Research/Scholarly/Creative Works

Theses / Dissertations

• Sutherland DE. (2006) Phonological representations, phonological awareness, and print decoding ability in children with moderate to severe speech impairment. Christchurch, New Zealand. University of Canterbury.

Journal Articles

• Borren J., Sutherland D. and Maidment J. (2023) A speed-networking model for facilitating interprofessional education and work-integrated learning. International Journal of Work-Integrated Learning 24(2): 157-167.

• Sutherland D., Flynn S., Kurzeja O., Griffin J. and Hastings R. (2023) Family-systems interventions for families of people with an intellectual disability or who are autistic: a systematic review. Journal of Intellectual Disability Research http://dx.doi.org/10.1111/jir.13068.

• White J., Sutherland D. and Tesar M. (2023) Re/sponse-able Visual Ethics for Education: Editorial. Video Journal of Education and Pedagogy 50(10): 1-8. http://dx.doi.org/10.1163/23644583-08010001.

• Elliott C., Sutherland D., Gerhard D. and Theys C. (2022) An evaluation of the P300 Brain Computer Interface, EyeLink Board and Eye Tracking Camera as Augmentative and Alternative Communication Devices. Journal of Speech, Language, and Hearing Research http://dx.doi.org/10.1044/2022_JSLHR-21-00572.

• Henderson-Faranda N., Newbury J. and Sutherland D. (2022) Using computer assisted instruction to improve reading comprehension of children on the autism spectrum: a pilot study. Australian Journal of Learning Difficulties.

• Newbury J., Sutherland D., Schroeter K. and Thomson J. (2022) Evidence for use of the Quick Interactive Language Screener (QUILS) to measure the relationship between socioeconomic status and language development: Commentary. Evidence-Based Communication Assessment and Intervention.

• Gibson E., Sutherland D. and Newbury J. (2020) New Zealand parents/caregivers’ knowledge and beliefs about child language development. Speech, Language and Hearing http://dx.doi.org/10.1080/2050571X.2020.1827829.

• McLay L., Sutherland D., Machalicek W. and Sigafoos J. (2020) Systematic Review of Telehealth Interventions for the Treatment of Sleep Problems in Children and Adolescents. Journal of Behavioral Education 29(2): 222-245. http://dx.doi.org/10.1007/s10864-020-09364-8.

• Newbury JM. and Sutherland D. (2019) Measurement of child-directed speech: A survey of clinical practice. International Journal of Speech-Language Pathology http://dx.doi.org/10.1080/17549507.2019.1650111.

• Westley M., Sutherland D. and Bunnell HT. (2019) Voice Banking to Support People Who Use Speech-Generating Devices: New Zealand Voice Donors' Perspectives. Perspectives of the ASHA Special Interest Groups 4(4): 593-600. http://dx.doi.org/10.1044/2019_pers-sig2-2018-0011.

• Gosteva A. and Sutherland D. (2018) Child-centred play therapy strategies for promoting self-regulation in children with developmental disabilities.. The First Years Nga Tau Tuatahi: New Zealand Journal of Infant and Toddler Education 20(2): 27-33.

• McLay L., Schäfer MCM., van der Meer L., Couper L., McKenzie E., O Reilly MF., Lancioni GE., Marschik PB., Sigafoos J. and Sutherland D. (2017) Acquisition, Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder. International Journal of Disability, Development and Education 64(2): 117-130. http://dx.doi.org/10.1080/1034912X.2016.1188892.

• McLay L., Church J. and Sutherland D. (2016) Variables affecting the emergence of untaught equivalence relations in children with and without autism. Developmental Neurorehabilitation 19(2): 75-87. http://dx.doi.org/10.3109/17518423.2014.899649.

• Schäfer MCM., Sutherland D., McLay L., Achmadi D., van der Meer L., Sigafoos J., Lancioni GE., O Reilly MF., Schlosser RW. and Marschik PB. (2016) Research note: attitudes of teachers and undergraduate students regarding three augmentative and alternative communication modalities. AAC: Augmentative and Alternative Communication 32(4): 312-319. http://dx.doi.org/10.1080/07434618.2016.1244561.

