Publications

Granger, K. L., Chow, J., Broda, M., Pandey, T., & Sutherland, K. S. (2023). A preliminary investigation of the role of classroom contextual effects on teaching efficacy and classroom quality. Preventing School Failure. https://doi.org/10.1080/1045988X.2022.2161457

Granger, K.L., Sutherland, K.S., Conroy, M.A., Dear, E., & Morse, A. (2023). Teacher burnout and supporting teachers of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders. https://doi.10.1177/1063426622II49970.

McLeod, B. D., Sutherland, K. S., Conroy, M. A., Lyon, A. R., Chapman, J. E., Granger, K. L., & Saldana, L. (2023). Study protocol: Multi-level determinants of implementation and sustainment in the education sector. Journal of Emotional and Behavioral Disorders, 31, 27-40. https://doi.org/10.1177/10634266221090160

Sutherland, K. S., Granger, K. L., Conroy, M. A., McLeod, B. D., Broda, M., Vallarta, N., & Rosas, A. (2023). Examining the role of student responsiveness in treatment effects of a tier 2 program targeting reductions in problem behavior. Prevention Science, 24, 974-984. https://doi.org/10.1007/s11121-023-01537-x

Sutherland, K. S., Wu, E., McLeod, Washington-Nortey, M., McKnight, K., McLeod, B. D., & Conroy, M. A. (2023). Caregiver and teacher perspectives on home-school partnerships within a tier 2 intervention. Journal of Emotional and Behavioral Disorders, 31, 219-232. https://doi.org/10.1177/10634266221130053

Washington-Nortey, M. Granger, K., Sutherland, K., Conroy, M., Kaur, N., Hetrick, A. (2023).  Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use with Students at Risk for Emotional and Behavioral Disorders amidst the COVID-19 Pandemic. School Mental Health, 15, 470-483. https://doi.org/10.1007/s12310-022-09561-y

Conroy, M. A., Sutherland, K. S., Granger, K. L., Marcoulides, K. M., Feil, E., Wright, J., Ramos, M., & Montesion, A. (2022). Effects of BEST in CLASS–Web on teacher outcomes: A preliminary investigation. Journal of Early Intervention,44(2), 130-150. https://doi.org/10.1177/10538151211067544

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 

McLeod, B.D., Sutherland, K.S., Conroy, M.A., Lyon, A.R., Chapman, J.E., Granger, K.L., & Saldana, L. (2023). Study protocol: Multi-level determinants of implementation and sustainment in the education sector. Journal of Emotional and Behavioral Disorders, 3(1), 27-40. https://doi.10.1177/10634266221090160

McCullough, S.N., Granger, K.L., Sutherland, K.S., Conroy, M.A., & Pandey, T. (2021). A preliminary study of BEST in CLASS–Elementary on teacher self-efficacy, burnout, and attributions. Behavioral Disorders, 47(2), 84-94. https://doi.org/10.1177/01987429211010672

Granger, K.L., Conroy, M.A., Sutherland, K.S., Feil, E.G., Wright, J., Montesion, A., & Huang, K. (2021). Adapting an evidence-based early childhood tier 2 social-emotional learning intervention for web-based delivery. Journal of Educational Technology Systems, 50(1), 112-133. https://doi.org/10.1177/00472395211016051

Granger, K. L., Broda, M., Chow, J., McCormick, N., & Sutherland, K.S. (2021). A preliminary investigation of classroom adversity and teachers’ interactions with students with and at risk for emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 29(4), 238-251. https://doi.org/10.1177/10634266211020260

Conroy, M.A., Sutherland, K.S., Granger, K.L., Marcoulides, K.M., Huang, K., & Montesion, A. (2021). Preliminary study of the effects of BEST in CLASS—Web on young children’s social-emotional and behavioral outcomes. Journal of Early Intervention, 1-19. https://doi.org/10.1177/10538151211018662

McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2021). 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. https://doi.org/10.1007/s11121-021-01304-w

McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Cecilione, J., Cook, C. R., Conroy, A., Snyder, P. A., & Southam-Gerow, M. A. (2021). Examining the correspondence between teacher- and observer-report treatment integrity measures. School Mental Health. https://doi.org/10.1007/s12310-021-09437-7

Granger, K. L., Sutherland, K. S., Conroy, M. A., Hetrick, A. A., & Parnell, E. (2020). Barriers and facilitators to implementation of BEST in CLASS. Exceptionality. https://doi.org/10.1080/09362835.2020.1727335

Sutherland, K. S., Conroy, M. A., & Granger, K. (2020). BEST in CLASS: A tier-2 program for children with and at-risk for emotional/behavioral disorders. In T. W. Farmer, M. A. Conroy, E. M. Z. Farmer, & K. Sutherland (Eds), Handbook of research in emotional and behavioral disorders (pp. 214-227). Routledge.

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Granger, K., Broda, M., & Kunemund, R. L. (2020). A preliminary study of the effects of BEST in CLASS-Elementary on outcomes of elementary students with problem behavior. Journal of Positive Behavior Interventions. 1-14. https://doi.org/10.1177/1098300719900318

Conroy, M. A., McKnight, K., & Sutherland, K. S. (2019). Partnering with families of students at risk for emotional and behavioral disorders. In L. Lo & Y. Xu (Eds.), Family, school, and community partnerships for individuals with disabilities (pp. 57-69). Springer.

Conroy, M. A., Sutherland, K. S., Algina, J., Ladwig, C., *Werch, B., *Martinez, J., Jessee, G., & Gyure, M. (2019). Outcomes of the BEST in CLASS intervention on teachers’ use of effective practices, self-efficacy, and classroom quality. School Psychology Review, 48(1), 31-45. https://doi.org/10.17105/spr-2018-0003.v48-1

Sutherland, K. S., McLeod, B. D., Granger, K., Nemer, S. L., Kunemund, R.L., Conroy, M.A., Johnson, A., & Chimere Miles, C. (2019). Adapting an evidence-based early childhood tier 2 program for early elementary school. The Elementary School Journal, 119(4), 542-561. https://doi.org/10.1086/703103

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Kunemund, R., & McKnight, K. (2018). Common practice elements for improving social, emotional, and behavioral outcomes of young elementary school students. Journal of Emotional and Behavioral Disorders, 27(2), 76-85. https://doi.org/10.1177/1063426618784009

Werch, B., Kunemund, R., Wright, J., Conroy, M., & Sutherland, K. (2018). Teacher’s use of effective instructional practices to promote positive outcomes for young children with behavioral challenges. In P. A. Snyder & M. L. Hemmeter (Eds.), Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices monograph series no. 4. Division for Early Childhood.

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., & Wu, E. (2018). Teacher competence of delivery of BEST in CLASS as a mediator of treatment effects. School Mental Health, 10, 214-225. https://doi.org/10.1007/s12310-017-9224-5

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., & Kunemund, R. L. (2018). Factors associated with teacher delivery of a classroom-based Tier 2 prevention program. Prevention Science, 19, 186-196. https://doi.org/10.1007/s11121-017-0832-y

Conroy, M. A., Sutherland, K. S., Algina, J., Werch, B. L., Ladwig, C. (2018) Prevention and treatment of problem behaviors in young children: Clinical implications from a randomized controlled trial of BEST in CLASS. American Education Research Journal Open, 4(1), 1-16. https://doi.org/10.1177/2332858417750376

Sutherland, K. S., Conroy, M. A., Algina, J., Ladwig, C., Jessee, G., & Gyure, M. (2018). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS. Early Childhood Research Quarterly, 42, 31-43. https://doi.org/10.1016/j.ecresq.2017.08.001

