Faculty Bio

Name: Kevin S. Sutherland

Titles/Occupation: Assistant Professor, Department of Special Education and Disability Policy

Address:

Oliver Hall, Room 3071
1015 W. Main St.
PO Box 842020, Richmond, VA 23284

Phone: (804) 828-1305
Fax: (804) 828-1326
Email: kssuther@vcu.edu

Current Research Activities:
The effects of peer tutoring and self-graphing on reading achievement, active responding, and classroom behavior of students with EBD

An examination of the relationship between academic achievement and social competence

Current Professional Activities:
Faculty, Virginia Leadership Excellence in Neurodevelopment Disabilities (VA-LEND)
Project, Virginia Commonwealth University.

Executive Committee, Virginia State Special Education Advisory Committee

Editorial Board, Journal of Emotional and Behavioral Disorders

Associate Editor, Journal of Child and Family Studies

Selected Publications:

Sutherland, K. S., & Singh, N. N. (in press). Learned helplessness and students with EBD: Deprivation in the classroom. Behavioral Disorders.

Sutherland, K. S., & Morgan, P. (in press). Implications of transactional processes in classrooms for students with EBD. Preventing School Failure.

Sutherland, K. S., McMaster, K. L., & Marshall, J. A. (in press). Making cooperative learning most effective for students with learning and behavior problems. Beyond Behavior.

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). Examination of the relation 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. (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. (2001). Exploring the relation between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with EBD: A review. Remedial and Special Education, 22, 113-121.

Sutherland, K. S., & Wehby, J. H. (2001) The effects 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., & Yoder, P. J. (in press). An examination of the relation between teacher praise and opportunities to respond to academic requests in classrooms for students with emotional/behavioral disorders. Journal of Emotional and Behavioral Disorders.

Monographs and Book Chapters:

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 the Council for Children with Behavior Disorders, Reston, VA.

Osher, D., Cartledge, G., Oswald, D., Sutherland, K. S., Artiles, A. J., & Coutinho, M. (in press). 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. New York: Guilford. 

Gunter, P. L., & Sutherland, K. S. (in press). Opportunity to respond. In M. Hersen (Vol. Ed.), Encyclopedia of Behavior Modification and Cognitive Behavior Therapy: Vol. 3. Educational Applications. Thousand Oaks, CA: Sage. 

Gunter, P. L., & Sutherland, K. S. (in press). Active student responding. In M. Hersen (Vol. Ed.), Encyclopedia of Behavior Modification and Cognitive Behavior Therapy: Vol. 3. Educational Applications. Thousand Oaks, CA: Sage.

Courses Taught:
Teaching Students with Emotional Disturbance. EMOD 501 (Graduate Level). Virginia Commonwealth University.

Behavior Management of Students with Disabilities.TEDU 631 (Graduate Level). Virginia Commonwealth University.

Externship: Emotional Disturbance. EMOD 700 (Graduate Level). Virginia Commonwealth University.

Education:
2000 Ph. D., Special Education Vanderbilt University
Nashville, Tennessee
1994 M. Ed., Special Education College of William and Mary
Williamsburg, Virginia
1989 B. A., History Wake Forest University
Winston-Salem, North Carolina

The Center for the Study and Prevention of Youth Violence
1200 East Broad Street P.O. Box 980439 Richmond, VA 23298 
Tel: 804.628.SAFE Fax: 804.628.2164 
Robert Cohen, Ph.D. 
Aleta Meyer, Ph.D