Publications

*Kincaid, A. & Sullivan, A. L. (accepted). Parity or disparity? Outcomes of court-involved youth with and without disabilities. Remedial and Special Education.

Sullivan, A. L., & *Osher, D. (2019). IDEA’s double bind: A synthesis of disproportionality policy interpretations. Exceptional Children, 85, 395-412. doi:10.1177/0014402918818047

*Kincaid, A. & Sullivan, A. L. (2019). Double jeopardy?: Disproportionality in first juvenile court involvement by disability status. Exceptional Children, 85, 453-470. doi:10.1177/0014402918819101

†Sullivan, A. L. (2017). Wading through quicksand: Making sense of minority disproportionality in identification of emotional disturbance. Behavior Disorders, 43, 244-252. doi:10.1177/0198742917732360

*Kincaid, A., & Sullivan, A. L. (2017). Parsing the relations of race and socioeconomic status in special education disproportionality. Remedial and Special Education, 38, 145-158. doi:10.1177/0741932516671199

†Sullivan, A. L., & Proctor, S. (2016). The shield or the sword?: Revisiting the debate on racial disproportionality in special education and implications for school psychologists. School Psychology Forum, 10, 278-288.

Sullivan, A. L., Artiles, A. J., & *Hernandez-Saca, D. (2015). Addressing special education inequity through systemic change: Contributions of ecologically based organizational consultation. Journal of Educational and Psychological Consultation, 25, 129-147. doi:10.1080/10474412.2014.929969

Sullivan, A. L., *Van Norman, E., & *Klingbeil, D. (2014). Exclusionary discipline of students with disabilities. Remedial and Special Education, 35, 199-210. doi:10.1177/0741932513519825

Bal, A., Sullivan, A. L., & Harper, J. (2014). A situated analysis of special education disproportionality for systemic transformation in an urban school district. Remedial and Special Education, 35, 3-14. doi:10.1177/0741932513507754

Sullivan, A. L., & Bal, A. (2013). Disproportionality in special education: Effects of individual and school variables on risk. Exceptional Children, 79, 475-494. doi:10.1177/001440291307900406

Sullivan, A. L. (2012). Understanding and addressing inequities in special education. In D. Shriberg, S. Y. Song, A. H. Miranda, & K. M. Radliff (Eds.), School psychology and social justice: Conceptual foundations and tools for practice (pp. 73-90). New York, NY: Routledge.

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.

Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77, 317-334. doi:10.1177/001440291107700304

Sullivan, A. L., & Artiles, A. J. (2011). Theorizing racial inequity in special education. Urban Education, 46, 1526-1552. doi:10.1177/004208591141601

Artiles, A. J., Klingner, J., Sullivan, A. L., & Fierros, E. (2010). Shifting landscapes of professional practices: ELL special education placement in English-only states. In P. Gándara & M. Hopkins (Eds.), Forbidden language: English learners and restrictive language policies (pp. 102-117). Los Angeles, CA: UCLA Civil Rights Project.

Artiles, A. J., Sullivan, A. L., Waitoller, F., & Neal, R. (2010). Latinos in special education: Equity issues in the intersection of language, culture, and ability differences. In E. G. Murillo (Ed.), Handbook of Latinos and education: Research, theory & practice (pp. 363-383). Mahwah, NJ: Lawrence Erlbaum.

Prevention and Intervention Services for Culturally Diverse Learners

*Houri, A., & Sullivan, A. L. (accepted). Relations of social-emotional functioning and kindergarten academic achievement in children of immigrants. Psychology in the Schools. https://onlinelibrary.wiley.com/doi/10.1002/pits.22281

*Weeks, M., & Sullivan, A. L. (2019). Discrimination matters: Relations of perceived discrimination to student mental health. School Mental Health. doi:10.1007/s12310-019-09309-1

*Kulkarni, T., & Sullivan, A. L. (2019). The relationship between behavior at school entry and services received in third grade. Psychology in the Schools, 56, 809-823. doi:10.1002/pits.22231

Sullivan, A. L., *Weeks, M., *Kulkarni, T., & *Goerdt, A. (2018). Preventing disproportionality through nondiscriminatory tiered services. Indianapolis, IN: Midwest and Plains Equity Assistance Center.

