M., & Beidas, R. (2022). 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, 14,88-102.https://doi.org/10.1007/s12310-021-09413-1
• Washington-Nortey, P. M., Granger, K. S., Broda, M., Chow, J.,Sutherland, K. S., & McLeod, B. D. (2022). Parent-teacher relationship and teacher-child conflict among students with or at-risk for emotional and behavioral disorders. Perspectives on Early Childhood Psychology and Education, 6(2),165-192.

Bio

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.

Curriculum Vitae