Disproportionality in Special Education

 

Sullivan, A. L., & Proctor, S. (accepted). The shield or the sword?: Revisiting the debate on racial disproportionality in special education and implications for school psychologists. School Psychology Forum.

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Sullivan, A. L., Artiles, A. J., & *Hernandez-Saca, D. (2015). Ecologically-based organizational consultation and systems change for special education equity. Journal of Educational and Psychological Consultation, 25, 129-147.

 

Sullivan, A. L. (2013). School-based autism identification: Prevalence, racial disparities, and systemic correlates. School Psychology Review, 42, 298-316.

 

Sullivan, A. L., & Bal, A. (2013). Disproportionality in special education: Effects of individual and school variables on risk. Exceptional Children, 79, 475-494.

 

Sullivan, A. L., *Van Norman, E., & *Klingbeil, D. (2014). Exclusionary discipline of students with disabilities: Student and school characteristics predicting suspension. Remedial and Special Education, 35, 199-210.

 

†Chhuon, V. & Sullivan, A. L. (2013). Racialization of abilities and disabilities in U.S. schools: Asian American and Pacific Islander students in gifted and special education. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 20, 49-59.

 

Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77, 317-334.  

 

Sullivan, A. L., & Artiles, A. J. (2011). Theorizing racial inequity in special education: Applying structural theory to disproportionality. Urban Education, 46, 1526-1552. doi: 10.1177/0042085911416014

 

Sullivan, A. L., & King-Thorius, K. A. (2010). Considering the intersections of difference among students with disabilities & expanding conceptualizations of multicultural education. Race, Gender & Class, 17, 93-109.

 

      Educational and Health Services for Children and Youth with Special Needs

 

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Sullivan, A. L., *Sadeh, S. S., & *Nortey, A. (accepted). Does the empirical literature inform prevention of dropout among students with emotional disturbance?: A systematic review and call to action. Exceptionality. doi: 10.1080/09362835.2016.1196440

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Sullivan, A. L., Kohli, N., & *Farnsworth, E. M.,* Jones, L., & *Sadeh, S. (in press). Longitudinal models of reading achievement of students with LD and without disabilities. School Psychology Quarterly. http://dx.doi.org/10.1037/spq0000170

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Sullivan, A. L., & *Simonson, G. (2016). A systematic review school-based interventions for refugees and war-traumatized youth. Review of Educational Research, 86, 503-530.

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Sullivan, A. L., *Houri, A., & *Sadeh, S. (2016). Demography and early academic skills of students from immigrant families: The kindergarten class of 2011. School Psychology Quarterly, 31, 149-62.

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Sullivan, A. L. & *Sadeh, S. S. (2015). Psychopharmacological treatment among adolescents with disabilities: Prevalence and predictors in a nationally representative sample. School Psychology Quarterly, 30, 443-455.

 

Kohli, N., Sullivan, A. L., *Sadeh, S. S., & *Zopluoglu, C. (2015). Piecewise mixed effects model of mathematics development of children with and without learning disabilities. Journal of School Psychology, 53, 105-120.

 

Sullivan, A. L. & *Sadeh, S. S. (2014). Differentiating social maladjustment from emotional disturbance: An analysis of case law. School Psychology Review, 43, 250-271.

 

Sullivan, A. L., & Field, S. (2013). Do preschool special education services make a difference in kindergarten reading and mathematics skills?: A propensity score weighting analysis. Journal of School Psychology, 51, 243-260. doi: 10.1016/j.jsp.2012.12.004

 

Sullivan, A. L., *Klingbeil, D., & *Van Norman, E. (2013). Beyond behavior: Multilevel analysis of the influence of sociodemographics and school characteristics on students’ risk of suspension. School Psychology Review, 47, 99-114.

 

†King-Thorius, K. A., & Sullivan, A. L. (2013). Interrogating instruction and intervention in RTI research with students identified as English language learners. Reading & Writing Quarterly, 29, 64-88. doi: 10.1080/10573569.2013.741953

 

Sullivan, A. L., Long, L., & *Kucera, M. (2011). Supporting students’ behavioral competence: A survey of school psychologists’ preparation for, participation in, and perceptions of positive behavior interventions and supports. Psychology in the Schools, 48, 971-985.

 

Sullivan, A. L., & Long, L. (2010). Examining the changing landscape of school psychology practice: A survey of school-based practitioners’ training and involvement in RTI. Psychology in the Schools, 47, 1059-1079. doi: 10.1002/pits.20524