Kristen Bottema-Beutel brings to the Lynch School expertise in autism, a complex topic gaining increasing public attention. She is interested in pairing qualitative and quantitative methods to better characterize autistic communication, language, and sociality, and in developing school-based strategies to support meaningful engagement of autistic students. More recently, she has explored meta-science topics such as researcher ethics and research quality in intervention research for autistic children. She has authored numerous publications on autism and related topics, regularly presents her work nationally and internationally, and is a deputy editor of Autism in Adulthood.
Dr. Bottema-Beutel is the director of the master's level autism specialization, a program that prepares future special educators to support autistic students, and is the chair of the Ph.D. program in Curriculum and Instruction.
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 2013, she was the IES Postdoctoral Fellow in Special Education Intervention Research at Vanderbilt University in the Department of Special Education.
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., & Crowley, S. (2021). Pervasive undisclosed conflicts of interest in applied behavior analysis autism literature. Frontiers in Psychology, 12, 676303. doi: 10.3389/fpsyg.2021.676303
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., 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.
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)
Director, Autism Certificate Program
Chair, Curriculum & Instruction Doctoral Advisory Committee
Deputy Editor, Autism in Adulthood