University of Vermont

Faculty Biography

Faculty Biography | Jesse Suter

Jesse Suter

Jesse Suter, Ph.D.Research Assistant Professor

Contact Information:
311 Mann Hall
802-656-1130
Jesse.Suter@uvm.edu
http://www.uvm.edu/~jsuter

Jesse Suter is a Research Assistant Professor at the University of Vermont assigned to the Center on Disability and Community Inclusion in the College of Education and Social Services. He earned his Ph.D. in Clinical Psychology in 2006, and joined the faculty at CDCI to pursue the development, research, and evaluation of school-based interventions for students with emotional and behavioral disabilities. He is pursuing a line of research in wraparound, a team-based planning process for meeting the needs of students with serious emotional and behavioral disabilities and maintaining them in their homes, schools, and communities. In this area, he has worked closely with John Burchard and Eric Bruns co-authoring several journal articles and book chapters, including the first meta-analysis of wraparound outcome studies. He also works with Michael Giangreco examining ways to improve special education service delivery for students with disabilities.

Areas of Expertise:

Assessment and Evaluation; Collaboration; Community and Social Systems; Mental Health; Psychology; Research Methods

Current Projects:

BEST: Building Effective Support for Teaching Students, BEST: Graduate Training, Center on Disability and Community Inclusion (CDCI), Project EVOLVE Plus, Vermont Youth in Transition System of Care

