Program Director, Curriculum and Instruction, Ph.D.
Kristen Bottema-Beutel (she/her) pairs qualitative and quantitative research methods to better understand autistic communication, language, and sociality, and to develop school-based strategies to support autistic students' inclusion. More recently, she has explored meta-science topics such as researcher ethics and research quality in intervention research for autistic children and youth, and ableism in autism research more generally. She is a deputy editor of the journal Autism in Adulthood and an Associate Editor of the journal Autism.
Dr. Bottema-Beutel is the director of the master's level autism certificate, a program that prepares future special educators to support autistic students, and is the director 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. 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.
1. Sandbank, M., Bottema-Beutel, K., La Point, S.C., Feldman, J.I., Barrett, D.J., Caldwell, N., Dunham, K., Crank, J., & Woynaroski, T. (in Press). Autism intervention meta-analysis (Project AIM)
2: A living systematic review and meta-analysis of each childhood autism intervention studies. The BMJ. 2. Bottema-Beutel, K., Kapp, S.K., Sasson, N., Gernsbacher, M.A., & Natri, H. Botha, M. (in press). Anti-ableism and scientific accuracy in autism research: A false dichotomy. Frontiers in Psychiatry. Submitted to a special issue, Autism: Break the Stigma.
3. Bottema-Beutel, K., Kim, S.Y., LaPoint, S.C., Mohiuddin, S., Yu, Q., & McKinnon, R. (in press). Social Validity in autism intervention research for transition age autistic youth. Exceptional Children.
4. Bottema-Beutel, K., Crowley, S., Kim, S.Y., Mohiuddin, S., Yu, Q., & McKinnon, R. (2023). An evaluation of intervention research for transition-age autistic youth. Autism, 27(4), 890-904.
5. Bottema-Beutel, K., Crowley, S., & Kim, S.Y. (2022). Sequence organization of autistic children’s play with caregivers: Rethinking follow-in directives. Autism, 26(5), 1267-1281.
6. 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.
7. Bottema-Beutel, K., & Kim, S.Y. (2021). A systematic literature review of autism research on caregiver talk. Autism Research, 14(3), 432-449.
8. 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.
9. 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.
10. Bottema-Beutel, K., Crowley, S., Sandbank, M., & Woynaroski, T. (2021). 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.
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
2018- 2020: Principal Investigator. Developmental Relationships between Joint Engagement and Vocabulary in Children with Autism Spectrum Disorder. National Institutes of Health ($156,500)
Director, Autism Certificate Program
Chair, Curriculum & Instruction Doctoral Advisory Committee
Deputy Editor, Autism in Adulthood