Faculty Directory

Kristen Bottema-Beutel

Associate Professor, Teaching, Curriculum, and Society


TCS Teaching, Curriculum, and Society



*Indicates student author

Bottema-Beutel, K., Crowley, S.*, & Kim, S.Y. (in press). Sequence organization of autistic children’s play with caregivers: Rethinking follow-in directives. Autism.

Sandbank, M., Chow, J., Bottema-Beutel, K., Woynaroski, T. (2021). Evaluating evidence-based practice in light of the boundedness and proximity of outcomes: Capturing the scope of change. Autism Research, 14(8), 1536-1542.

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.

Sandbank, M., Bottema-Beutel, K., & Woynaroski, T. (2021). Intervention recommendations for children with autism in light of a changing evidence base. JAMA Pediatrics, 175(4), 341-342.

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

Crank, J. E.*, Sandbank, M., Dunham, K.*, Crowley, S.*, Bottema-Beutel, K., Feldman, J.*, & Woynaroski, T. (2021). Understanding the effects of naturalistic developmental behavioral interventions: A Project AIM Meta-analysis. Autism Research, 14(4), 817-834.

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.

Sandbank, M., Bottema-Beutel, K., Crowley, S.*, Cassidy, M.*, Feldman, J.I.*, Canihuante, M.*, & Woynaroski, T. (2020). Intervention effects on language in children with autism: A project AIM meta-analysis. Journal of Speech, Language, and Hearing Research, 63, 1537- 1560.

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.