• Achmadi D., van der Meer L., Sigafoos J., Lancioni GE., O'Reilly MF., Lang R., Schlosser RW., Hodis F., Green VA. and Sutherland D. (2015) Undergraduates' perceptions of three augmentative and alternative communication modes. Developmental Neurorehabilitation 18(1): 22-25. http://dx.doi.org/10.3109/17518423.2014.962767.

• McLay L., van der Meer L., Schäfer MCM., Couper L., McKenzie E., O'Reilly MF., Lancioni GE., Marschik PB., Green VA. and Sigafoos J. (2015) Comparing Acquisition, Generalization, Maintenance, and Preference Across Three AAC Options in Four Children with Autism Spectrum Disorder. Journal of Developmental and Physical Disabilities 27(3): 323-339. http://dx.doi.org/10.1007/s10882-014-9417-x.

• Achmadi D., Sigafoos J., van der Meer L., Sutherland D., Lancioni GE., O'Reilly MF., Hodis F., Green VA., McLay L. and Marschik PB. (2014) Acquisition, preference, and follow-up data on the use of three AAC options by four boys with developmental disability/delay. Journal of Developmental and Physical Disabilities 26(5): 565-583. http://dx.doi.org/10.1007/s10882-014-9379-z.

• Couper L., Van Der Meer L., Schäfer MCM., Mckenzie E., Mclay L., O'reilly MF., Lancioni GE., Marschik PB., Sigafoos J. and Sutherland D. (2014) Comparing acquisition of and preference for manual signs, picture exchange, and speech-generating devices in nine children with autism spectrum disorder. Developmental Neurorehabilitation 17(2): 99-109. http://dx.doi.org/10.3109/17518423.2013.870244.

• Purvis C., McNeill BC. and Sutherland D. (2014) Language, communication, and literacy skills of adolescents with behavioral difficulties in mainstream education. Speech, Language and Hearing 17(4): 225-236. http://dx.doi.org/10.1179/2050572814Y.0000000044.

• Roche L., Sigafoos J., Lancioni GE., O'Reilly MF., Green VA., Sutherland D., Van Der Meer L., Schlosser RW., Marschik PB. and Edrisinha CD. (2014) Tangible symbols as an AAC option for individuals with developmental disabilities: A systematic review of intervention studies. AAC: Augmentative and Alternative Communication 30(1): 28-39. http://dx.doi.org/10.3109/07434618.2013.878958.

• Roche L., Sigafoos J., Lancioni GE., O'Reilly MF., Schlosser RW., Stevens M., van der Meer L., Achmadi D., Kagohara D. and James R. (2014) An evaluation of speech production in two boys with neurodevelopmental disorders who received communication intervention with a speech-generating device. International Journal of Developmental Neuroscience 38: 10-16. http://dx.doi.org/10.1016/j.ijdevneu.2014.07.003.

• Roche L., Sigafoos J., Lancioni GE., O'Reilly MF., van der Meer L., Achmadi D., Green VA., Kagohara D., Sutherland D. and Rayner C. (2014) Comparing Tangible Symbols, Picture Exchange, and a Direct Selection Response for Enabling Two Boys with Developmental Disabilities to Access Preferred Stimuli. Journal of Developmental and Physical Disabilities 26(3): 249-261. http://dx.doi.org/10.1007/s10882-013-9361-1.

• Sigafoos J., O’Reilly MF., Lancioni GE. and Sutherland D. (2014) Augmentative and Alternative Communication for Individuals with Autism Spectrum Disorder and Intellectual Disability. Current Developmental Disorders Reports 1(2): 51-57. http://dx.doi.org/10.1007/s40474-013-0007-x.

• Sutherland D., van der Meer L., Sigafoos J., Mirfin-Veitch B., Milner P., O'Reilly MF., Lancioni GE. and Marschik PB. (2014) Survey of AAC Needs for Adults with Intellectual Disability in New Zealand. Journal of Developmental and Physical Disabilities 26(1): 115-122. http://dx.doi.org/10.1007/s10882-013-9347-z.

• van der Meer L., Achmadi D., Cooijmans M., Didden R., Lancioni GE., O Reilly MF., Roche L., Stevens M., Carnett A. and Hodis F. (2014) An iPad-Based Intervention for Teaching Picture and Word Matching to a Student with ASD and Severe Communication Impairment. Journal of Developmental and Physical Disabilities 27(1): 67-78. http://dx.doi.org/10.1007/s10882-014-9401-5.

