- Ph.D. in special education, Vanderbilt University
- M.A. in special education, College of William and Mary
- B.A. in history, Wake Forest University
Emotional/behavioral disorders, intervention development, treatment implementation and fidelity
- Co-developer – BEST in CLASS intervention
- Research faculty – VCU’s Clark-Hill Institute for Positive Youth Development
- Board of Directors – Peter Paul Development Center, an outreach and community center serving Church Hill and neighboring communities in Richmond’s East End
- Efficacy of the BEST in CLASS Intervention for Young Children at High Risk for Emotional and Behavioral Disorders (2011-2015) . Institute for Education Sciences. Social and Behavioral Outcomes to Support Learning Special Education Research. (IES Grant R324A110173, $4,134,515) — Co-principal investigator (along with Conroy, University of Florida)
- Development and Validation of Treatment Integrity Measures of Classroom-Based Instructional Interventions in Early Childhood Settings (2014-2018) . Institute for Education Sciences. Early Learning Programs and Policies (IES Grant R305A140487, $1,530,419) — Co-principal investigator (along with McLeod, Virginia Commonwealth University)
- Evaluation of the Effectiveness and Sustainability of the Olweus Bullying Prevention Program in Increasing School Safety for Urban Low-Income Middle Schools (2015-2019). National Institute of Justice (Award No. 2014-CK-BX-0009, $2,660,933) — Co-investigator (PI – Sullivan, Virginia Commonwealth University)
- BEST in CLASS-Elementary: A Preventative Classroom-based Intervention Model (2015-2018). Institute for Education Sciences. Social and Behavioral Context for Learning Research Grants. (IES grant R305A150246, $1,499,939) — Principal investigator (along with Conroy & McLeod, University of Florida)
- BEST in CLASS-Web. Institute of Education Sciences. Social and Behavioral Outcomes to Support Learning Research Grants. (IES grant R324A160158, $1,499,000) - Co-principal investigator (along with Conroy, University of Florida)
- 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. DOI 10.1007/s11121-017-0832-y.
- 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. DOI 10.1007/s12310-017-9224-5.
- Conroy, M. A., Sutherland, K. S., Algina, J., Werch, B., & Ladwig, C. (2018). Prevention and treatment of externalizing problem behaviors in young children: Clinical implications from a randomized controlled trial of BEST in CLASS. AERA Open, 4(1), 1-16. DOI: 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. DOI 10.1016/j.ecresq.2017.08.001.
- Sullivan, T. N., Sutherland, K. S., Farrell, A. D., Taylor, K. A., & Doyle, S. T. (2017). Evaluation of violence prevention approaches among early adolescents: Moderating effects of disability status and gender. Journal of Child and Family Studies, 26, 1151-1163. DOI 10.1007/s10826-016-0629-9.
- 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.
Dr. Kevin Sutherland, a professor in the Department of Counseling and Special Education, also serves as director of the department’s doctoral studies program. A former teacher of youth with intensive behavioral and learning needs in both residential and public school settings, Sutherland’s research interests and expertise include efforts to enhance the use and fidelity of implementation of evidence-based programs targeting reductions in chronic problem behavior in school and community settings, community engaged research and adolescent bullying prevention programs.
He has been a principal investigator or co-investigator on federally-funded projects — totaling more than $26 million — that involve the development and evaluation of evidence-based programs in schools, and has created assessment tools to examine teachers’ fidelity to and adequacy of implementing these programs in classrooms.