{"id":255,"date":"2010-10-12T03:54:11","date_gmt":"2010-10-12T08:54:11","guid":{"rendered":"http:\/\/pexeto.com\/anthology_wp\/?page_id=255"},"modified":"2026-10-26T15:42:52","modified_gmt":"2026-10-26T15:42:52","slug":"publications","status":"publish","type":"page","link":"https:\/\/education.ufl.edu\/best-in-class\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; background_color=&#8221;#487f06&#8243; background_image=&#8221;https:\/\/education.ufl.edu\/wp-content\/themes\/enfold\/images\/background-images\/ios-linen-light.png&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; text_text_color=&#8221;#ffffff&#8221; header_text_align=&#8221;center&#8221; header_text_color=&#8221;#ffffff&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1>Publications<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2023<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<ul class=\"arrow-bullets\">\n<li>\n    Granger, K. L., Chow, J., Broda, M., Pandey, T., &amp; Sutherland, K. S. (2023). A preliminary investigation of the role of classroom contextual effects on teaching efficacy and classroom quality. <em>Preventing School Failure<\/em>.<br \/>\n    <a href=\"https:\/\/doi.org\/10.1080\/1045988X.2022.2161457\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.1080\/1045988X.2022.2161457<\/a>\n  <\/li>\n<li>\n    Granger, K. L., Sutherland, K. S., Conroy, M. A., Dear, E., &amp; Morse, A. (2023). Teacher burnout and supporting teachers of students with emotional and behavioral disorders. <em>Journal of Emotional and Behavioral Disorders<\/em>.<br \/>\n    <a href=\"https:\/\/doi.org\/10.1177\/10634266221149970\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.1177\/10634266221149970<\/a>\n  <\/li>\n<li>\n    McLeod, B. D., Sutherland, K. S., Conroy, M. A., Lyon, A. R., Chapman, J. E., Granger, K. L., &amp; Saldana, L. (2023). Study protocol: Multi-level determinants of implementation and sustainment in the education sector. <em>Journal of Emotional and Behavioral Disorders<\/em>, <em>31<\/em>, 27\u201340.<br \/>\n    <a href=\"https:\/\/doi.org\/10.1177\/10634266221090160\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.1177\/10634266221090160<\/a>\n  <\/li>\n<li>\n    Sutherland, K. S., Granger, K. L., Conroy, M. A., McLeod, B. D., Broda, M., Vallarta, N., &amp; Rosas, A. (2023). Examining the role of student responsiveness in treatment effects of a tier 2 program targeting reductions in problem behavior. <em>Prevention Science<\/em>, <em>24<\/em>, 974\u2013984.<br \/>\n    <a href=\"https:\/\/doi.org\/10.1007\/s11121-023-01537-x\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.1007\/s11121-023-01537-x<\/a>\n  <\/li>\n<li>\n    Sutherland, K. S., Wu, E., Washington-Nortey, M., McKnight, K., McLeod, B. D., &amp; Conroy, M. A. (2023). Caregiver and teacher perspectives on home-school partnerships within a tier 2 intervention. <em>Journal of Emotional and Behavioral Disorders<\/em>, <em>31<\/em>, 219\u2013232.<br \/>\n    <a href=\"https:\/\/doi.org\/10.1177\/10634266221130053\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.1177\/10634266221130053<\/a>\n  <\/li>\n<li>\n    Washington-Nortey, M., Granger, K., Sutherland, K., Conroy, M., Kaur, N., &amp; 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. <em>School Mental Health<\/em>, <em>15<\/em>, 470\u2013483.<br \/>\n    <a href=\"https:\/\/doi.org\/10.1007\/s12310-022-09561-y\" target=\"_blank\" rel=\"noopener noreferrer\">https:\/\/doi.org\/10.1007\/s12310-022-09561-y<\/a>\n  <\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2022<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; hover_enabled=&#8221;0&#8243; global_colors_info=&#8221;{}&#8221; sticky_enabled=&#8221;0&#8243;]<\/p>\n<ul class=\"arrow-bullets\">\n<li>Conroy, M. A., Sutherland, K. S., Granger, K. L., Marcoulides, K. M., Feil, E., Wright, J., Ramos, M., &amp; Montesion, A. (2022). Effects of BEST in CLASS\u2013Web on teacher outcomes: A preliminary investigation.\u00a0<em>Journal of Early Intervention,44<\/em>(2), 130-150.\u00a0<a href=\"https:\/\/doi.org\/10.1177\/10538151211067544\">https:\/\/doi.org\/10.1177\/10538151211067544<\/a><\/li>\n<li>Granger, K. L., Chow, J., Broda, M., &amp; Sutherland, K. S. (2022). A preliminary investigation of teacher reported classroom level adversity and teacher-student interactions.\u00a0<em>Journal of Emotional and Behavioral Disorders, 29,\u00a0<\/em>238-251<em>.\u00a0<\/em><a href=\"https:\/\/doi.org\/10.1177\/10634266211020260\">https:\/\/doi.org\/10.1177\/10634266211020260<\/a><u>\u00a0<\/u><\/li>\n<li>McLeod, B.D., Sutherland, K.S., Conroy, M.A., Lyon, A.R., Chapman, J.E., Granger, K.L., &amp; Saldana, L. (2023). Study protocol: Multi-level determinants of implementation and sustainment in the education sector.\u00a0<em>Journal of Emotional and Behavioral Disorders, 3<\/em>(1), 27-40.