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Psychology

D-Index
35
Citations
6078
World Ranking
9791
National Ranking
5178

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
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
Michael A. Southam-Gerow
Michael A. Southam-Gerow Virginia Commonwealth University
Thomas W. Farmer
Thomas W. Farmer University of Pittsburgh
Paul L. Morgan
Paul L. Morgan University at Albany, State University of New York
Kathleen Lynne Lane
Kathleen Lynne Lane University of Kansas
Clayton R. Cook
Clayton R. Cook University of Minnesota
Donald P. Oswald
Donald P. Oswald Virginia Commonwealth University

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