Faculty Directory
Kristen Bottema-Beutel
Program Director, Curriculum and Instruction, Ph.D.
Associate Professor
Kristen Bottema-Beutel
Ph.D.
Contact
Campion Hall Room 213
Telephone: 617-552-0368
Email: kristen.bottema-beutel@bc.edu
ORCID 0000-0002-0009-9464
Education
- Ph.D., University of California at Berkeley
- M.A., San Francisco State University
- B.S., University of Michigan
Research Interests
Social interaction dynamics in autistic children, youth, and adults; educational strategies to promote peer interaction, social development, and academic engagement in autistic youth; social and language development in young autistic children; decision making processes regarding peer inclusion, research ethics, research quality.
Expertise
- Cognitive and Social Development
- Disabilities & Special Education
- Language Learning & Literacy
Department
Publications
Bottema-Beutel, K., Crowley, S., & Kim, S.Y. (in press). Sequence organization of autistic children’s play with caregivers: Rethinking follow-in directives. Autism.
Bottema-Beutel, K., Kapp, S., Lester, J. N., Sasson, N., & Hand, B. (2021). Avoiding ableist language: Suggestions for autism researchers. Autism in Adulthood, 3(1), 18-29.
Bottema-Beutel, K., & Kim, S.Y. (2021). A systematic literature review of autism research on caregiver talk. Autism Research, 14(3), 432-449.
Bottema-Beutel, K., Kim, S.Y., Crowley, S.*, & Yoder, P.J. (2021). Developmental associations between joint engagement and autistic children’s vocabulary: A cross-lagged panel analysis. Autism, 25(2), 566-575.
Bottema-Buetel, K., Crowley, S., Sandbank, M., & Woynaroski, T. (2021). Adverse event reporting in intervention research for young autistic children. Autism, 25(2), 322-335.
Bottema-Beutel, K., Crowley, S., Sandbank, M., & Woynaroski, T. (2020). Conflicts of interest (COIs) in autism early intervention research: A meta-analysis of COI influences on intervention effects. Journal of Child Psychology and Psychiatry, 62(1), 5-15.
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.
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., 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., Malloy, C.*, Lloyd, B., Louick, R.*, Nelson, L.J.*, Watson, L. R., & Yoder, P.J. (2018). Sequential associations between caregiver talk and child play in autism spectrum disorder and typical development. Child Development, 89(3), e157-e166.
Select Grants
2022 - 2027 Co-Investigator. Sensory Project in Infant/Toddler Siblings of Children with Autism (Project SPIS). National Institutes of Health ($3,155,239). PI: Tiffany Woynaroski
2021-2022 Principal Investigator. Using Conversation Analysis to Understand Interactions between School Professionals and Autistic Students in Inclusive Classrooms. Argyelan Family Foundation Award, Lynch School of Education and Human Development, Boston College ($30,000)
2020- 2023 Co-Principal Investigator. Developing Team Leader Certificate Program: A Collaborative Project with Newton Public Schools. Collaborative Fellows Grant, Lynch School of Education and Human Development ($120,000)
2020 – 2021 Principal Investigator. Developing Distal Supports for Classroom Engagement: Administrator and Paraprofessional Perspectives. Argyelan Family Foundation Award, Lynch School of Education and Human Development, Boston College ($30,000)
2018- 2020 Principal Investigator. Developmental Relationships between Joint Engagement and Vocabulary in Children with Autism Spectrum Disorder. National Institutes of Health ($100,000 direct costs)