Amanda L. Sullivan
Room 350C EdSciB
56 E River Pkwy
Ph.D., Arizona State University
I am an assistant professor of educational psychology and a member of the school psychology program faculty. I received my PhD in Educational Psychology with an emphasis in School Psychology from Arizona State University. Before joining the U of M faculty, I was an assistant professor at Arizona State University and the evaluation coordinator for the National Center for Culturally Responsive Education, National Institute of Urban School Improvement, and Co-Director of Research for the Equity Alliance at ASU.
My research employs a prevention sciences perspective to (a) understanding the ecological and interpersonal factors that place children and youth at risk for educational disabilities and mental health problems, and (b) exploring professional issues related to providing evidence-based school psychological services for diverse learners from early childhood through young adulthood. In one line of work, I take an epidemiological approach to understanding the systemic prevalence and ecological correlates of early developmental delay, health and mental health problems, and the high-incidence disabilities—and the intersections thereof—among young children and school-aged populations. My second area of interest addresses professional training and practice issues related to multi-tiered academic and behavioral supports and psychoeducational evaluation for diverse learners, including those with health impairments and learning difficulties.
I have published research on disproportionality in special education, culturally responsive practices, interventions for English language learners, and professional preparation and practices related to RTI and PBIS. My current and future research will examine educational and health disparities among children with and at-risk for educational disabilities, with particular a focus on early childhood and adolescence or early adulthood, as times of critical transition.
Sullivan, A. L. (in preparation). Culturally responsive practice. In A. L. Noltemeyer & C. S. McLoughlin (Eds.), Disproportionality in Education and Special Education. Springfield, IL: Charles C. Thomas, Publisher.
Sullivan, A. L. & Artiles, A. J. (accepted). Theorizing racial inequity in special education: Applying structural theory to disproportionality. Urban Education.
Sullivan, A. L., Long, L., & Kucera, M. (accepted). 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.
Kucera, M. & Sullivan, A. L. (in press). The educational implications of Type I Diabetes Mellitus: A review of research and recommendations for school psychological practice. Psychology in the Schools.
King-Thorius, K. A., & Sullivan, A. L. (in press). Interrogating instruction and intervention in RTI research with students identified as English Language Learners. Reading & Writing Quarterly.
Sullivan, A. L. (in press). Understanding and addressing inequities in special education. In D. Shriberg, S. Y. Song, A. H. Miranda, & K. M. Radcliff (Eds.), School psychology and social justice: Conceptual foundations and tools for practice.
Sullivan, A. L. (in press). 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. Springfield, IL: Charles C. Thomas, Publisher.
Artiles, A. J., King-Thorius, K. A., & Sullivan, A. L. (in press). Effective reading interventions for English language learners. In M. Tankersley & B. Cook (Eds.), Effective Practices in Special Education. Chattanooga: Pearson.
Gallagher, S. & Sullivan, A. L. (2011). Kaufman Assessment Battery for Children, 2nd Edition. In A. S. Davis (Ed.), Handbook of pediatric neuropsychology (pp. 343-352). New York: Springer.
Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 77(3), 317-334.
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.
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.
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: 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: Lawrence Erlbaum.
Arzubiaga, A., Nogueron, S., & Sullivan, A. L. (2009). The education of children of im/migrant families. Review of Research in Education, 33, 246-271.
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.
Caterino, L., Sullivan, A. L. & McDevitt, S. (2008). WISC-IV behavioral and emotional problems. In A. Prifitera & D. H. Sakloske (Eds.), WISC-IV applications for clinical assessment and interventions (pp. 339-364). New York: American Press.
Caterino, L. C. & Sullivan, A. L. (2008). Applying Adlerian therapy in schools. In R. Christner & R. B. Mennuti (Eds.), School-based mental health: A practitioners’ guide to comparative practices (pp. 273-300). New York: Routledge Publishing.
Blankenship, V., Vega, C., Ramos, E., Romero, K., Warren, K., Keenan, K, Rosenow, V., Vasquez, J., & Sullivan, A. L. (2006). Using the multifaceted Rasch model to improve the TAT/PSE measure of need for achievement. Journal of Personality Assessment, 86, 100-114. (Recipient of the 2006 Society for Personality Assessment Walter G. Klopfer Award for Outstanding Statistically-based Research).