• van der Meer L., Sigafoos J., Sutherland D., McLay L., Lang R., Lancioni G., O'Reilly M. and Marschik P. (2014) Preference-Enhanced Communication Intervention and Development of Social Communicative Functions in a Child With Autism Spectrum Disorder. Clinical Case Studies 13(3): 282-295. http://dx.doi.org/10.1177/1534650113508221.

• Waddington H., Sigafoos J., Lancioni GE., O'Reilly MF., van der Meer L., Carnett A., Stevens M., Roche L., Hodis F. and Green VA. (2014) Three children with autism spectrum disorder learn to perform a three-step communication sequence using an iPad^®-based speech-generating device. International Journal of Developmental Neuroscience 39(C): 59-67. http://dx.doi.org/10.1016/j.ijdevneu.2014.05.001.

• Arthur-Kelly M., Sutherland D., Lyons G., Macfarlane S. and Foreman P. (2013) Reflections on enhancing pre-service teacher education programmes to support inclusion: Perspectives from New Zealand and Australia. European Journal of Special Needs Education 8(2): 217-233. http://dx.doi.org/10.1080/08856257.2013.778113.

• Couper L., Sutherland D. and van Bysterveldt A. (2013) Children with Autism Spectrum Disorder in the Mainstream Playground. Kairaranga 14(1): 25-31.

• Kagohara D., Achmadi D., van der Meer L., Lancioni G., O'Reilly M., Lang R., Marschik P., Sutherland D., Ramdoss S. and Green V. (2013) Teaching Two Students with Asperger Syndrome to Greet Adults Using Social Stories™ and Video Modeling. Journal of Physical and Developmental Disabilities 25(2): 241-251. http://dx.doi.org/10.1007/s10882-012-9300-6.

• Kagohara DM., van der Meer L., Ramdoss S., O'Reilly MF., Lancioni GE., Davis TN., Rispoli M., Lang R., Marschik PB. and Sutherland D. (2013) Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities 34(1): 147-156. http://dx.doi.org/10.1016/j.ridd.2012.07.027.

• McLay L., Sutherland D., Church J. and Tyler-Merrick G. (2013) The formation of equivalence classes in individuals with autism spectrum disorder: A review of the literature. Research in Autism Spectrum Disorders 7(2): 418-431. http://dx.doi.org/10.1016/j.rasd.2012.11.002.

• Sigafoos J., Lancioni G., O'Reilly M., Achmadi D., Stevens M., Roche L., Kagohara D., van der Meer L., Sutherland D. and Lang R. (2013) Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device. Research in Autism Spectrum Disorders 7(8): 923-930. http://dx.doi.org/10.1016/j.rasd.2013.04.002.

• Sutherland D. (2013) What's the evidence? The use of iPods® or iPads® to support communication intervention for children with ASD. Journal of Clinical Practice in Speech-Language Pathology 15(1): 40-43.

• van der Meer L., Didden R., Sutherland D., O'Reilly MF., Lancioni GE. and Sigafoos J. (2013) Erratum to: Comparing Three Augmentative and Alternative Communication Modes for Children with Developmental Disabilities (J Dev Phys Disabil, (2012), 24, (451-468), 10.1007/s10882-012-9283-3). Journal of Developmental and Physical Disabilities 25(2): 271-272. http://dx.doi.org/10.1007/s10882-013-9331-7.

• Van Der Meer L., Kagohara D., Roche L., Sutherland D., Balandin S., Green V., O'Reilly M., Lanciono G., Marschiks P. and Sigafoos J. (2013) Teaching Multi-Step Requesting and Social Communication to Two Children with Autism Spectrum Disorders with Three AAC Options. Augmentative and Alternative Communication 29(3): 222-234. http://dx.doi.org/10.3109/07434618.2013.815801.

• Achmadi D., Kagohara DM., van der Meer L., O'Reilly MF., Lancioni GE., Sutherland D., Lang R., Marschik PB., Green VA. and Sigafoos J. (2012) Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders. Research in Autism Spectrum Disorders 6(4): 1258-1264. http://dx.doi.org/10.1016/j.rasd.2012.05.005.

