Strolin-Goltzman, J., Woodhouse, V., Suter, J. C., Werrbach, M. (2016). A mixed method study on educational well-being and resilience among youth in foster care. Children and Youth Services Review, 70, 30-36. doi: 10.1016/j.childyouth.2016.08.014
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
Giangreco, M. F. & Suter, J. C. (2015). Precarious or purposeful? Proactively building inclusive special education service delivery on solid ground. Inclusion, 3(3). 112-131. doi: 10.1352/2326-6988-3.3.112
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
Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2014). Italian and American progress toward inclusive education: Common concerns and future directions. Life Span & Disability, 17(1), 119-136. Retrieved from www.lifespan.it
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
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
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
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
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
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
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
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
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
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
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
Woodside-Jiron, H., Strolin-Goltzman, J. & Suter, J. C. (2013). How neuroscience can inform educational practices for youth involved in the child welfare system. In Matto, H.C., Strolin-Goltzman, J. & Ballan, M. (Eds.) Neuroscience for Social Work: Implications for practice, policy, and research (pp.161-175). New York: Springer Publications.
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., 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 Wraparound Initiative. Available online at http://www.nwi.pdx.edu/NWI-book/
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. Available online at http://www.nwi.pdx.edu/NWI-book/
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.
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.