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; Disability and Inclusion; Mental Health; Psychology; Research Methods; Special Education

Current Projects

BEST: Building Effective Support for Teaching Students, Center on Disability and Community Inclusion (CDCI), Efficacy of RENEW study, Placement Stability Project, Project EVOLVE Plus

Scholarship

Selected Publications

  • Bruns, E. J., Weathers, E. S., Suter, J. C., Hensley, S., Pullmann, M. D., & Sather, A. (2015). Psychometrics, reliability, and validity of a wraparound team observation measure. Journal of Child and Family Studies, 24(4), 979–991. doi: 10.1007/s10826-014-9908-5  [abstract]
  • Giangreco, M. F. & Suter, J. C. (2015). Precarious or purposeful? Proactively building inclusive special education service delivery on solid ground. Inclusion: The e-Journal of the American Association on Intellectual and Developmental Disabilities, 3(3), 112-131. doi: 10.1352/2326-6988-3.3.112  [abstract]
  • Schroeter, M. K., Strolin-Goltzman, J., Suter, J. C., Werrbach, M., Hayden-West, K., Wilkins, Z., et al. (2015). Foster youth perceptions on educational well-being. Families in Society: The Journal of Contemporary Social Services, 96(4), 227–233. doi: 10.1606/1044-3894.2015.96.30  [abstract]
  • Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2014). Italian and American progress toward inclusve education Common concerns and future directions. Life Span and Disability, 17(1), 119-136.
  • Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2013). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education, 47(2), 121-131. doi: 10.1177/0022466911419015  [abstract]
  • Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Constructively responding to requests for paraprofessionals: We keep asking the wrong questions. Remedial and Special Education, 33, 362-373 doi: 10.1177/0741932511413472  [abstract]
  • Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Demographic and personnel service delivery data: Implications for including students with disabilities in Italian schools. Life Span & Disability, 15(1), 97-123. Retrieved from www.lifespan.it
  • Eber, L., Hyde, K. Suter, J. C., & Breen, K. (2011). Integrating wraparound into a system of school-wide positive behavior supports. Journal of Child and Family Studies, 20, 782-790. doi: 10.1007/s10826-010-9424-1  [abstract]
  • Bertram, R. M., Suter, J. C., & Bruns, E. J. (2011). Implementation research and wraparound literature: Building a research agenda. Journal of Child and Family Studies, 20, 713-725. doi: 10.1007/s10826-010-9430-3  [abstract]
  • 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., 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.
  • 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]

Grants

  • Efficacy of RENEW for High School Students with Emotional and Behavioral Challenges [$3,500,000] from Institute on Education Sciences, United States Department of Education: Purpose: This study tests whether the RENEW (Rehabilitation, Empowerment, Natural supports, Education and Work) program can improve academic performance for the estimated 5-10% of high school students at risk for school failure due to emotional and behavioral challenges (EBC). Students with EBC have one of the highest dropout rates (nearly 45 percent), yet they rarely receive the individualized supports needed to help them succeed and graduate from high school. RENEW promotes student engagement, self-determination, and social support as protective factors hypothesized to support the unique needs of students with EBC to keep them connected with school and on a path to high school graduation. Project Activities: The study takes place in high schools with Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) in place. In each of three school years, eligible students within each participating school will be randomly assigned to receive RENEW or to serve as controls. Researchers will assess the impact of RENEW on engagement in school, self-determination skills (e.g., problem-solving, planning, help-seeking), and perceived social support as well as academic and behavioral functioning throughout the 12-month intervention period and for as long as they remain in the study schools. Products: The research team will generate evidence of the efficacy of RENEW to improve the engagement, motivation, behavior and academic achievement of high school students with EBC who have not responded to universal and targeted supports within SWPBIS high schools. Researchers will also produce peer-reviewed publications. Setting: Participating high schools (approximately 10) are located in Illinois, Maryland, New Hampshire, and Vermont and are situated in urban, suburban, town and rural regions with total enrollments ranging from fewer than 400 students to over 3000 students. Sample: Approximately 380 high school students will participate. Eligible high school students are those who are in the ninth or tenth grade, at risk for school failure because of academic challenges or being disengaged from school, and have emotional or behavioral challenges that have not responded to universal (Tier 1) or targeted (Tier 2) SWPBIS supports. Intervention: RENEW (Rehabilitation, Empowerment, Natural supports, Education and Work) is an individualized intervention designed for high school students with emotional and behavioral challenges (EBC). RENEW, a Tier 3 SWPBIS intervention, is designed to leverage the unique resources in the local school and community (2015-07-01)
    Role: Principal Investigator

Professional Associations

  • American Psychological Association (APA)

Jesse Suter

Education