K. Sutherland

Clinical Psychology · with Conroy · 2000–2018

A researcher in the Science corpus: 15 papers; trusts 14 researchers and is trusted by 61 researchers here, as inferred from the citation graph.

Subfields

• Clinical Psychology — 63 citations into it; #429 of 8,024 by trust here, #539 by citations
• Education — 63 citations into it; #631 of 11,309 by trust here, #864 by citations
• Developmental and Educational Psychology — 48 citations into it; #180 of 8,223 by trust here, #221 by citations
• Social Psychology — 14 citations into it; #2,097 of 15,694 by trust here, #4,068 by citations
• Psychiatry and Mental health — 5 citations into it; #333 of 1,338 by trust here, #460 by citations

Whom K. Sutherland trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. J. Wehby
2. A. Sameroff
3. B. Hamre
4. Lynn S. Fuchs
5. Robert C. Pianta
6. Michelle K. Hosp
7. Douglas Fuchs
8. E. Emmer
9. M. Conroy
10. M. Mackenzie

Who trusts K. Sutherland overall

1. Brandi Simonsen
2. B. Cavanaugh
3. Terrance M. Scott
4. Ellen L. Duchaine
5. M. Conroy
6. J. Wehby
7. Ashley S. Macsuga-Gage
8. Shannon Hawkins
9. Janine P. Stichter
10. Nirbhay N. Singh

Papers from K. Sutherland's perspective

Ordered by how strongly the researchers K. Sutherland trusts endorse each paper. Same corpus, a different order for every researcher.

1. Statistical Power Analysis for the Behavioral Sciences (2nd ed.)
2. Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. (Child Development)
3. Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? (Child Development)
4. Preschool and Child Care Expulsion and Suspension: Rates and Predictors in One State
5. Contributions of teacher–child relationships to positive school adjustment during elementary school
6. A Comparison of the Academic Progress of Students with EBD and Students with LD
7. The Effect of Self-Evaluation on Teaching Behavior in Classrooms for Students with Emotional and Behavioral Disorders
8. Single-Case Designs for Educational Research
9. Behavior Problems of Preschool Children From Low-Income Families
10. Antisocial Behavior, Academic Failure, and School Climate

Their papers

• The Effect of Self-Evaluation on Teaching Behavior in Classrooms for Students with Emotional and Behavioral Disorders (2001) — 180 citations
• Examination of the Relationship Between Teacher Praise and Opportunities for Students with EBD to Respond to Academic Requests (2002) — 201 citations
• Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class. (2018) — 115 citations
• Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes (2015) — 91 citations
• Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior (2014) — 90 citations
• Creating a Positive Classroom Atmosphere: Teachers' Use of Effective Praise and Feedback. (2009) — 125 citations
• Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders (2008) — 306 citations
• Classwide Interventions (2008) — 89 citations
• Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders (2007) — 150 citations
• The Relationship Between Teacher and Student Behavior in Classrooms for Students with Emotional and Behavioral Disorders: Transactional Processes (2005) — 224 citations
• Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom (2004) — 86 citations
• The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD (2003) — 374 citations
• Exploring the Relationship Between Increased Opportunities to Respond to Academic Requests and the Academic and Behavioral Outcomes of Students with EBD (2001) — 263 citations
• Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD (2000) — 448 citations
• Promoting Positive Interactions Between Teachers and Students With Emotional/Behavioral Disorders (2000) — 105 citations