Amanda L Sullivan
Biographic Data
| ID | 5121009 |
|---|---|
| NAME | Amanda L Sullivan |
| GIVEN NAMES | Amanda L |
| FAMILY NAME | Sullivan |
| SIGNATURE | SULLIVAN A L |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0001-8675-154X |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Racial and Gender Bias in School Psychologists’ Special Education Classification Considerations
For minoritized groups that disproportionately face insufficient access to clinical services, schools are often the most accessible means for formal evaluation and intervention for a range of disabilities. However, the long history of racial and gender disproportionality in special education necessitates a greater understanding of factors contributing to inaccurate identification. The current study employed a multilevel modeling framework to eval…
Unsettling and rerooting psychological practice in schools: Part 1 - Overview of colonization and its influence on school psychology
Unsettling and rerooting psychological practice in schools: Part 2 - Decolonization and indigenization of school psychology as liberatory praxis
Social justice initiatives often ignore or minimize the concepts, processes, and realities of colonialism, decolonization, or Indigenization. In Part 1, we overviewed colonialism and how it shapes school psychology and limits the potential of equity and social justice initiatives to promote inclusive liberation. We argued that decolonization and Indigenization are necessary for liberatory futures. In Part 2, we define Indigenization and decoloniz…
Systematic review of the associations of SWPBS with exclusionary discipline and disproportionality in U.S. schools
Parental incarceration in school psychology publications: A scoping review, content analysis, and comparison to related disciplines
No “Top of the triangle kids”: Toward conceptual clarity of students, behavior, and tiers in MTSS to advance social justice
Academic achievement and relations to externalizing behavior: Much ado about nothing
Some of the worst long-term outcomes of children are associated with the presence of externalizing behavior and low academic achievement. However, the nature of the causal and predictive relationship between these two domains remains contested due to inconsistent findings in previous literature. Leveraging a nationally representative sample (N = 7330) from the Early Childhood Longitudinal Study (ECLS)-Kindergarten Cohort of 2011, we used latent c…
Predictors of kindergarten‐reading performance for children with special needs: Do intervention intensity and service provider matter
Over 1 million children under age 5 years who have special needs are served by early intervention and early childhood special education (EI/ECSE) intended to promote academic and non‐cognitive school readiness. Past research suggested these services may have null or negative effects on kindergarten‐reading skills, but these studies did not account for features of the services received by participants. Using data from the Early Childhood Longitudi…
Overcoming Disaster Through Critical Consciousness and Ideological Change
In this commentary, I argue that the systemic inequities driving and resulting from the wide-ranging immediate and long-term effects of COVID-19 are the key issue around which our field should rally as we reconceptualize school psychology in the 21st century. I offer this commentary as complementary to the growing body of scholarship describing reforms and practices to address the current and long-term challenges of COVID-19, as well as to broade…
Discrimination Matters: Relations of Perceived Discrimination to Student Mental Health
Effects of child care subsidy on school readiness of young children with or at-risk for special needs
Patterns and predictors of childcare subsidies for children with and without special needs
A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth
Refugees often experience significant psychological distress, but many do not receive necessary services. Among children and youth, most mental health services are provided by schools, so schools are an important service provider for young refugees. We conducted a systemic literature review to synthesize and evaluate the existing research on school-based interventions to improve mental health or social-emotional functioning of students who are re…
Adolescent Racial Identity: Self-Identification of Multiple and “Other” Race/Ethnicities
This mixed methods study focused on adolescents who rejected conventional singular racial/ethnic categorization by selecting multiple race/ethnicities or writing descriptions of “Other” racial/ethnic identities in response to a survey item asking them to identify their race/ethnicity. Written responses reflected eight distinct categories ranging from elaborative descriptions of conventional race categories to responses refusing the construct of r…
Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk
We examined the risk of disability identification associated with individual and school variables. The sample included 18,000 students in 39 schools of an urban K-12 school system. Descriptive analysis showed racial minority risk varied across 7 disability categories, with males and students from low-income backgrounds at highest risk in most disability categories. Multilevel analyses showed that school variables were not generally significant pr…
Disproportionality in Special Education Identification and Placement of English Language Learners
This study explored the extent of disproportionality in the identification and placement of culturally and linguistically diverse students identified as English language learners in special education. Descriptive statistics and regression analyses examined patterns and predictors of identification and placement in special education among English learners throughout the state relative to their White peers. The results indicate that these students …
Theorizing Racial Inequity in Special Education: Applying Structural Inequity Theory to Disproportionality
Despite decades of research examining the disproportionate representation of racial minority students in special education, our understanding of the complexity of disproportionality remains incomplete and much of the previous research was designed without a clear theoretical framework. This exploratory study applied a structural theoretical lens as a means of understanding racial inequity in special education across analytical scales, racial grou…
Theorizing Racial Inequity in Special Education: Applying Structural Inequity Theory to Disproportionality
Despite decades of research examining the disproportionate representation of racial minority students in special education, our understanding of the complexity of disproportionality remains incomplete and much of the previous research was designed without a clear theoretical framework. This exploratory study applied a structural theoretical lens as a means of understanding racial inequity in special education across analytical scales, racial grou…
Discrimination Matters: Relations of Perceived Discrimination to Student Mental Health
Adolescent Racial Identity: Self-Identification of Multiple and “Other” Race/Ethnicities