• Kagohara DM., van der Meer L., Achmadi D., Green VA., O'Reilly MF., Lancioni GE., Sutherland D., Lang R., Marschik PB. and Sigafoos J. (2012) Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices. Research in Autism Spectrum Disorders 6(3): 1224-1233. http://dx.doi.org/10.1016/j.rasd.2012.04.001.

• Leigh A., Sutherland D. and Howe T. (2012) The experiences of intimacy by adults with acquired communication disorders who use AAC. Journal of Clinical Practise in Speech-language Pathology 14(2): 58-63.

• Rahaman M. and Sutherland D. (2012) Attitudes and Concerns of Teacher Educators towards Inclusive Education for Children with Disabilities in Bangladesh. Critical Literacies: Theory and Practice 6(2): 86-101.

• van der Meer L., Didden R., Sutherland D., O'Reilly MF., Lancioni GE. and Sigafoos J. (2012) Comparing three augmentative and alternative communication modes for children with developmental disabilities. Journal of Developmental and Physical Disabilities 24(5): 451-468. http://dx.doi.org/10.1007/s10882-012-9283-3.

• van der Meer L., Kagohara D., Achmadi D., O'Reilly MF., Lancioni GE., Sutherland D. and Sigafoos J. (2012) Speech-generating devices versus manual signing for children with developmental disabilities. Research in Developmental Disabilities 33(5): 1658-1669. http://dx.doi.org/10.1016/j.ridd.2012.04.004.

• van der Meer L., Sutherland D., O'Reilly MF., Lancioni GE. and Sigafoos J. (2012) A further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders. Research in Autism Spectrum Disorders 6(4): 1247-1257. http://dx.doi.org/10.1016/j.rasd.2012.04.005.

• Mathis H., Sutherland D. and McAuliffe M. (2011) The effect of pause time upon the communicative interactions of young people who use augmentative and alternative communication. International Journal of Speech-Language Pathology 13(5): 411-421. http://dx.doi.org/10.3109/17549507.2011.524709.

• Sutherland D., McNeill B. and Gillon G. (2009) Communication impairments and behaviour problems in children and adolescents: A review of the literature. ACQuiring Knowledge in Speech, Language and Hearing 11(3): 132-135.

• Basu A., Hayden C., McKee G., Quinn H. and Sutherland D. (2008) Inquiry-based learning and virtual worlds: Lessons for the adult learner community. New Zealand Journal of Adult Learning 36(2): 62-79.

• Sutherland D. (2008) Computer-based video instruction facilitates AAC-device use in community settings. Evidence-Based Communication Assessment and Intervention 2(2): 84-86. http://dx.doi.org/10.1080/17489530802049049.

• Sutherland D. and Gillon G. (2008) Examining Phonological Representations in a Child with Complex Communication Needs. New Zealand Journal of Speech-Language Therapy 63: 4-23.

• Sutherland D. and Gillon G. (2007) Development of phonological representations and phonological awareness in children with speech impairment. International Journal of Language & Communication Disorders 42(2): 229-250. http://dx.doi.org/10.1080/13682820600806672.

• Sutherland D. and Gillon GT. (2005) Assessment of Phonological Representations in Children With Speech Impairment. Language, Speech & Hearing Services in Schools 36(4): 294-307.

• Sutherland D., Gillon G. and Yoder DE. (2005) AAC use and service provision: A survey of New Zealand speech-langugae therapists. Augmentative and Alternative Communication 21(4): 295-307. http://dx.doi.org/10.1080/07434610500103483.

Chapters

• Sutherland D. (2021) Developing Communication Skills. In Strnadová I; Arthur-Kelly M; Foreman P (Ed.), Inclusion in Action (6th ed.) Melbourne: Cengage.

• Platt-Young Z., Shahri B., Sutherland D. and Hoermann S. (2019) Requirements Analysis of a Serious Game for Deaf Players. In Laipis A; Yannakais G; Ninaus M; Gentile M (Ed.), Games and Learning Alliance.

• Sutherland DE. (2019) Literacy proficiency among students in Aotearoa-New Zealand: Why the gap between Māori and Pākehā? In Cocq C; Sullivan K (Ed.), Perspectives on Indigenous Writing and Literacies: 67-86. Leiden: Brill. http://dx.doi.org/10.1163/9789004298507_005.