\u00a0<a href=\"https:\/\/doi.10.1177\/10634266221090160\">https:\/\/doi.10.1177\/10634266221090160<\/a><\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2021<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; hover_enabled=&#8221;0&#8243; global_colors_info=&#8221;{}&#8221; sticky_enabled=&#8221;0&#8243;]<\/p>\n<ul class=\"arrow-bullets\">\n<li>McCullough, S.N., Granger, K.L., Sutherland, K.S., Conroy, M.A., &amp; Pandey, T. (2021). A\u00a0preliminary study of BEST in CLASS\u2013Elementary on teacher self-efficacy, burnout, and attributions.\u00a0<i>Behavioral Disorders, 47<\/i>(2), 84-94.\u00a0<a href=\"https:\/\/doi.org\/10.1177%2F01987429211010672\">https:\/\/doi.org\/10.1177\/01987429211010672<\/a><\/li>\n<li>Granger, K.L., Conroy, M.A., Sutherland, K.S., Feil, E.G., Wright, J., Montesion, A., &amp; Huang,\u00a0K. (2021). Adapting an evidence-based early childhood tier 2 social-emotional learning intervention for web-based delivery.\u00a0<i>Journal of Educational Technology Systems, 50<\/i>(1), 112-133.\u00a0<a href=\"https:\/\/doi.org\/10.1177%2F00472395211016051\">https:\/\/doi.org\/10.1177\/00472395211016051<\/a><\/li>\n<li>Granger, K. L., Broda, M., Chow, J., McCormick, N., &amp; Sutherland, K.S. (2021). A preliminary investigation of classroom adversity and teachers\u2019 interactions with students with and at risk for emotional and behavioral disorders.\u00a0<i>Journal of Emotional and Behavioral Disorders<\/i>,\u00a0<i>29<\/i>(4), 238-251.\u00a0<a href=\"https:\/\/doi.org\/10.1177%2F10634266211020260\">https:\/\/doi.org\/10.1177\/10634266211020260<\/a><\/li>\n<li>Conroy, M.A., Sutherland, K.S., Granger, K.L., Marcoulides, K.M., Huang, K., &amp; Montesion, A.\u00a0(2021). Preliminary study of the effects of BEST in CLASS\u2014Web on young children\u2019s social-emotional and behavioral outcomes.\u00a0<i>Journal of Early Intervention,\u00a0<\/i>1-19.\u00a0<a href=\"https:\/\/doi.org\/10.1177%2F10538151211018662\">https:\/\/doi.org\/10.1177\/10538151211018662<\/a><\/li>\n<li>McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Martinez, R. G., Conroy, M. A.,\u00a0Snyder, P. A., &amp; 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.\u00a0<i>Prevention Science.\u00a0<\/i><a href=\"https:\/\/doi.org\/10.1007\/s11121-021-01304-w\">https:\/\/doi.org\/10.1007\/s11121-021-01304-w<\/a><\/li>\n<li>McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Cecilione, J., Cook, C. R., Conroy,\u00a0A., Snyder, P. A., &amp; Southam-Gerow, M. A. (2021). Examining the correspondence between teacher- and observer-report treatment integrity measures.\u00a0<i>School Mental Health.\u00a0<\/i><a href=\"https:\/\/doi.org\/10.1007\/s12310-021-09437-7\">https:\/\/doi.org\/10.1007\/s12310-021-09437-7<\/a><\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2020<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<ul class=\"arrow-bullets\">\n<li>Granger, K. L., Sutherland, K. S., Conroy, M. A., Hetrick, A. A., &amp; Parnell, E. (2020). Barriers and facilitators to implementation of BEST in CLASS.\u00a0<em>Exceptionality<\/em>.\u00a0<a href=\"https:\/\/doi.org\/10.1080\/09362835.2020.1727335\">https:\/\/doi.org\/10.1080\/09362835.2020.1727335<\/a><\/li>\n<li>Sutherland, K. S., Conroy, M. A., &amp; 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, &amp; K. Sutherland (Eds),\u00a0<em>Handbook of research in emotional and behavioral disorders<\/em>\u00a0(pp. 214-227). Routledge.<\/li>\n<li>Sutherland, K. S., Conroy, M. A., McLeod, B. D., Granger, K., Broda, M., &amp; Kunemund, R. L. (2020). A preliminary study of the effects of BEST in CLASS-Elementary on outcomes of elementary students with problem behavior.\u00a0<em>Journal of Positive Behavior Interventions<\/em>. 1-14.\u00a0<a href=\"https:\/\/doi.org\/10.1177\/1098300719900318\">https:\/\/doi.org\/10.1177\/1098300719900318<\/a><\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2019<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<ul class=\"arrow-bullets\">\n<li>Conroy, M. A., McKnight, K., &amp; Sutherland, K. S. (2019). Partnering with families of students at risk for emotional and behavioral disorders. In L. Lo &amp; Y. Xu (Eds.),\u00a0<em>Family, school, and community partnerships for individuals with disabilities<\/em>\u00a0(pp. 57-69). Springer.<\/li>\n<li>Conroy, M. A., Sutherland, K. S., Algina, J., Ladwig, C., *Werch, B., *Martinez, J., Jessee, G., &amp; Gyure, M. (2019). Outcomes of the BEST in CLASS intervention on teachers\u2019 use of effective practices, self-efficacy, and classroom quality.\u00a0<em>School Psychology Review, 48<\/em>(1), 31-45.\u00a0<a href=\"https:\/\/doi.org\/10.17105\/spr-2018-0003.v48-1\">https:\/\/doi.org\/10.17105\/spr-2018-0003.v48-1<\/a><\/li>\n<li>Sutherland, K. S.,\u00a0McLeod, B. D.,\u00a0Granger, K.,\u00a0Nemer, S. L.,\u00a0Kunemund, R.L.,\u00a0Conroy, M.A., Johnson, A., &amp; Chimere Miles, C. (2019). Adapting an evidence-based early childhood tier 2 program for early elementary school.\u00a0<em>The Elementary School Journal,<\/em>\u00a0<em>119<\/em>(4), 542-561<em>.