Scholarship

Selected Publications

  • Giangreco, M. F., Broer, S. M., & Suter, J. C. (2011). Guidelines for selecting alternatives to overreliance on paraprofessionals: Field-testing in inclusion-oriented schools. Remedial and Special Education, 32, 22-38. doi: 10.1177/0741932509355951  [abstract]
  • Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2011). Constructively responding to requests for paraprofessionals: We keep asking the wrong questions. Remedial and Special Education. Advance online publication. doi: 10.1177/0741932511413472  [abstract]
  • Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2011). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education. Advance online publication. doi: 10.1177/0022466911419015  [abstract]
  • Giangreco, M. F., Suter, J. C., & Graf, V. (2011). Roles of team members supporting students with disabilities in inclusive classrooms. In M. F. Giangreco, C. J. Cloninger & V. S. Iverson, Choosing outcomes and accommodations for children: A guide to educational planning for students with disabilities (3rd ed., pp. 197-204). Baltimore: Paul H. Brookes.
  • Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010) Paraprofessionals in Inclusive Schools: A Review of Recent Research. Journal of Educational and Psychological Consultation, 20, 41-57. doi: 10.1080/10474410903535356  [abstract]
  • Giangreco, M. F., Carter, E. W., Doyle, M. B., & Suter, J. C. (2010). Supporting students with disabilities in inclusive classrooms: Personnel and peers. In R. Rose (Ed.), Confronting obstacles to inclusion: International responses to developing inclusive schools (pp. 247-263). Abingdon, Oxfordshire, UK: Routledge.
  • Eber, L., Hyde, K. Suter, J. C., & Breen, K. (2010). Integrating wraparound into a system of school-wide positive behavior supports. [Special Issue] Journal of Child and Family Studies. Advance online publication. doi: 10.1007/s10826-010-9424-1  [abstract]
  • Bertram, R. M., Suter, J. C., & Bruns, E. J. (2010). Implementation research and wraparound literature: Building a research agenda. [Special Issue] Journal of Child and Family Studies. Advance online publication. doi: 10.1007/s10826-010-9430-3  [abstract]
  • Bruns, E. J., & Suter, J. C. (2010). Summary of the wraparound evidence base. In E. J. Bruns & J. S. Walker (Eds.), The resource guide to wraparound. Portland, OR: National Wrap-around Initiative. Available online at http://www.nwi.pdx.edu/NWI-book/
  • Giangreco, M. F., Hurley, S. M., & Suter, J. C. (2009). Special education personnel utilization and general class placement of students with disabilities: Ranges and ratios. Intellectual and Developmental Disabilities, 41, 53-56. doi: 10.1352/2009.47:53-56
  • Giangreco, M. F., Broer, S. M., & Suter, J. C. (2009). Guidelines for selecting alternatives to overreliance on paraprofessionals: Field-testing in inclusion-oriented schools. Remedial and Special Education. Advance online publication. doi: 10.1177/0741932509355951  [abstract]
  • Suter, J.C., & Giangreco, M.F. (2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools. Journal of Special Education, 43, 81-93. doi: 10.1177/0022466907313353  [abstract]
  • Suter, J.C. & Bruns, E.J. (2009). Effectiveness of the wraparound process for children with emotional and behavioral disorders: A meta-analysis. Clinical Child and Family Psychology Review. 12, 336-351. doi: 10.1007/s10567-009-0059-y  [abstract]
  • Bruns, E. J., Suter, J. C., Leverentz-Brady, K. M., (2008). Is it wraparound yet? Setting quality standards for implementation of the wraparound process. Journal of Behavioral Health Services & Research, 35, 240-252. doi: 10.1007/s11414-008-9109-3  [abstract]
  • Suter, J. C., & Bruns, E. J. (2008). Narrative review of wraparound outcome studies. In E. Bruns & J. Walker (Eds.) The resource guide to wraparound. Portland, OR: National Wraparound Initiative, Research and Training Center on Children's Mental Health, Portland State University. Available online at http://www.rtc.pdx.edu/nwi/resourceguide.php
  • Bruns, E. J., Suter, J. C., Leverentz-Brady, K. M. (2006). Relations between program and system variables and fidelity to the wraparound process for children and families. Psychiatric Services, 57, 1586-1593. doi: 10.1176/appi.ps.57.11.1586  [abstract]
  • Bruns, E.J., Burchard, J.D., Suter, J.C., Leverentz-Brady, K.M., & Force, M.M. (2005). Adherence to wraparound principles and association with outcomes. Journal of Child and Family Studies, 14, 521-534. doi: 10.1007/s10826-005-7186-y  [abstract]
  • Bruns, E. J., Burchard, J. D., Suter, J. C., & Force, M. M. (2005). Measuring fidelity within community treatments for children and families: Challenges and strategies. In M. H. Epstein & A. Duchnowski & K. Kutash (Eds.), Outcomes for children and youth with emotional and behavioral disorders and their Families (pp. 175-197). Austin, TX: Pro-ED.  [abstract]
  • Bruns, E. J., Burchard, J. D., Suter, J. C., Leverentz-Brady, K., & Force, M. M. (2004). Assessing fidelity to a community-based treatment for youth: The Wraparound Fidelity Index. Journal of Emotional and Behavioral Disorders, 12, 69-79. doi: 10.1177/10634266040120020201  [abstract]
  • Sandler, I. N., Ayers, T. S., Wolchik, S. A., Tein, J., Kwok, O., Haine, R. A., Twohey, J. L., Suter, J. C., Lin, K., Padgett-Jones, S., Weyer, J. L., Cole, E., Kriege, G., & Griffin, W. A. (2003). The Family Bereavement Program: Efficacy evaluation of a theory-based prevention program for parentally bereaved children and adolescents. Journal of Consulting and Clinical Psychology, 71, 587-600. doi: 10.1037/0022-006X.71.3.587  [abstract]
  • Sandler, I., Ayers, T., Suter, J. C., Shultz, A., & Twohey, J. (2003). Adversities, strengths, and public policy. In K. I. Leadbetter, C. J. Maton, B. J. Schellenbach, & A. L. Solarz (Eds.), Investing in children, youth, families, and communities: Strengths-based research and policy (pp. 31-50). Washington, DC: American Psychological Association.  [abstract]
  • Elvevag, B., Weinberger, D., Suter, J. C., & Goldberg, T. E. (2000). Continuous Performance Test and schizophrenia: A test of stimulus-response compatibility, working memory, response readiness, or none of the above? American Journal of Psychiatry, 157, 772-780.  [abstract]

Education

  • Ph.D. in Child Clinical Psychology from University of Vermont
  • M.A. in Child Clinical Psychology from Arizona State University

Professional Associations

  • American Psychological Association (APA)