• Sutherland DE. (2017) Developing communication skills. In Foreman P; Arthur-Kelly M (Ed.), Inclusion in Action (5th ed.): 300-345. Melbourne: Cengage.

• Hornby G. and Sutherland D. (2014) School principals' views of teaching standards for inclusive education in New Zealand. In Jones P (Ed.), Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals: 47-56. Abingdon: Routledge.

• Sutherland D. (2014) Developing Communication Skills. In Foreman P; Arthur-Kelly M (Ed.), Inclusion in Action (4th ed.): 284-324. Melbourne: Cengage.

• Hornby G. and Sutherland DE. (2013) School principals' views of teaching standards for inclusive education in New Zealand.. In Jones P (Ed.), Bringing Insider Perspectives into Inclusive Teacher Learning Potentials and challenges for educational professionals: 47-56.Routledge.

• Khan TA., Rahaman MM., Hornby G., Sutherland D., Everatt J. and Greenwood J. (2013) Inclusive Education at Secondary Level in Bangladesh: Challenges and Recommendations. In Greenwood J; Everatt J; Kabir AH; Alam S (Ed.), Research and educational change in Bangladesh: 245-261. Dhaka: University of Dhaka Press.

• Sutherland D. (2011) Developing Communication Skills. In Foreman P (Ed.), Inclusion in Action (3rd ed.): 268-313. Melbourne: Cengage.

• Sutherland D., Sigafoos J., Schlosser RW., O'Reilly MF. and Lancioni GE. (2010) Are Speech-Generating Devices Viable AAC Options for Adults with Intellectual Disabilities? In Mullennix J; Stern S (Ed.), Computer Synthesized Speech Technologies: Tools for Aiding Impairment: 161-176. Hershey: Medical Information Science Reference.

• Paul R. and Sutherland D. (2005) Enhancing early language development in children with autism spectrum disor. In Volkmar F; Paul R; Klin A; Cohen D (Ed.), Handbook of Autism and Developmental Disorders: 946-976. New York: Wiley & Sons.

Conference Contributions - Other

• Chi I., Newbury J. and Sutherland D. (2021) Improving social communication in children with autism through video self-modelling: An early efficacy study. Online: New Zealand Speech Language Therapists Conference 2021, 1-3 Nov 2021.

• Gaffney T., Newbury J., Sutherland D. and Macrae T. (2021) Speech-language pathologists’ practices of parental involvement in paediatric speech and language intervention funded by the National Disability Insurance Scheme. Online: New Zealand Speech Language Therapist Association, 1 Nov 2021.

• Henderson-Faranda N., Newbury J. and Sutherland D. (2021) Intervention for reading comprehension for children with autism and developmental language disorder: What SLTs need to know. Online: New Zealand Speech Language Therapy Association Conference 2021, 1-3 Nov 2021.

• Newbury J. and Sutherland D. (2021) Validation of the Responsivity Training Scale (ReTS): A clinical tool to measure child-directed speech in parent-child interaction. Online: New Zealand Speech Language Therapy Association Conference 2021, 1-3 Nov 2021.

• Newbury J., Sutherland D., Moyle C. and Ramsay R. (2021) Speech language therapists' perceptions of facilitators and barriers to maximising quality and quantity of child-directed speech by adults. Online: New Zealand Speech Language Therapist Conference 2021, 1-3 Nov 2021.

• Basu A., Kirk R., O'steen B., Meeks M., Seaton P., Sheehan D. and Sutherland D. (2020) Building an Interprofessional (IP) research team through careful consideration of an IP Research methodology. Te Papa Hauora, Christchurch: INTERPROFESSIONAL EDUCATION AND PRACTICE SHOWCASE 2020, 20-20 Nov 2020.

• Henderson Faranda N., Newbury J. and Sutherland D. (2020) Efficacy of a reading comprehension support programme for children with autism. Wellington (online): Asfar, 10-11 Dec 2020.

• Newbury J. and Sutherland D. (2020) Validation of the Responsivity Training Scale (ReTS): A clinical tool to measure child directed speech in parent-child interaction. Christchurch: Jayne Newbury, 28-30 Sep 2020.

• Newbury J. and Sutherland D. (2019) A faster way to measure child-directed speech: Development and validation of a new clinical tool. Brisbane, Australia: Speech Pathology Australia Conference, 2-5 Jun 2019.