<\/em>\u00a0<a href=\"https:\/\/doi.org\/10.1086\/703103\">https:\/\/doi.org\/10.1086\/703103<\/a><\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2018<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<ul class=\"arrow-bullets\">\n<li>Sutherland, K. S., Conroy, M. A., McLeod, B. D., Kunemund, R., &amp; McKnight, K. (2018). Common practice elements for improving social, emotional, and behavioral outcomes of young elementary school students.\u00a0<em>Journal of Emotional and Behavioral Disorders<\/em>,\u00a0<em>27<\/em>(2), 76-85.\u00a0<a href=\"https:\/\/doi.org\/10.1177%2F1063426618784009\">https:\/\/doi.org\/10.1177\/1063426618784009<\/a><\/li>\n<li>Werch, B., Kunemund, R., Wright, J., Conroy, M., &amp; Sutherland, K. (2018). Teacher\u2019s use of effective instructional practices to promote positive outcomes for young children with behavioral challenges. In P. A. Snyder &amp; M. L. Hemmeter (Eds.),\u00a0<em>Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices monograph series no. 4<\/em>. Division for Early Childhood.<\/li>\n<li>Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., &amp; Wu, E. (2018). Teacher competence of delivery of BEST in CLASS as a mediator of treatment effects.\u00a0<em>School Mental Health<\/em>,\u00a0<em>10,<\/em>\u00a0214-225.\u00a0<a href=\"https:\/\/doi.org\/10.1007\/s12310-017-9224-5\">https:\/\/doi.org\/10.1007\/s12310-017-9224-5<\/a><\/li>\n<li>Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., &amp; Kunemund, R. L. (2018). Factors associated with teacher delivery of a classroom-based Tier 2 prevention program.\u00a0<em>Prevention Science, 19<\/em>, 186-196.\u00a0<a href=\"https:\/\/doi.org\/10.1007\/s11121-017-0832-y\">https:\/\/doi.org\/10.1007\/s11121-017-0832-y<\/a><\/li>\n<li>Conroy, M. A., Sutherland, K. S., Algina, J., Werch, B. L., Ladwig, C. (2018)\u00a0Prevention and treatment of problem behaviors in young children: Clinical implications from a randomized controlled trial of BEST in CLASS<em>.\u00a0American Education Research Journal Open, 4<\/em>(1), 1-16<em>.<\/em>\u00a0<a href=\"https:\/\/doi.org\/10.1177\/2332858417750376\">https:\/\/doi.org\/10.1177\/2332858417750376<\/a><\/li>\n<li>Sutherland, K. S., Conroy, M. A., Algina, J., Ladwig, C., Jessee, G., &amp; Gyure, M. (2018). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS.\u00a0<em>Early Childhood Research Quarterly, 42<\/em>, 31-43.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.ecresq.2017.08.001\">https:\/\/doi.org\/10.1016\/j.ecresq.2017.08.001<\/a><\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2017<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<section class=\"av_textblock_section\">\n<div class=\"avia_textblock \">\n<ul class=\"arrow-bullets\">\n<li>Sutherland, K. S., Conroy, M. A., Algina, J., Ladwig, C., Jessee, G., &amp; Gyure, M. (2017). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS.\u00a0<em>Early Childhood Research Quarterly<\/em>, 42, 31-43.\u00a0DOI 10.1016\/j.ecresq.2017.08.001<\/li>\n<li>McLeod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., &amp; Southam-Gerow, M. A. (2017). Identifying common practice elements to improve social, emotional, and behavioral outcomes of young children in early childhood classrooms.\u00a0<em>Prevention Science,\u00a0<\/em>18<em>,\u00a0<\/em>204-213. DOI 10.1007\/s11121-016-0703-y<\/li>\n<li>Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., &amp; Wu, E. (2017). Teacher Competence of Delivery of BEST in CLASS as a Mediator of Treatment Effects.\u00a0<em>School Mental Health,\u00a0<\/em>1-12. DOI 10.1007\/s12310-017-9224-5<\/li>\n<li>Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., &amp; Kunemund, R. L. (2017). Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program.\u00a0<em>Prevention Science<\/em>, 1-11.<\/li>\n<\/ul>\n<\/div>\n<\/section>\n<div class=\"av-special-heading av-special-heading-h2  blockquote modern-quote  avia-builder-el-18  el_after_av_textblock  el_before_av_textblock  \"><\/div>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2015<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<ul class=\"arrow-bullets\">\n<li>Sutherland, K. S., Conroy, M. A., Vo, A., &amp; Ladwig, C. (2015). Implementation integrity of practice-based coaching: Preliminary results from the BEST in CLASS Efficacy Trial.<i>\u00a0School Mental Health<\/i>.<i>\u00a0<\/i>DOI 10.1007\/s12310-014-9134-8\u00a0<a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2014\/11\/05\/sutherland-conroy-vo-ladwig-2014\/\">Abstract<\/a><\/li>\n<li>Conroy, M.A., Sutherland, K.S., Algina, J., *Wilson, R., *Martinez, J., &amp; Whalon, K. (2015). Measuring teacher implementation of the BEST in CLASS intervention program and corollary child outcomes.\u00a0<em>Journal of Emotional and Behavioral Disorders,\u00a0<\/em>23, 144-155. doi:10.1177\/1063426614532949<\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2014<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<ul class=\"arrow-bullets\">\n<li>Conroy, M.A., Sutherland, K.S., Algina, J.J., Wilson, R.E., Martinez, J.R., &amp; Whalon, K.J. (2014). Measuring teacher implementation of the BEST in CLASS intervention program and corollary child outcomes.