Refereed Publications
Opp, G., Puhr, K., & Sutherland, K. S. (in press). Verweigert sich die Schule den Bildungsansprüchen verhaltensschwieriger Schülerinnen und Schülern? Zeitschrift für Heilpädagogik.
Sutherland, K. S., Denny, R. K., & Gunter, P. L. (2005). Teachers’ of students with emotional and behavioral disorders reported professional development needs: Differences between fully-licensed and emergency-licensed teachers. Preventing School Failure, 49(2), 41-46.
Sutherland, K. S., & Oswald, D. (2005). The relationship between teacher and student behavior in classrooms for students with EBD: Transactional processes. Journal of Child and Family Studies, 14, 1-14..
Sutherland, K. S., & Singh, N. N. (2004). Learned helplessness and students with EBD: Deprivation in the classroom. Behavioral Disorders, 29, 169-181.
Sutherland, K. S., & Morgan, P. (2003). Implications of transactional processes in classrooms for students with EBD. Preventing School Failure, 48, 32-37
Sutherland, K. S., McMaster, K. L., & Marshall, J. A. (2003). Making cooperative learning most effective for students with learning and behavior problems. Beyond Behavior,13(1), 12-16.
Sutherland, K. S., Alder, N., & Gunter, P. L. (2003). The effect of varying rates of OTR on the classroom behavior of students with EBD. Journal of Emotional and Behavioral Disorders,11, 239-248.
Sutherland, K. S., Wehby, J. H., & Yoder, P. J. (2002). An examination of the relationship between teacher praise and opportunities for students with EBD to respond to academic requests. Journal of Emotional and Behavioral Disorders, 10, 5-13.
Sutherland, K. S., Copeland, S., & Wehby, J. H. (2001). Catch them while you can: Monitoring and increasing your use of effective praise. Beyond Behavior,11(1), 46-49.
Sutherland, K. S., & Wehby, J. H. (2001). The effect of self-evaluation on teaching behaviors in classrooms for students with emotional and behavioral disorders. Journal of Special Education 35, 161-171.
Sutherland, K. S., & Wehby, J. H. (2001). Exploring the relation between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with emotional/behavioral disorders: A review. Remedial and Special Education, 22, 113-121.
Sutherland, K. S. (2000). Promoting positive interactions between teachers and students with emotional/behavioral disorders. Preventing School Failure, 44, 110-115.
Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior specific praise on the on-task behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 8, 2-8, 26.
Sutherland, K. S., Wehby, J. H., & Gunter, P. L. (2000). The effectiveness of cooperative learning with students with emotional and behavioral disorders: A literature review. Behavioral Disorders, 25, 225-238.
Books/Chapters
Gunter, P. L., & Sutherland, K. S. (2005). Opportunity to respond. In G. Sugai & R. Horner (Eds.), Encyclopedia of Behavior Modification and Cognitive Behavior Therapy: Vol. 3. Educational Applications. (pp. 1403-1405). Thousand Oaks, CA: Sage.
Gunter, P. L., & Sutherland, K. S. (2005). Active student responding. In G. Sugai & R. Horner (Eds.), Encyclopedia of Behavior Modification and Cognitive Behavior Therapy: Vol. 3. Educational Applications. (pp. 1131-1132). Thousand Oaks, CA: Sage.
Osher, D., Cartledge, G., Oswald, D., Sutherland, K. S., Artiles, A. J., & Coutinho, M. (2004). Issues of cultural and linguistic competency and disproportionate representation. In R. B. Rutherford, M. M. Quinn, & S. Mathur (Eds.), Handbook of Research in Behavioral Disorders (pp. 54-77). New York: Guilford.
Sutherland, K. S., Wehby, J. H., & Gunter, P. L. (2004). The effectiveness of cooperative learning with students with emotional and behavioral disorders: A literature review. In D. Mitchell (Ed.), Special Education Needs and Inclusive Education: Major Themes in Education: Vol. 3. Assessment and Teaching Strategies (pp. 144-164). New York: RoutledgeFalmer.
Davis, C. A., Lane, K., Sutherland, K. S., Gunter, P. L., Denny, R., K., Pickens, P., & Wehby, J. H. (2003). Differentiating Curriculum/Instruction on Behalf of Students with E/BD Within General Education Settings. Monograph published by Council for Exceptional Children, Division of the Council for Children with Behavior Disorders, Reston, VA.
Non-Refereed Publications
Sutherland, K. S., & Jovanovich, D. (2004). Investigating factors associated with low achievement early in school: A pilot study. Metropolitan Educational Research Consortium, Virginia Commonwealth University, Richmond, VA.
Sutherland, K. S., & Jovanovich, D. (2004). Research-based practices as a protective factor for students at-risk for academic failure. Metropolitan Educational Research Consortium, Virginia Commonwealth University, Richmond, VA.
Sutherland, K. S. (March, 2002). Accommodating diversity in the classroom: Meeting the needs of all students. Phi Delta Kappan Newsletter.
Sutherland, K. S. (2001). The effect of teacher behavior on the academic and behavioral outcomes of students with emotional disturbance. The Declaration(1), 1, 21-31.
Sutherland, K. S. (1998). Training manual for teacher assistants: Working with students with emotional/behavioral disorders. Vanderbilt University Community Mental Health Center: Author.