• Sutherland D. and Logan E. (2019) Communication Best Practice and Voice Banking in Motor Neurone Disease. Auckland: Motor Neurone Disease Research Network, 9-9 Dec 2019.

Conference Contributions - Published

• Zoë PY., Bahareh S., Dean S. and Simon H. (2019) Requirements analysis of a serious game for deaf players. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) 11899 LNCS: 24-31. http://dx.doi.org/10.1007/978-3-030-34350-7_3.

Conference Contributions - Other

• Elliott C., Theys C. and Sutherland D. (2018) Comparison of usability of three Augmentative and Alternative Communication (AAC) systems: EyeLink, eye tracking camera and P300 speller. Christchurch, New Zealand: 2nd international 'Stroke Rehab: From No-Tech to Go-Tech' Conference, 29-31 Jan 2018.

• Elliott C., Theys C. and Sutherland D. (2018) Comparison of usability of two AAC systems in older adults: EyeLink and eye tracking camera. Boston, United States of America: American Speech-Language-Hearing Association Annual Convention, 15-17 Nov 2018.

• Goldman A., Berlanga Ramirez G., Sutherland DE. and Phillips C. (2018) Are you ready? Emergencies, Disasters, and People who use AAC and their Families. Gold Coast, Australia: 18th Biennial Conference of International Society for Augmentative and Alternative Communication (ISAAC), 23-26 Jul 2018.

• Hector Z., Gibson L., Sutherland D., Platt-Young Z. and Hoermann S. (2018) Talk Town – social pragmatic skills for children with hearing impairment. Adelaide, SA (Australia): Australian and New Zealand Conference for Educators of the Deaf (ANZCED), 12-14 Jul 2018.

• Hector Z., Sutherland D., Gibson L., Platt-Young Z. and Hoermann S. (2018) Talk Town – social pragmatic skills for children with hearing impairment. Auckland (New Zealand): 42nd Annual Conference of the New Zealand Audiological Society, 4-7 Jul 2018.

• Newbury JM. and Sutherland D. (2018) Measurement of child-directed speech: What does the evidence say? Dunedin: New Zealand Speech Language Therapist Association Professional Development Symposium, 13-14 Sep 2018.

Conference Contributions - Published

• Newbury JM. and Sutherland D. (2018) Child-directed speech: Closing the gap between clinical practice and research. In.

• Platt-Young Z., Shahri B., Hector Z., Sutherland DE. and Hoermann S. (2018) Designing For The Deaf: The Potential Of Technology Supported Social Skills Training Interventions For D/Deaf and Hard Of Hearing Students.. In.

Conference Contributions - Other

• Westley M. and Sutherland DE. (2018) Creating New Zealand Voices: Donor perspectives of the voice banking process.. Gold Coast, Australia: 18th Biennial Conference of International Society for Augmentative and Alternative Communication (ISAAC), 23-26 Jul 2018.

• Lim B., Cook KJ., Sutherland D. and Tillard G. (2017) Clinical Supervision for Allied Health Professionals in Singapore: Current Framework, Facilitators, Barriers & the Future. Los Angeles, California: American Speech-Language Hearing Association Convention, 9-11 Nov 2017.

• Sutherland DE. (2017) Building connections towards the end of life: Partner-assisted scanning AAC and some tips that can't be learned from a textbook.. Sydney: Speech Pathology Australia National Conference, 28-31 May 2017.

• Sutherland DE. and Zahir M. (2017) Speech and Language Therapy Services for children in the Maldives: Preschool Principals' Perspectives. Los Angeles: American Speech and Hearing Association Convention, 9-11 Nov 2017.

• Rahaman M. and Sutherland DE. (2016) Bangladesh Secondary Teachers' Experiences and Knowledge of Supporting Students with Disabilities. Christchurch: Inclusive Education Summit, 8-10 Jul 2016.

• Purvis C., McNeill BC., Everatt J. and Sutherland D. (2014) The effectiveness of building New Zealand student teachers' language structure knowledge within an Undergraduate Literacy Education Course. Wellington, New Zealand: 2014 New Zealand Speech-Language Therapists' Association Annual Conference (NZSTA), 9-11 Apr 2014.