\u00a0<em>Journal of Emotional and Behavioral Disorders.\u00a0<\/em><a title=\"Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2014\/05\/21\/measuring-teacher-implementation-of-the-best-in-class-intervention-program-and-corollary-child-outcomes-2\/\">Abstract<\/a><\/li>\n<li>Sutherland, K.S., McLeod, B.D., Conroy, M.A. Abrams, L.M., &amp; Smith, M.M (2014). Preliminary psychometric properties of the BEST in CLASS adherence and competence scale.\u00a0<em>Journal of Emotional and Behavioral<\/em>\u00a0<em>Disorders, 22<\/em>(4), 249-259. DOI: 10.1177\/1063426613497258\u00a0<a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2013\/11\/08\/preliminary-psychometric-properties-of-the-best-in-class-adherence-and-competence-scale\/\" target=\"_blank\" rel=\"noopener noreferrer\">Abstract<\/a><em><a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2013\/11\/08\/preliminary-psychometric-properties-of-the-best-in-class-adherence-and-competence-scale\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u00a0<\/a><\/em><\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2013<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<ul class=\"arrow-bullets\">\n<li>Sutherland, K.S., McLeod, B.D., Conroy, M.A., &amp; Cox, J.R. (2013). Measuring implementation of evidence-based programs targeting young children at risk for emotional\/behavioral disorders: Conceptual issues and recommendations.\u00a0<em>Journal of Early Intervention, 35(2),\u00a0<\/em>129-149.\u00a0<a title=\"Measuring Implementation of Evidence-Based Programs Targeting Young Children At Risk for Emotional\/Behavioral Disorders: Conceptual Issues and Recommendations\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2014\/01\/17\/measuring-implementation-of-evidence-based-programs-targeting-young-children-at-risk-for-emotionalbehavioral-disorders-conceptual-issues-and-recommendations\/\">Abstract.<\/a><\/li>\n<li>Conroy, M.A., Sutherland, K.S., Vo, A., Carr, S.E., &amp; Ogston, P. (2013). Early\u00a0childhood teachers\u2019 use of effective instructional practices and the collateral effects on\u00a0young children\u2019s behavior.<em>\u00a0Journal of Positive Behavioral Interventions.\u00a0<\/em><a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2013\/11\/08\/early-childhood-teachers-use-of-effective-instructional-practices-and-the-collateral-effects-on-young-childrens-behavior\/\" target=\"_blank\" rel=\"noopener noreferrer\">Abstract<\/a><\/li>\n<li>Sutherland, K.S., Conroy, M.A., Vo, A., Abrams, L., &amp; Ogston, P. (2013). An initial evaluation of the\u00a0Teacher-Child Direct Observation System: Measuring teacher-child interaction\u00a0behaviors in classroom settings.\u00a0<i>Assessment for Effective Intervention<\/i>. 39, 12\u201023. DOI: 10.1177\/1534508412463814.\u00a0<a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2013\/11\/08\/an-initial-evaluation-of-the-teacher%E2%88%92child-interaction-direct-observation-system-measuring-teacher%E2%88%92-child-interaction-behaviors-in-classroom-settings\/\" target=\"_blank\" rel=\"noopener noreferrer\">Abstract<\/a><\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2012<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<ul class=\"arrow-bullets\">\n<li>Vo, A., Sutherland, K., &#038; 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<\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2010<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<ul class=\"arrow-bullets\">\n<li>Sutherland, K.S., Conroy, M.A., Abrams, L., &#038; Vo, A. (2010). Improving interactions between teachers and young children with problem behavior: A strengths-based approach. Exceptionality, 18, 70-81. Abstract<\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2009<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<ul class=\"arrow-bullets\">\n<li>Conroy, M., Sutherland, K.S., Snyder, A.L., Al-Hendawi, M., &#038; Vo, A. (2009). Creating a positive classroom atmosphere: Teacher\u2019s use of effective praise and feedback. Beyond Behavior, 18(2), 18-26.<\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; header_2_text_color=&#8221;#075a92&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h2>2008<\/h2>\n<p>[\/et_pb_text][et_pb_text _builder_version=&#8221;4.24.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<ul class=\"arrow-bullets\">\n<li>Conroy, M., Sutherland, K.S., Haydon, T., Stormont, M., &amp; Harmon, J.\u00a0(2008). Preventing and ameliorating young children\u2019s chronic\u00a0problem behaviors: An ecological classroom-based\u00a0approach.\u00a0<em>Psychology in the Schools, 46<\/em>, 3-17.\u00a0<a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2013\/11\/08\/preventing-and-ameliorating-young-childrens-chronic-problem-behaviors-an-ecological-classroom-based-approach\/\" target=\"_blank\" rel=\"noopener noreferrer\">Abstract<\/a><\/li>\n<li>Conroy, M., Sutherland, K.S., Snyder, A., &amp; Marsh, S. (2008). Class-wide\u00a0interventions: Effective instruction makes a difference.