Harris, B., & Sullivan, A. L. (2017). A framework for bilingual school consultation to facilitate multitier systems of support for English language learners. Journal of Educational and Psychological Consultation, 27, 367-392. doi:10.1080/10474412.2017.1307758

Harris, B., Ravert, R. D., & Sullivan, A. L. (2017). Adolescent racial identity: Self-identification of multiple and “other” race/ethnicities. Urban Education, 52, 775-794. doi:10.1177/0042085915574527

*Weeks, M., Sullivan, A. L., & *Simonson, G. (2017). Supporting social-emotional needs of students who are refugees. Indianapolis, IN: Midwest and Plains Equity Assistance Center.

*Houri, A. K., & Sullivan, A. L. (2016). Meeting the needs of Muslim American students. NASP Communiqué, 45(3).

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. doi:10.1037/spq0000137

Sullivan, A. L., & *Simonson, G. (2016). A systematic review of school-based social-emotional interventions for refugee and war-traumatized youth. Review of Educational Research, 86, 503-530. oi:10.3102/0034654315609419

*Walick, C. & Sullivan, A. L. (2015). Educating Somali immigrant and refugee students: A review of cultural-historical issues and related psychoeducational supports. Journal of Applied School Psychology, 31, 1-22. doi:10.1080/15377903.2015.1056921

*Christofferson, M., & Sullivan, A. L. (2015). Preservice teachers’ classroom management training: A survey of self-reported training experiences and preparedness. Psychology in the Schools, 52, 248-264. doi:10.1002/pits.21819

Harris, B., Sullivan, A. L., Oades-Sese, G., & Sotelo-Dynega, M. (2015). Culturally and linguistically responsive practices in psychoeducational reports for English language learners. Journal of Applied School Psychology, 31, 141-166. doi:10.1080/15377903.2014.1002144

Artiles, A. J., King-Thorius, K. A., & Sullivan, A. L. (2013). Effective reading interventions for English language learners. In M. Tankersley & B. Cook (Eds.), Research-based practices in special education. Upper Saddle River, NJ: Pearson.

†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

†Chhuon, V. & Sullivan, A. L. (2013). Racialization of abilities and disabilities in U.S. schools: Asian American students in gifted and special education. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 20, 49-59. doi:10.1044/cds20.2.49

Sullivan, A. L. (2012). An overview of patterns and correlates of the disproportionate representation of linguistic-minority students in special education. In A. L. Noltemeyer & C. S. McLoughlin (Eds.), Disproportionality in education and special education (pp. 60-86). Springfield, IL: Charles C. Thomas, Publisher.

Sullivan, A. L. (2012). Culturally responsive practice. In A. L. Noltemeyer & C. S. McLoughlin (Eds.), Disproportionality in education and special education (pp. 181-198). Springfield, IL: Charles C. Thomas, Publisher.

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. (2010). Addressing discrimination in schools matters. Tempe, AZ: Equity Alliance atASU.

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.

King-Thorius, K. A., Kozleski, E. B., Artiles, A. J., Sullivan, A. L., Rueb, C., Duran, W., Neal, R., & Herron, B. (2008). Culturally responsive response to intervention models. Professional Learning Module Series. Tempe, AZ: NCCRESt.