Sutherland, K. S., Conroy, M. A., Algina, J., Ladwig, C., Jessee, G., & Gyure, M. (2017). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS. Early Childhood Research Quarterly, 42, 31-43. DOI 10.1016/j.ecresq.2017.08.001

McLeod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2017). Identifying common practice elements to improve social, emotional, and behavioral outcomes of young children in early childhood classrooms. Prevention Science, 18, 204-213. DOI 10.1007/s11121-016-0703-y

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., & Wu, E. (2017). Teacher Competence of Delivery of BEST in CLASS as a Mediator of Treatment Effects. School Mental Health, 1-12. DOI 10.1007/s12310-017-9224-5

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., & Kunemund, R. L. (2017). Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program. Prevention Science, 1-11.

Sutherland, K. S., Conroy, M. A., Vo, A., & Ladwig, C. (2015). Implementation integrity of practice-based coaching: Preliminary results from the BEST in CLASS Efficacy Trial. School Mental Health. DOI 10.1007/s12310-014-9134-8 Abstract

Conroy, M.A., Sutherland, K.S., Algina, J., *Wilson, R., *Martinez, J., & Whalon, K. (2015). Measuring teacher implementation of the BEST in CLASS intervention program and corollary child outcomes. Journal of Emotional and Behavioral Disorders, 23, 144-155. doi:10.1177/1063426614532949

Conroy, M.A., Sutherland, K.S., Algina, J.J., Wilson, R.E., Martinez, J.R., & Whalon, K.J. (2014). Measuring teacher implementation of the BEST in CLASS intervention program and corollary child outcomes. Journal of Emotional and Behavioral Disorders. Abstract

Sutherland, K.S., McLeod, B.D., Conroy, M.A. Abrams, L.M., & Smith, M.M (2014). Preliminary psychometric properties of the BEST in CLASS adherence and competence scale. Journal of Emotional and Behavioral Disorders, 22(4), 249-259. DOI: 10.1177/1063426613497258 Abstract 

Sutherland, K.S., McLeod, B.D., Conroy, M.A., & Cox, J.R. (2013). Measuring implementation of evidence-based programs targeting young children at risk for emotional/behavioral disorders: Conceptual issues and recommendations. Journal of Early Intervention, 35(2), 129-149. Abstract.

Conroy, M.A., Sutherland, K.S., Vo, A., Carr, S.E., & Ogston, P. (2013). Early childhood teachers’ use of effective instructional practices and the collateral effects on young children’s behavior. Journal of Positive Behavioral Interventions. Abstract

Sutherland, K.S., Conroy, M.A., Vo, A., Abrams, L., & Ogston, P. (2013). An initial evaluation of the Teacher-Child Direct Observation System: Measuring teacher-child interaction behaviors in classroom settings. Assessment for Effective Intervention. 39, 12‐23. DOI: 10.1177/1534508412463814. Abstract

Vo, A., Sutherland, K., & Conroy, M.A. (2012). BEST in CLASS: A classroom-based model for ameliorating problem behavior in early childhood settings. Psychology in the Schools, 49 (5), 402-415. Abstract

Sutherland, K.S., Conroy, M.A., Abrams, L., & Vo, A. (2010). Improving interactions between teachers and young children with problem behavior: A strengths-based approach. Exceptionality, 18, 70-81. Abstract

Conroy, M., Sutherland, K.S., Snyder, A.L., Al-Hendawi, M., & Vo, A. (2009). Creating a positive classroom atmosphere: Teacher’s use of effective praise and feedback. Beyond Behavior, 18(2), 18-26.

Conroy, M., Sutherland, K.S., Haydon, T., Stormont, M., & Harmon, J. (2008). Preventing and ameliorating young children’s chronic problem behaviors: An ecological classroom-based approach. Psychology in the Schools, 46, 3-17. Abstract

Conroy, M., Sutherland, K.S., Snyder, A., & Marsh, S. (2008). Class-wide interventions: Effective instruction makes a difference. Teaching Exceptional Children, 40(6), 24-30.