\u00a0<em>Teaching\u00a0<\/em><em>Exceptional Children, 40<\/em>(6), 24-30.<\/li>\n<\/ul>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":119,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[av_section min_height='' min_height_px='500px' padding='default' shadow='no-border-styling' bottom_border='no-border-styling' bottom_border_diagonal_color='#333333' bottom_border_diagonal_direction='' bottom_border_style='' id='feature-image' color='main_color' custom_bg='' src='' attachment='' attachment_size='' attach='scroll' position='top left' repeat='no-repeat' video='' video_ratio='16:9' overlay_enable='aviaTBoverlay_enable' overlay_opacity='1' overlay_color='#487f06' overlay_pattern='{{AVIA_BASE_URL}}images\/background-images\/ios-linen-light.png' overlay_custom_pattern='']\r\n[av_heading heading='Publications' tag='h1' style='blockquote modern-quote modern-centered' size='' subheading_active='' subheading_size='15' padding='0' color='custom-color-heading' custom_font='#ffffff'][\/av_heading]\r\n[\/av_section]\r\n\r\n[av_codeblock wrapper_element='style' wrapper_element_attributes='']\r\n.av-special-heading-h2 { margin-top: 40px; }\r\n.av-special-heading-h2:first-child { margin-top: initial; }\r\n[\/av_codeblock]\r\n\r\n[av_one_full first min_height='' vertical_alignment='' space='' custom_margin='' margin='0px' padding='0px' border='' border_color='' radius='0px' background_color='' src='' background_position='top left' background_repeat='no-repeat' animation='' mobile_display='']\r\n\r\n[av_heading heading='2023' tag='h2' style='blockquote modern-quote' size='' subheading_active='' subheading_size='15' padding='10' color='' custom_font=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nGranger, 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.\u00a0<em>Preventing School Failure.\u00a0<\/em><a href=\"https:\/\/nam10.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fdoi.org%2F10.1080%2F1045988X.2022.2161457&data=05%7C01%7Cmconroy%40coe.ufl.edu%7C5eee276870db4b8f27aa08dbab0a8a97%7C0d4da0f84a314d76ace60a62331e1b84%7C0%7C0%7C638291833987970766%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=pV0fRzngmweXMI5gUFY94wzypWgsqx2b2NmpZy9wh%2Bg%3D&reserved=0\">https:\/\/doi.org\/10.1080\/1045988X.2022.2161457<\/a>\r\n\r\nGranger, 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. <em>Journal of Emotional and Behavioral Disorders<\/em>. <a href=\"https:\/\/doi.10.1177\/1063426622II49970\">https:\/\/doi.10.1177\/1063426622II49970<\/a>.\r\n\r\nMcLeod, 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.\u00a0<em>Journal of Emotional and Behavioral Disorders, 31,\u00a0<\/em>27-40.\u00a0<a href=\"https:\/\/nam10.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fdoi.org%2F10.1177%252F10634266221090160&data=05%7C01%7Cmconroy%40coe.ufl.edu%7C5eee276870db4b8f27aa08dbab0a8a97%7C0d4da0f84a314d76ace60a62331e1b84%7C0%7C0%7C638291833987970766%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=5vqLot9A32bCgqr9OT%2FE06Tfz6EpQH6L0HWnjzBBCJs%3D&reserved=0\">https:\/\/doi.org\/10.1177\/10634266221090160<\/a>\r\n\r\nSutherland, 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.\u00a0<em>Prevention Science, 24,\u00a0<\/em>974-984<em>.\u00a0<\/em><a href=\"https:\/\/nam10.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fdoi.org%2F10.1007%2Fs11121-023-01537-x&data=05%7C01%7Cmconroy%40coe.ufl.edu%7C5eee276870db4b8f27aa08dbab0a8a97%7C0d4da0f84a314d76ace60a62331e1b84%7C0%7C0%7C638291833987970766%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=oDpNF1IN3cxr9zljW0SN9ERrFMHCRobCYJJ1mZZurTg%3D&reserved=0\">https:\/\/doi.org\/10.1007\/s11121-023-01537-x<\/a>\r\n\r\nSutherland, 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.\u00a0<em>Journal of Emotional and Behavioral Disorders, 31,\u00a0<\/em>219-232<em>.<\/em>\u00a0<a href=\"https:\/\/nam10.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fdoi.org%2F10.1177%2F10634266221130053&data=05%7C01%7Cmconroy%40coe.ufl.edu%7C5eee276870db4b8f27aa08dbab0a8a97%7C0d4da0f84a314d76ace60a62331e1b84%7C0%7C0%7C638291833987970766%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=1oSUGQwVQlufJ7FgOj33FDP4cph8s9xVZ6pH%2BT2WJO0%3D&reserved=0\">https:\/\/doi.org\/10.1177\/10634266221130053<\/a>\r\n\r\nWashington-Nortey, M. Granger, K., Sutherland, K., Conroy, M., Kaur, N., Hetrick, A. (2023).\u00a0 Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use with Students at Risk for Emotional and Behavioral Disorders amidst the COVID-19 Pandemic.\u00a0<em>School Mental Health, 15,\u00a0<\/em>470-483.\u00a0<a href=\"https:\/\/nam10.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fdoi.org%2F10.1007%2Fs12310-022-09561-y&data=05%7C01%7Cmconroy%40coe.ufl.edu%7C5eee276870db4b8f27aa08dbab0a8a97%7C0d4da0f84a314d76ace60a62331e1b84%7C0%7C0%7C638291833987970766%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=IoPYn2gdL2yi6uV905r%2BxlC9FS4QVBVDiRhv72RUDHM%3D&reserved=0\">https:\/\/doi.org\/10.1007\/s12310-022-09561-y<\/a>\r\n[\/av_textblock]\r\n\r\n[av_heading tag='h2' padding='10' heading='2022' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nConroy, 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\u2013Web on teacher outcomes: A preliminary investigation.