

Campion Hall Room 213
Telephone: 617-552-0368
Email: kristen.bottema-beutel@bc.edu
ORCID 0000-0002-0009-9464
Social interaction dynamics in children and adolescents with autism spectrum disorders (ASD); educational interventions to promote peer interaction and social development in children with ASD; social communication development in students with ASD; decision making processes regarding peer inclusion.
Kristen Bottema-Beutel brings to the Lynch School expertise in a complex topic gaining increasing public attention: autism spectrum disorder (ASD). Her research into ASD includes social interaction dynamics in children and adolescents, educational interventions to promote peer interaction and social development, social communication development in students, and decision-making processes regarding peer inclusion.
Bottema-Beutel employs her acute expertise in social, emotional, and cognitive development, disabilities, and special education to impart a better understanding of the complexities of social disorders, especially in youth.
She earned her master’s degree from San Francisco State University and her doctorate from University of California, Berkeley and San Francisco State. Before joining the Lynch School in 2014, she was the IES Postdoctoral Fellow in Special Education Intervention Research at Vanderbilt University in the Department of Special Education.
In addition to traveling across North America presenting her research on ASD at education workshops and conferences, Bottema-Beutel serves as guest reviewer on several prominent journals. Her publications include 17 published peer reviewed journal articles, three articles in press, three published chapters, and three chapters in press.
PEER REVIEWED ARTICLES
*Indicates student author
Bottema-Beutel, K., Kapp, S., Lester, J. N., Sasson, N., & Hand, B. (in press). Avoiding ableist language: Suggestions for autism researchers. Autism in Adulthood.
Sandbank, M., Bottema-Beutel, K., & Woynaroski, T. (in press). Intervention Recommendations for Children with Autism in Light of a Changing Evidence Base. JAMA Pediatrics.
Bottema-Beutel, K., Crowley, S.*, Sandbank, M., & Woynaroski, T. (in press). Conflicts of interest (COIs) in autism early intervention research: A meta-analysis of COI influences on intervention effects. Journal of Child Psychology and Psychiatry.
Sandbank, M., Bottema-Beutel, K., Crowley, S.*, Cassidy, M.*, Feldman, J.I.*, Canihuante, M.*, & Woynaroski, T. (in press). Intervention effects on language in children with autism: A project AIM meta-analysis. Journal of Speech, Language, and Hearing Research.
Bottema-Beutel, K., Cuda, J.*, Kim, S.Y.*, & Crowley, S.*, Scanlon, D. (2020). High school experiences and support recommendations of autistic youth. Journal of Autism and Developmental Disorders, 50(9), 3397-3412.
Bottema-Beutel, K., & Crowley, S.* (2020). Synthesizing classroom intervention effects for students with autism spectrum disorder: Commentary on Watkins et al., 2019. Research on Autism Spectrum Disorder, 76, 101586.
Malloy, C.*, Cuda, J.*, Kim, S.Y.*, & Bottema-Beutel, K. (2020). “They can even make waiting in line fun”: A quantitative content analysis of autistic children’s friendship conceptualizations. Psychology in the Schools, 57(6), 973-989.
Sandbank, M., Bottema-Beutel, K., Crowley, S.*, Cassidy, M.*, Dunham, K.*, Feldman, J.I.*, Crank, J.*, Albarran, S.*, Raj, S., Mahbub, P.*, & Woynaroski, T.G. (2020). Project AIM: Autism intervention meta-analysis for studies of young children. Psychological Bulletin, 146(1), 1–29.
Bottema-Beutel, K., Oliveira, G., Cohen, S., & Miguel, J. (2020). Question-response-evaluation sequences in the home interactions of a bilingual child with autism spectrum disorder. International Journal of Language and Communication Disorders, 55(2), 216-230.
Bottema-Beutel, K., Malloy, C.*, Cuda, J.*, Kim, S.Y*, & MacEvoy, J. (2019). Responses to vignettes depicting friendship transgressions: Similarities and differences in children with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(12), 4709-4720.
Bottema-Beutel, K., Malloy, C.*, Cuda, J.*, Kim, S.Y.*, & MacEvoy, J. (2019). Friendship expectations may be similar for mental age-matched children with autism spectrum disorder and typically developing children. Journal of Autism and Developmental Disorders, 49(10), 4346-4354.
Crandall, M.C.*, Bottema-Beutel, K., McDaniel, J.*, Watson, L.R., & Yoder, P.J. (2019). Children with autism spectrum disorder may learn from parent verb input better in certain engagement states. Journal of Autism and Developmental Disorders, 49(8), 3102-3112.
Kim, S.Y.*, & Bottema-Beutel, K. (2019). A meta-regression analysis quality of life correlates in adults with ASD. Research on Autism Spectrum Disorders, 63, 23-33.
Kim, S.Y.*, & Bottema-Beutel, K. (2019). The negotiation of individual and collective identities in the online discourse of adults with autism spectrum disorder. Autism in Adulthood, 1(1), 69-78.
Bottema-Beutel, K., Kim, S.Y*., Crowley, S.*, Augustine, A.*, Keceli-K.aysili, B., Feldman, J.*, & Woynaroski, T. (2019). The stability of joint engagement states in infant siblings of children with ASD: Implications for measurement practices. Autism Research, 12(3), 495-504.
Bottema-Beutel, K., Woynaroski, T., Louick, R.*, Keefe, E.S.*, Watson, L.R., & Yoder, P.J. (2019). Longitudinal associations across vocabulary modalities in children with autism and typical development. Autism, 23(2), 424-435.
Bottema-Beutel, K., Kim, S.Y.*, & Crowley, S.* (2019). A systematic review and meta-regression analysis of social functioning correlates in autism and typical development. Autism Research, 12(2), 152-175.
Bottema-Beutel, K., Kim, S.Y.*, Miele, D. (2019). College students’ evaluations and reasoning about inclusion of students with autism and learning disability: Context, stakes, and contact. Journal of Autism and Developmental Disorders, 49(1), 307-323.