World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
35
Citations
6078
World Ranking
9788
National Ranking
5179

Kevin S. Sutherland publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Kevin S. Sutherland sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 87 publications — 12th percentile

12% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Kevin S. Sutherland D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Kevin S. Sutherland sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 35 D-Index — 16th percentile

16% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Kevin S. Sutherland is affiliated with Virginia Commonwealth University in the United States. Their research primarily spans the fields of psychology and social sciences, with significant focus on education, clinical psychology, and developmental and educational psychology.

Their scholarly work explores diverse topics including child and adolescent psychosocial and emotional development, behavioral and psychological studies, early childhood education and development, bullying, victimization and aggression, health policy implementation science, youth development and social support, and parental involvement in education.

Recent research contributions by Kevin S. Sutherland include the following publications:

  • Evaluation of the Olweus Bullying Prevention Program in US Urban Middle Schools Using a Multiple Baseline Experimental Design, 2021, published in Prevention Science
  • Preliminary Study of the Effects of BEST in CLASS-Elementary on Outcomes of Elementary Students With Problem Behavior, 2020, published in Journal of Positive Behavior Interventions
  • Increasing Opportunities to Respond to Intensify Academic and Behavioral Interventions: A Meta-Analysis, 2020, published in School Psychology Review
  • The mediating role of teacher self-efficacy in the relation between teacher-child race mismatch and conflict, 2020, published in Psychology in the Schools
  • Capillary electromigration techniques coupled to mass spectrometry: Applications to food analysis, 2021, published in TrAC Trends in Analytical Chemistry

Kevin S. Sutherland frequently collaborates with several researchers, including:

  • Kristen L. Granger
  • Maureen A. Conroy
  • Bryce D. McLeod
  • Michael Broda
  • Melissa Washington-Nortey

Their research is commonly published in journals such as:

  • School Mental Health
  • Journal of Emotional and Behavioral Disorders
  • Prevention Science
  • Psychology in the Schools
  • Journal of Early Intervention

Best Publications

  • Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD:

    Kevin S. Sutherland;Joseph H. Wehby;Susan R. Copeland

  • Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders

    Kevin S. Sutherland;Teri Lewis-Palmer;Janine Stichter;Paul L. Morgan

  • Exploring the Relationship Between Increased Opportunities to Respond to Academic Requests and the Academic and Behavioral Outcomes of Students with EBD: A Review

    Kevin S. Sutherland;Joseph H. Wehby

  • The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD

    Kevin S. Sutherland;Nora Alder;Philip L. Gunter

  • The Relationship Between Teacher and Student Behavior in Classrooms for Students with Emotional and Behavioral Disorders: Transactional Processes.

    Kevin S. Sutherland;Donald P. Oswald

  • Examination of the Relationship Between Teacher Praise and Opportunities for Students with EBD to Respond to Academic Requests

    Kevin S. Sutherland;Joseph H. Wehby;Paul J. Yoder

  • The Effect of Self-Evaluation on Teaching Behavior in Classrooms for Students with Emotional and Behavioral Disorders:

    Kevin S. Sutherland;Joseph H. Wehby

  • Creating a Positive Classroom Atmosphere: Teachers' Use of Effective Praise and Feedback.

    Maureen A. Conroy;Kevin S. Sutherland;Angela Snyder;Maha Al-Hendawi

  • Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders:

    Kevin S. Sutherland;Angela Snyder

  • Classwide Interventions Effective Instruction Makes a Difference

    Maureen A. Conroy;Kevin S. Sutherland;Angela L. Snyder;Samantha Marsh

  • Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms

    Bryce D. McLeod;Kevin S. Sutherland;Ruben G. Martinez;Maureen A. Conroy

  • Promoting Positive Interactions Between Teachers and Students With Emotional/Behavioral Disorders

    Kevin S. Sutherland

  • Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom:

    Kevin S. Sutherland;Nirbhay N. Singh

  • Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class.

    Kevin S. Sutherland;Maureen A. Conroy;James Algina;Crystal Ladwig

  • Early Childhood Teachers' Use of Effective Instructional Practices and the Collateral Effects on Young Children's Behavior.

    Maureen A. Conroy;Kevin S. Sutherland;Abigail K. Vo;Staci Carr

  • Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes

    Maureen A. Conroy;Kevin S. Sutherland;James J. Algina;Reynolds E. Wilson

  • Preventing and ameliorating young children's chronic problem behaviors: An ecological classroom‐based approach

    Maureen Conroy;Kevin Sutherland;Todd Haydon;Melissa Stormont

  • Assistive Technology for Students with Visual Impairments and Blindness

    Austin M. Mulloy;Cindy Gevarter;Megan Hopkins;Kevin S. Sutherland

  • Teachers of Students With Emotional and Behavioral Disorders Reported Professional Development Needs: Differences Between Fully Licensed and Emergency-Licensed Teachers

    Kevin S. Sutherland;R. Kenton Denny;Philip L. Gunter

  • Improving Interactions Between Teachers and Young Children with Problem Behavior: A Strengths-Based Approach

    Kevin S. Sutherland;Maureen Conroy;Lisa Abrams;Abigail Vo

  • Implications of Transactional Processes in Classrooms for Students with Emotional/Behavioral Disorders

    Kevin S. Sutherland;Paul L. Morgan

Frequent Co-Authors

Maureen A. Conroy
Maureen A. Conroy University of Florida
Bryce D. McLeod
Bryce D. McLeod Virginia Commonwealth University
Terri N. Sullivan
Terri N. Sullivan Virginia Commonwealth University
Albert D. Farrell
Albert D. Farrell Virginia Commonwealth University
Joseph H. Wehby
Joseph H. Wehby Vanderbilt University
James Algina
James Algina University of Florida
Patricia Snyder
Patricia Snyder University of Florida
Michael A. Southam-Gerow
Michael A. Southam-Gerow Virginia Commonwealth University
Thomas W. Farmer
Thomas W. Farmer University of Pittsburgh
Clayton R. Cook
Clayton R. Cook University of Minnesota

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