\u00a0<em>Journal of Early Intervention,44<\/em>(2), 130-150. <a href=\"https:\/\/doi.org\/10.1177\/10538151211067544\">https:\/\/doi.org\/10.1177\/10538151211067544<\/a>\r\n\r\nGranger, K. L., Chow, J., Broda, M., & Sutherland, K. S. (2022). A preliminary investigation of teacher reported classroom level adversity and teacher-student interactions.\u00a0<em>Journal of Emotional and Behavioral Disorders, 29, <\/em>238-251<em>. <\/em><a href=\"https:\/\/doi.org\/10.1177\/10634266211020260\">https:\/\/doi.org\/10.1177\/10634266211020260<\/a><u>\u00a0<\/u>\r\n\r\nMcLeod, 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. <em>Journal of Emotional and Behavioral Disorders, 3<\/em>(1), 27-40. <a href=\"https:\/\/doi.10.1177\/10634266221090160\">https:\/\/doi.10.1177\/10634266221090160<\/a>\r\n[\/av_textblock]\r\n\r\n[av_heading tag='h2' padding='10' heading='2021' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nMcCullough, S.N., Granger, K.L., Sutherland, K.S., Conroy, M.A., & Pandey, T. (2021). A\u00a0preliminary study of BEST in CLASS\u2013Elementary on teacher self-efficacy, burnout, and attributions. <i>Behavioral Disorders, 47<\/i>(2), 84-94. <a href=\"https:\/\/doi.org\/10.1177%2F01987429211010672\">https:\/\/doi.org\/10.1177\/01987429211010672<\/a>\r\n\r\nGranger, K.L., Conroy, M.A., Sutherland, K.S., Feil, E.G., Wright, J., Montesion, A., & Huang,\u00a0K. (2021). Adapting an evidence-based early childhood tier 2 social-emotional learning intervention for web-based delivery. <i>Journal of Educational Technology Systems, 50<\/i>(1), 112-133. <a href=\"https:\/\/doi.org\/10.1177%2F00472395211016051\">https:\/\/doi.org\/10.1177\/00472395211016051<\/a>\r\n\r\nGranger, K. L., Broda, M., Chow, J., McCormick, N., & Sutherland, K.S. (2021). A preliminary investigation of classroom adversity and teachers\u2019 interactions with students with and at risk for emotional and behavioral disorders. <i>Journal of Emotional and Behavioral Disorders<\/i>, <i>29<\/i>(4), 238-251. <a href=\"https:\/\/doi.org\/10.1177%2F10634266211020260\">https:\/\/doi.org\/10.1177\/10634266211020260<\/a>\r\n\r\nConroy, M.A., Sutherland, K.S., Granger, K.L., Marcoulides, K.M., Huang, K., & Montesion, A.\u00a0(2021). Preliminary study of the effects of BEST in CLASS\u2014Web on young children\u2019s social-emotional and behavioral outcomes. <i>Journal of Early Intervention, <\/i>1-19. <a href=\"https:\/\/doi.org\/10.1177%2F10538151211018662\">https:\/\/doi.org\/10.1177\/10538151211018662<\/a>\r\n\r\nMcLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Martinez, R. G., Conroy, M. A.,\u00a0Snyder, 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. <i>Prevention Science. <\/i><a href=\"https:\/\/doi.org\/10.1007\/s11121-021-01304-w\">https:\/\/doi.org\/10.1007\/s11121-021-01304-w<\/a>\r\n\r\nMcLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Cecilione, J., Cook, C. R., Conroy,\u00a0A., Snyder, P. A., & Southam-Gerow, M. A. (2021). Examining the correspondence between teacher- and observer-report treatment integrity measures. <i>School Mental Health. <\/i><a href=\"https:\/\/doi.org\/10.1007\/s12310-021-09437-7\">https:\/\/doi.org\/10.1007\/s12310-021-09437-7<\/a>\r\n[\/av_textblock]\r\n\r\n[av_heading tag='h2' padding='10' heading='2020' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nGranger, K. L., Sutherland, K. S., Conroy, M. A., Hetrick, A. A., & Parnell, E. (2020). Barriers and facilitators to implementation of BEST in CLASS. <em>Exceptionality<\/em>. <a href=\"https:\/\/doi.org\/10.1080\/09362835.2020.1727335\">https:\/\/doi.org\/10.1080\/09362835.2020.1727335<\/a>\r\n\r\nSutherland, 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), <em>Handbook of research in emotional and behavioral disorders<\/em> (pp. 214-227). Routledge.\r\n\r\nSutherland, 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. <em>Journal of Positive Behavior Interventions<\/em>. 1-14. <a href=\"https:\/\/doi.org\/10.1177\/1098300719900318\">https:\/\/doi.org\/10.1177\/1098300719900318<\/a>\r\n[\/av_textblock]\r\n\r\n[av_heading tag='h2' padding='10' heading='2019' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nConroy, 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.), <em>Family, school, and community partnerships for individuals with disabilities<\/em> (pp. 57-69). Springer.\r\n\r\nConroy, 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\u2019 use of effective practices, self-efficacy, and classroom quality. <em>School Psychology Review, 48<\/em>(1), 31-45. <a href=\"https:\/\/doi.org\/10.17105\/spr-2018-0003.v48-1\">https:\/\/doi.org\/10.17105\/spr-2018-0003.v48-1<\/a>\r\n\r\nSutherland, K. S.,\u00a0McLeod, B. D.,\u00a0Granger, K.,\u00a0Nemer, S. L.,\u00a0Kunemund, R.L.,\u00a0Conroy, M.A., Johnson, A., & Chimere Miles, C. (2019). Adapting an evidence-based early childhood tier 2 program for early elementary school.