Services for and Outcomes of Students with Special Needs

*Kulkarni, T., Sullivan, A. L., & *Kim, J. (2020). Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist?. Educational Psychology Review, 1-22. doi:10.1007/s10648-020-09582-6

*Kulkarni, T., & Sullivan, A. L. (2019). The relationship between behavior at school entry and services received in third grade. Psychology in the Schools. https://onlinelibrary.wiley.com/doi/10.1002/pits.22231

Sullivan, A. L., *Thayer, A. J., *Farnsworth, E. M., & Susman-Stillman, A. (2019). Effects of child care subsidy on school readiness of young children with or at-risk for special needs. Early Childhood Research Quarterly, 47, 496-506. doi:10.1016/j.ecresq.2018.07.005

Sullivan, A. L., *Thayer, A. J., & *Sadeh, S. (2018). Multisector involvement among adolescents with disabilities. Remedial and Special Education, 39, 353-364. doi:10.1177/0741932517735574

Sullivan, A. L., *Farnsworth, E. M., & Susman-Stillman, A. (2018). Patterns and predictors of childcare subsidies for children with and without special needs. Children and Youth Services Review, 88, 218-228. doi:10.1016/j.childyouth.2018.03.002

Sullivan, A. L., *Farnsworth, E. M., & Susman-Stillman, A. (2018). Childcare type and quality among subsidy recipients with and without special needs. Infants & Young Children, 31, 109-127. doi:10.1097/iyc.0000000000000116

Sullivan, A. L., Kohli, N., *Farnsworth, E. M., *Jones, L., & *Sadeh, S. (2017). Longitudinal models of reading achievement of students with learning disabilities and without disabilities. School Psychology Quarterly, 32, 336-349. doi:10.1037/spq0000170

Sullivan, A. L., *Sadeh, S. S., & *Nortey, A. (2016). Does the empirical literature inform prevention of dropout among students with emotional disturbance?: A systematic review and call to action. Exceptionality, 24, 251-262. doi:10.1080/09362835.2016.1196440

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. doi:10.1037/spq0000105

Kohli, N., Sullivan, A. L., *Sadeh, S. S., & *Zopluoglu, C. (2015). Longitudinal mathematics development of students with learning disabilities and students without disabilities: A comparison of linear, quadratic, and piecewise linear mixed effects models. Journal of School Psychology, 53, 105-120. doi:10.1016/j.jsp.2014.12.002

Sullivan, A. L., & *Sadeh, S. S. (2014). Differentiating social maladjustment from emotional disturbance: An analysis of case law. School Psychology Review, 43, 250-271. doi:10.17105/spr-13-0038.1

Sullivan, A. L., & *Sadeh, S. S. (2014). Is there evidence to support the use of social skills interventions for students with emotional disabilities? Journal of Applied School Psychology, 30, 107-131. doi:10.1080/15377903.2014.888528

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

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

*Kaprolet, C., & Sullivan, A. L. (2013). Social-emotional predictors of postsecondary enrollment for students with disabilities: Findings from a nationally representative sample. Exceptionality, 21, 158-175. doi:10.1080/09362835.2013.802232

*Sadeh, S. S., Burns, M., & Sullivan, A. L. (2012). Executive function as a predictor of academic achievement in at-risk children. School Psychology Quarterly, 27, 236-246.

Sullivan, A. L., & Caterino, L. C. (2008). Addressing the sexuality and sex education of individuals with autism spectrum disorders. Education and Treatment of Children, 31, 381-394.

*MacDonald, H. H., Sullivan, A. L., & Watkins, M. W. (2013). Multivariate screening model for later word reading achievement: Predictive utility of prereading skills and cognitive ability. Journal of Applied School Psychology, 29, 52-71. doi:10.1080/15377903.2013.751476

*Sadeh, S. S., Burns, M., & Sullivan, A. L. (2012). Executive function as a predictor of academic achievement in at-risk children. School Psychology Quarterly, 27, 236-246.

Sullivan, A. L., & Caterino, L. C. (2008). Addressing the sexuality and sex education of individuals with autism spectrum disorders. Education and Treatment of Children, 31, 381-394. doi:10.1353/etc.0.0001

Ethical & Legal Issues in School Psychology and Special Education