This mixed methods study focused on adolescents who rejected conventional singular racial/ethnic categorization by selecting multiple race/ethnicities or writing descriptions of “Other” racial/ethnic identities in response to a survey item asking them to identify their race/ethnicity. Written responses reflected eight distinct categories ranging from elaborative descriptions of conventional race categories to responses refusing the construct of r…
Patterns and predictors of childcare subsidies for children with and without special needs
Overcoming Disaster Through Critical Consciousness and Ideological Change
In this commentary, I argue that the systemic inequities driving and resulting from the wide-ranging immediate and long-term effects of COVID-19 are the key issue around which our field should rally as we reconceptualize school psychology in the 21st century. I offer this commentary as complementary to the growing body of scholarship describing reforms and practices to address the current and long-term challenges of COVID-19, as well as to broade…
Disproportionality in Special Education Identification and Placement of English Language Learners
This study explored the extent of disproportionality in the identification and placement of culturally and linguistically diverse students identified as English language learners in special education. Descriptive statistics and regression analyses examined patterns and predictors of identification and placement in special education among English learners throughout the state relative to their White peers. The results indicate that these students …
Theorizing Racial Inequity in Special Education: Applying Structural Inequity Theory to Disproportionality
Despite decades of research examining the disproportionate representation of racial minority students in special education, our understanding of the complexity of disproportionality remains incomplete and much of the previous research was designed without a clear theoretical framework. This exploratory study applied a structural theoretical lens as a means of understanding racial inequity in special education across analytical scales, racial grou…
Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk
We examined the risk of disability identification associated with individual and school variables. The sample included 18,000 students in 39 schools of an urban K-12 school system. Descriptive analysis showed racial minority risk varied across 7 disability categories, with males and students from low-income backgrounds at highest risk in most disability categories. Multilevel analyses showed that school variables were not generally significant pr…
Adolescent Racial Identity: Self-Identification of Multiple and “Other” Race/Ethnicities
This mixed methods study focused on adolescents who rejected conventional singular racial/ethnic categorization by selecting multiple race/ethnicities or writing descriptions of “Other” racial/ethnic identities in response to a survey item asking them to identify their race/ethnicity. Written responses reflected eight distinct categories ranging from elaborative descriptions of conventional race categories to responses refusing the construct of r…
A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth
Refugees often experience significant psychological distress, but many do not receive necessary services. Among children and youth, most mental health services are provided by schools, so schools are an important service provider for young refugees. We conducted a systemic literature review to synthesize and evaluate the existing research on school-based interventions to improve mental health or social-emotional functioning of students who are re…
Effects of child care subsidy on school readiness of young children with or at-risk for special needs
Patterns and predictors of childcare subsidies for children with and without special needs
Discrimination Matters: Relations of Perceived Discrimination to Student Mental Health
Academic achievement and relations to externalizing behavior: Much ado about nothing
Some of the worst long-term outcomes of children are associated with the presence of externalizing behavior and low academic achievement. However, the nature of the causal and predictive relationship between these two domains remains contested due to inconsistent findings in previous literature. Leveraging a nationally representative sample (N = 7330) from the Early Childhood Longitudinal Study (ECLS)-Kindergarten Cohort of 2011, we used latent c…
Predictors of kindergarten‐reading performance for children with special needs: Do intervention intensity and service provider matter
Over 1 million children under age 5 years who have special needs are served by early intervention and early childhood special education (EI/ECSE) intended to promote academic and non‐cognitive school readiness. Past research suggested these services may have null or negative effects on kindergarten‐reading skills, but these studies did not account for features of the services received by participants. Using data from the Early Childhood Longitudi…
Overcoming Disaster Through Critical Consciousness and Ideological Change
In this commentary, I argue that the systemic inequities driving and resulting from the wide-ranging immediate and long-term effects of COVID-19 are the key issue around which our field should rally as we reconceptualize school psychology in the 21st century. I offer this commentary as complementary to the growing body of scholarship describing reforms and practices to address the current and long-term challenges of COVID-19, as well as to broade…
Systematic review of the associations of SWPBS with exclusionary discipline and disproportionality in U.S. schools
Parental incarceration in school psychology publications: A scoping review, content analysis, and comparison to related disciplines
No “Top of the triangle kids”: Toward conceptual clarity of students, behavior, and tiers in MTSS to advance social justice
Racial and Gender Bias in School Psychologists’ Special Education Classification Considerations
For minoritized groups that disproportionately face insufficient access to clinical services, schools are often the most accessible means for formal evaluation and intervention for a range of disabilities. However, the long history of racial and gender disproportionality in special education necessitates a greater understanding of factors contributing to inaccurate identification. The current study employed a multilevel modeling framework to eval…
Unsettling and rerooting psychological practice in schools: Part 1 - Overview of colonization and its influence on school psychology
Unsettling and rerooting psychological practice in schools: Part 2 - Decolonization and indigenization of school psychology as liberatory praxis
Social justice initiatives often ignore or minimize the concepts, processes, and realities of colonialism, decolonization, or Indigenization. In Part 1, we overviewed colonialism and how it shapes school psychology and limits the potential of equity and social justice initiatives to promote inclusive liberation. We argued that decolonization and Indigenization are necessary for liberatory futures. In Part 2, we define Indigenization and decoloniz…
Psychology (12 works) · Developmental psychology (8 works) · Medicine (7 works) · Early Childhood Education and Development (6 works) · Sociology (6 works) · Special education (6 works) · Education Discipline and Inequality (5 works) · Mathematics education (5 works) · Behavioral and Psychological Studies (4 works) · Counseling Practices and Supervision (4 works)