\u00a0<em>The Elementary School Journal,<\/em> <em>119<\/em>(4), 542-561<em>.<\/em> <a href=\"https:\/\/doi.org\/10.1086\/703103\">https:\/\/doi.org\/10.1086\/703103<\/a>\r\n[\/av_textblock]\r\n\r\n[av_heading tag='h2' padding='10' heading='2018' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nSutherland, 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.\u00a0<em>Journal of Emotional and Behavioral Disorders<\/em>, <em>27<\/em>(2), 76-85. <a href=\"https:\/\/doi.org\/10.1177%2F1063426618784009\">https:\/\/doi.org\/10.1177\/1063426618784009<\/a>\r\n\r\nWerch, B., Kunemund, R., Wright, J., Conroy, M., & Sutherland, K. (2018). Teacher\u2019s use of effective instructional practices to promote positive outcomes for young children with behavioral challenges. In P. A. Snyder & M. L. Hemmeter (Eds.), <em>Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices monograph series no. 4<\/em>. Division for Early Childhood.\r\n\r\nSutherland, 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.\u00a0<em>School Mental Health<\/em>, <em>10,<\/em> 214-225.\u00a0<a href=\"https:\/\/doi.org\/10.1007\/s12310-017-9224-5\">https:\/\/doi.org\/10.1007\/s12310-017-9224-5<\/a>\r\n\r\nSutherland, 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.\u00a0<em>Prevention Science, 19<\/em>, 186-196.\u00a0<a href=\"https:\/\/doi.org\/10.1007\/s11121-017-0832-y\">https:\/\/doi.org\/10.1007\/s11121-017-0832-y<\/a>\r\n\r\nConroy, M. A., Sutherland, K. S., Algina, J., Werch, B. L., Ladwig, C. (2018)\u00a0Prevention and treatment of problem behaviors in young children: Clinical implications from a randomized controlled trial of BEST in CLASS<em>.\u00a0American Education Research Journal Open, 4<\/em>(1), 1-16<em>.<\/em> <a href=\"https:\/\/doi.org\/10.1177\/2332858417750376\">https:\/\/doi.org\/10.1177\/2332858417750376<\/a>\r\n\r\nSutherland, 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.\u00a0<em>Early Childhood Research Quarterly, 42<\/em>, 31-43. <a href=\"https:\/\/doi.org\/10.1016\/j.ecresq.2017.08.001\">https:\/\/doi.org\/10.1016\/j.ecresq.2017.08.001<\/a>\r\n[\/av_textblock]\r\n\r\n[av_heading tag='h2' padding='10' heading='2017' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nSutherland, 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. <em>Early Childhood Research Quarterly<\/em>, 42, 31-43.\u00a0DOI 10.1016\/j.ecresq.2017.08.001\r\n\r\nMcLeod, 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. <em>Prevention Science, <\/em>18<em>, <\/em>204-213. DOI 10.1007\/s11121-016-0703-y\r\n\r\nSutherland, 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. <em>School Mental Health, <\/em>1-12. DOI 10.1007\/s12310-017-9224-5\r\n\r\nSutherland, 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.\u00a0<em>Prevention Science<\/em>, 1-11.\r\n[\/av_textblock]\r\n\r\n[av_heading tag='h2' padding='10' heading='2015' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nSutherland, 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.<i>\u00a0School Mental Health<\/i>.<i>\u00a0<\/i>DOI 10.1007\/s12310-014-9134-8 <a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2014\/11\/05\/sutherland-conroy-vo-ladwig-2014\/\">Abstract<\/a>\r\n\r\nConroy, 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. <em>Journal of Emotional and Behavioral Disorders, <\/em>23, 144-155. doi:10.1177\/1063426614532949\r\n[\/av_textblock]\r\n\r\n[av_heading tag='h2' padding='10' heading='2014' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nConroy, 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.\u00a0<em>Journal of Emotional and Behavioral Disorders.\u00a0<\/em><a title=\"Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2014\/05\/21\/measuring-teacher-implementation-of-the-best-in-class-intervention-program-and-corollary-child-outcomes-2\/\">Abstract<\/a>\r\n\r\nSutherland, 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.\u00a0<em>Journal of Emotional and Behavioral<\/em> <em>Disorders, 22<\/em>(4), 249-259. DOI: 10.1177\/1063426613497258\u00a0<a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2013\/11\/08\/preliminary-psychometric-properties-of-the-best-in-class-adherence-and-competence-scale\/\" target=\"_blank\" rel=\"noopener noreferrer\">Abstract<\/a><em><a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2013\/11\/08\/preliminary-psychometric-properties-of-the-best-in-class-adherence-and-competence-scale\/\" target=\"_blank\" rel=\"noopener noreferrer\">\u00a0<\/a><\/em>\r\n[\/av_textblock]\r\n\r\n[av_heading tag='h2' padding='10' heading='2013' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nSutherland, 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.