Kevin Sutherland
Associated IES Content
Grant
Distilling Practice Elements for School-Based Practices and Programs That Improve Social and Behavioral Outcomes: A Meta-Analysis
Elementary school is an important time to promote the SEB competencies of students. Comprehensive intervention models (i.e., manualized programs that include multiple practices such as behavior specific praise) and discrete practices (i.e., a specific behavior or action) exist that improve SEB outcomes of elementary students, but these models and practices do not demonstrate the same level of efficacy across all students. As a result, it is difficult for researchers and stakeholders to acces...
Federal funding program:
Award number:
R305A220261
FY2019
FY2019 Social and Behavioral Peer Review Panel
Grant
Friendships and the Academic Skills and Behaviors of Students with Emotional and Behavioral Disorders: The Importance of Classroom Social Contextual Factors
The Principal Investigator (PI) will conduct a program of research focused on improving outcomes of students with or at risk for emotional and behavioral disorders (EBD) while participating in mentoring and training activities to develop knowledge and skills related to the friendships and social experiences of socially vulnerable youth, longitudinal social network methods and analyses, and grant management. It is well documented that children with EBD experience difficulties with social skil...
Federal funding program:
Award number:
R324B220003
FY2018
FY2018 Social and Behavioral Peer Review Panel
Grant
Developmental Relations Between Language Ability and Behavior Problems
The Principal Investigator (PI) will conduct a program of research to better understand relations between oral language and behavior problems in young children while participating in mentoring and training activities to develop expertise in language development, advanced longitudinal analyses, school-based research partnerships, and grant writing and management. The PI intends to conduct a longitudinal investigation to explore relations between language and behavior among young children at r...
Federal funding program:
Award number:
R324B200039
Grant
A Conceptual Replication of BEST in CLASS: An Efficacy Study of BEST in CLASS-Elementary
The purpose of this project is to replicate findings of previous research conducted on the BEST in CLASS classroom-based intervention by testing the efficacy of BEST in CLASS - Elementary (BEST in CLASS-E).The BEST in CLASS is an intervention composed of several practice elements that target increasing the quantity and quality of specific teacher behaviors with high-risk focal children to prevent and reduce the occurrence of their chronic problem behaviors. Although the BEST in CLASS interve...
Federal funding program:
Award number:
R305A180182
FY2017
FY2017 Social and Behavioral Peer Review Panel
FY2016
FY2016 Social and Behavioral Peer Review Panel
Grant
BEST in CLASS-Web: A Web-Based Intervention Supporting Early Childhood Teachers' Use of Evidence-Based Practices with Young Children at Risk for Emotional/Behavioral Disorders
The purpose of this project was to develop a web-based version of an existing tier 2 intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), that targets the reduction of problem behavior of young children at risk for emotional and behavioral disorders (EBD). BEST in CLASS was designed to be delivered face-to-face in early childhood classrooms, which may restrict accessibility for early childhood programs with limited personnel o...
Federal funding program:
Award number:
R324A160158
Grant
BEST in CLASS-Elementary: A Preventative Classroom-based Intervention Model
In this project researchers developed and tested the BEST in CLASS-Elementary model for training and coaching early elementary school teachers to support the development of their students with challenging classroom behavior. The content of the training and coaching is based on the BEST in CLASS-Prekindergarten model, which was developed and tested for efficacy with IES funding. The researchers modified BEST in CLASS-PK to incorporate practices appropriate for early elementary school classroo...
Federal funding program:
Award number:
R305A150246
Grant
Development and Validation of a Treatment Integrity Measure of Classroom-Based Instructional Interventions in Early Childhood Settings
Many preschool children exhibit problem behaviors and pre-academic deficits that place them at risk for emotional and behavioral disorders. Evidence-based instructional practices delivered by teachers in classrooms have demonstrated positive effects for young children with problem behavior. Efforts to implement and evaluate the evidence-based programs (EBPs) for preschool children with problem behaviors across diverse early childhood classrooms face a number of implementation and evaluatio...
Federal funding program:
Award number:
R305A140487
Grant
Evidence-Based Interventions for Severe Behavior Problems: Classroom Management and Academic Tutoring (CMAT)
This project will address a question of fundamental importance to behavior management practices and policy: Does a comprehensive intervention that combines effective classroom management practices and academic tutoring result in students with severe problem behaviors demonstrating decreased levels of aggressive and disruptive behavior and increased levels of academic achievement when compared to students who receive services provided by public schools? The specific aims of this project, whic...
Federal funding program:
Award number:
H324P040013
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