• Purvis C., Sutherland D. and McNeill BC. (2014) Language and communication abilities of adolescent students with behavior difficulties. Wellington, New Zealand: 2014 New Zealand Speech-Language Therapists' Association Annual Conference (NZSTA), 9-11 Apr 2014.

• Weston-Webber N., Liberty K. and Sutherland D. (2012) The effect of a tailored parenting programme with parents of young children with autism on children's play and behaviour. Auckland, New Zealand: 5th Educational Psychology Forum (EPF), 20-21 Nov 2012.

Conference Contributions - Published

• Rahaman M. and Sutherland D. (2011) Inclusive Education Practice for Secondary School Students with Disabilities in Bangladesh. In ICERI2011 Proceedings: 785-799.

Conference Contributions - Other

• Sutherland D., Sigafoos J., van der Meer L., Mirfin-Veitch B. and Milner P. (2011) AAC & Adults With Intellectual Disability in New Zealand. San Diego, CA, USA: 2011 American Speech-Language Hearing Association (ASHA) Convention, 17-19 Nov 2011.

• Sutherland D. (2010) New Zealand Speech-Language Therapists' Association. Athens, Greece: 28th World Congress of the International Association of Logopedics and Phoniatrics, 22-26 Aug 2010.

• Sutherland D., Mathis H. and McAuliffe M. (2010) The Effect of Pause Time Upon the Communicative Interactions of Young People who use AAC. Barcelona, Spain: International Society of Augmentative and Alternative Communication (ISAAC) 2010, 24-29 Jul 2010.

• Carpenter S., Sutherland D. and McAuliffe M. (2009) Use of telecommunications for social participation by adolescents with disabilities: Facilitators and barriers. Canberra, Australia: AGOSCI 9th Biennial National Conference, 7-9 May 2009.

• Ferraro J., Talbott R., Humes L. and Sutherland D. (2008) Undergraduate curricula in Speech-Language-Hearing Reasons and Models for Change. Chicago, IL USA: 2008 ASHA Convention (American Speech & Hearing Association), 20-22 Nov 2008.

• Sutherland D. and Gillon G. (2008) Phonological Representations of a Child With Complex Communication Needs. Chicago, IL USA: 2008 ASHA Convention (American Speech & Hearing Association), 20-22 Nov 2008.

• Sutherland D. and Gillon G. (2006) Phonological representations and early literacy development in children with severe speech impairments. Perth, Australia: Speech Pathology Australia National Conference, 21-26 May 2006.

• Sutherland DE. and Gillon GT. (2005) Assessing phonological representations of children with severe speech impairment. Christchurch, New Zealand: Canterbury Conference on Communication Disorders, 7 Apr 2005.

Other

• Sutherland D. (2013) Foreword. : xxvii-xxviii. Hershey: IGI Global.

• van der Meer L., Kagohara D., Achmadi D., Sutherland D. and Sigafoos J. (2011) Enhancing Communication Intervention for Children with Autism: A Research Project Comparing Three Communication Methods: Protocol & Training Manual. : 19pp. [Printed Training Manual].

• Sigafoos J., Schlosser RW. and Sutherland D. (2009) Augmentative and Alternative Communication. Buffalo: International Rehabilitation Research Information and Exchange. [Online Encyclopedia].

Additional Publications

• Mitchell D. and Sutherland D. (2020) What really works in special and inclusive education: Using evidence-based teaching strategies. (3rd ed.). Abingdon, Oxon, UK: Routledge. 446.

• Couper L. and Sutherland D. (2019) Learning and Connecting in School Playgrounds: Using the Playground as a Curriculum Resource. 1-160. http://dx.doi.org/10.4324/9781351130912.

• Sutherland D. (2013) Foreword. xvii-xviii. http://dx.doi.org/10.4018/978-1-4666-4486-1.

• Steadman A., Bartneck C. and Sutherland D. (2011) Learning ROILA. Scotts Valley: CreateSpace. 222pp-222pp.

• Sutherland D. (2010) Inclusive and Special Education in New Zealand. Umea University, Sweden: Meeting of Umea University Special Education Group.

• Sutherland D. (2010) Specialist Teaching in the New Zealand Context: Development of a New Postgraduate Programme. Malmo University, Sweden: Meeting of Swedish Special Education Co-ordination Group.

Research Groups