\u00a0<em>Journal of Early Intervention, 35(2),\u00a0<\/em>129-149. <a title=\"Measuring Implementation of Evidence-Based Programs Targeting Young Children At Risk for Emotional\/Behavioral Disorders: Conceptual Issues and Recommendations\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2014\/01\/17\/measuring-implementation-of-evidence-based-programs-targeting-young-children-at-risk-for-emotionalbehavioral-disorders-conceptual-issues-and-recommendations\/\">Abstract.<\/a>\r\n\r\nConroy, M.A., Sutherland, K.S., Vo, A., Carr, S.E., & Ogston, P. (2013). Early\u00a0childhood teachers\u2019 use of effective instructional practices and the collateral effects on\u00a0young children\u2019s behavior.<em> Journal of Positive Behavioral Interventions.\u00a0<\/em><a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2013\/11\/08\/early-childhood-teachers-use-of-effective-instructional-practices-and-the-collateral-effects-on-young-childrens-behavior\/\" target=\"_blank\" rel=\"noopener noreferrer\">Abstract<\/a>\r\n\r\nSutherland, K.S., Conroy, M.A., Vo, A., Abrams, L., & Ogston, P. (2013). An initial evaluation of the\u00a0Teacher-Child Direct Observation System: Measuring teacher-child interaction\u00a0behaviors in classroom settings. <i>Assessment for Effective Intervention<\/i>. 39, 12\u201023. DOI: 10.1177\/1534508412463814.\u00a0<a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2013\/11\/08\/an-initial-evaluation-of-the-teacher\u2212child-interaction-direct-observation-system-measuring-teacher\u2212-child-interaction-behaviors-in-classroom-settings\/\" target=\"_blank\" rel=\"noopener noreferrer\">Abstract<\/a>\r\n[\/av_textblock]\r\n\r\n[av_heading tag='h2' padding='10' heading='2012' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nVo, A., Sutherland, K., & Conroy, M.A. (2012). BEST in CLASS: A classroom-based\u00a0model for ameliorating problem behavior in early childhood settings. <em>Psychology in\u00a0<\/em><em>the Schools<\/em>, 49 (5), 402-415. <a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2013\/11\/08\/best-in-class-a-classroom-based-model-for-ameliorating-problem-behavior-in-early-childhood-settings\/\" target=\"_blank\" rel=\"noopener noreferrer\">Abstract<\/a>\r\n[\/av_textblock]\r\n\r\n[av_heading tag='h2' padding='10' heading='2010' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nSutherland, K.S., Conroy, M.A., Abrams, L., & Vo, A. (2010). Improving interactions between\u00a0teachers and young children with problem behavior: A strengths-based approach.\u00a0<em>Exceptionality, 18<\/em>, 70-81. <a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2013\/11\/08\/improving-interactions-between-teachers-and-young-children-with-problem-behavior-a-strengths-based-approach\/\" target=\"_blank\" rel=\"noopener noreferrer\">Abstract<\/a>\r\n[\/av_textblock]\r\n\r\n[av_heading tag='h2' padding='10' heading='2009' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nConroy, M., Sutherland, K.S., Snyder, A.L., Al-Hendawi, M., & Vo, A. (2009). Creating a\u00a0positive classroom atmosphere: Teacher\u2019s use of effective praise and feedback.\u00a0<em>Beyond Behavior, 18<\/em>(2), 18-26.\r\n[\/av_textblock]\r\n\r\n[av_heading tag='h2' padding='10' heading='2008' color='' style='blockquote modern-quote' custom_font='' size='' subheading_active='' subheading_size='15' custom_class=''][\/av_heading]\r\n\r\n[av_textblock size='' font_color='' color='']\r\nConroy, M., Sutherland, K.S., Haydon, T., Stormont, M., & Harmon, J.\u00a0(2008). Preventing and ameliorating young children\u2019s chronic\u00a0problem behaviors: An ecological classroom-based\u00a0approach. <em>Psychology in the Schools, 46<\/em>, 3-17. <a title=\"Abstract\" href=\"https:\/\/education.ufl.edu\/best-in-class\/2013\/11\/08\/preventing-and-ameliorating-young-childrens-chronic-problem-behaviors-an-ecological-classroom-based-approach\/\" target=\"_blank\" rel=\"noopener noreferrer\">Abstract<\/a>\r\n\r\nConroy, M., Sutherland, K.S., Snyder, A., & Marsh, S. (2008). Class-wide\u00a0interventions: Effective instruction makes a difference. <em>Teaching\u00a0<\/em><em>Exceptional Children, 40<\/em>(6), 24-30.\r\n[\/av_textblock]\r\n\r\n[\/av_one_full]","_et_gb_content_width":"","footnotes":""},"class_list":["post-255","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v22.0 (Yoast SEO v22.0) - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Publications - BEST in CLASS<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/education.ufl.edu\/best-in-class\/publications\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Publications\" \/>\n<meta property=\"og:url\" content=\"https:\/\/education.ufl.edu\/best-in-class\/publications\/\" \/>\n<meta property=\"og:site_name\" content=\"BEST in CLASS\" \/>\n<meta property=\"article:modified_time\" content=\"2026-10-26T15:42:52+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"7 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/education.ufl.edu\/best-in-class\/publications\/\",\"url\":\"https:\/\/education.ufl.edu\/best-in-class\/publications\/\",\"name\":\"Publications - 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