Faculty Directory

Kristen Bottema-Beutel

Associate Professor, Teacher Education, Special Education, Curriculum & Instruction


TESpECI Teacher Education, Special Education, Curriculum & Instruction


*Indicates student author

  • Bottema-Beutel, K., Woynaroski, T., Louick, R.*, Keefe, E.S.*, Watson, L.R., & Yoder, P.J. (accepted, pending revision). Longitudinal relationships across language modalities in young children with autism spectrum disorder relative to typically developing children. Autism.
  • Bottema-Beutel, K. (in press). Glimpses into the blind spot: Social interaction and autism. Journal of Communication Disorders.
  • Bottema-Beutel, K., Malloy, C.*, Lloyd, B., Louick, R.*, Nelson, L.J.*, Watson, L. R., & Yoder, P.J. (in press). Sequential associations between caregiver talk and child play in autism spectrum disorder and typical development. Child Development.
  • Asmus, J.M., Carter, E.W., Moss, C.K., Biggs, E.E., Bolt, D., Born, T.L., Bottema-Beutel, K…. & Weir, K. (2017). Efficacy and social validity of peer network interventions for high school students with severe disabilities. American Journal on Intellectual and Developmental Disabilities, 122(2), 118-137.
  • Bottema-Beutel, K., Turiel, E., DeWitt, M., & Wolfberg, P.J. (2017). To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students. Autism, 2(1), 51-60.
  • Bottema-Beutel, K. (2016). The relationship between joint attention and language in autism spectrum disorder and typical development: A systematic review and meta-regression analysis. Autism Research, 9(10), 1021-1035.
  • Bottema-Beutel, K., Mullins, T*., Harvey, M.*, Gustafson, J. & Carter, E. (2016). Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices. Autism, 20(2), 196-206.
  • Bottema-Beutel, K., & White, R*. (2016). By the book: An analysis of adolescents with autism spectrum condition co-constructing fictional narratives with peers. Journal of Autism and Developmental Disorders, 46(2), 361-377.
  • Bottema-Beutel, K., Louick, R.*, & White, R.* (2015). Repetition, response mobilization, and face: Analysis of group interactions with a 19-year-old with Asperger syndrome. Journal of Communication Disorders, 58, 179-193.
  • Bottema-Beutel, K., & Li, Z. (2015). Adolescent judgments and reasoning about the failure to include peers with social disabilities. Journal of Autism and Developmental Disorders, 45(6), 1873- 1886.
  • Hochman, J.M., Carter, E.W., Bottema-Beutel, K., Harvey, M., & Redding, J. (2015). Efficacy of peer networks to increase social connections among high school students with and without autism. Exceptional Children, 82, 96-116.
  • Bottema-Beutel, K., Lloyd, B., Carter, E.W., & Asmus, J. (2014). An application of generalizability and decision studies to plan for observational measurement in classroom settings. American Journal on Intellectual and Developmental Disabilities, 119, 589-605.
  • Bottema-Beutel, K., Yoder, P., Hochman, J.M., & Watson, L. (2014). The role of supported joint engagement and parent utterances in language and social communication development in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 44, 2162-2174.
  • Carter, E.W., Common, E.A., Sreckovic, M.A., Huber, H.B., Bottema-Beutel, K., Gustafson, J.R.,… Hume, K. (2014). Promoting social competence and peer relationships for adolescents with autism spectrum disorders. Remedial and Special Education, 35, 91-101.
  • Yoder, P.J., Bottema-Beutel, K., Woynaroski, T., Chandrasekhar, R., & Sandbank, M. (2014). Social communication intervention effects vary by dependent variable type in preschoolers with autism spectrum disorders. Evidence-Based Communication Assessment and Intervention, 7, 150-174.
  • Bottema-Beutel, K., & Smith, N*. (2013). The interactional construction of identity: An adolescent with autism in interaction with peers. Linguistics and Education, 24, 197-214.
  • Carter, E.W., Brock, M.E., Bottema-Beutel, K., Bartholomew, A., Boehm, T., & Cook, J. (2013). Methodological trends in secondary education and transition research: Looking backward and moving forward. Career Development and Transition for Exceptional Individuals, 36, 15-24.
  • Carter, E.W., Asmus, J., Moss, C.K., Cooney, M., Weir, K., Vincent, L., Born, T., Hochman, J.M., Bottema-Beutel, K., & Fesperman, E. (2013). Peer network strategies to foster social connections among adolescents with and without severe disabilities. TEACHING Exceptional Children, 46, 51-59.
  • Wolfberg, P.J., Bottema-Beutel, K., & DeWitt, M. (2012). Including children with autism in social and imaginary play with typical peers: Integrated play groups model. The American Journal of Play, 5(1), 55- 80.
  • Bottema-Beutel, K. (2011). The negotiation of footing and participation structure in a social group of teens with and without autism spectrum disorder. Journal of Interactional Research in Communication Disorders, 2, 61-83.


  • Bottema-Beutel, K., Sterponi, L., & Louick, R.* (invited chapter, in press). Adolescents with autism spectrum disorders animating characters and experiencing selves through co-construction of fictional narratives: A look at peer groups' storyboard creations. In M. O’Reilly, N. Lester, and T. Muskett (Eds.). Conversation and discourse analysis research in autism.
  • Kim, S.Y., Louick, R., & Bottema-Beutel, K. (in press). Adolescence. In Braaten E. (Ed.), The SAGE encyclopedia of intellectual and developmental disorders.
  • Malloy, C., Keefe, E.S., & Bottema-Beutel, K. (in press). Social support. In E.B. Braaten (Ed.), The SAGE encyclopedia of intellectual and developmental disorders.
  • Hauser-Cram, P., Heyman, M., & Bottema-Beutel, K. (2017). Early childhood education and care for children with disabilities. In E. Votruba-Drzal and E. Dearing (Eds.), Handbook of early childhood development programs, practices, and policies: Theoretically and empirically-supported strategies for promoting young children’s growth in the United States.
  • Bottema-Beutel, K., Yoder, P., Woynoroski, T., & Sandbank, M. (2014). Targeted intervention for social-communication symptoms in preschoolers. In F. R. Volkmar, R. Paul, S. J. Rogers, and K. A. Pelphrey (Eds.), Handbook of autism and pervasive developmental disorders. Hoboken, NJ: Wiley & Sons.
  • Carter, E. W., Bottema-Beutel, K., & Brock, M. (2013). Chapter 10: Social and peer relationships. In M. Agran, F. Brown, Hughes, C., Quirk, C. and D. Ryndak (Eds.), Equity and full participation for individuals with severe disabilities: A vision for the future. Baltimore, MD: Paul H. Brookes.


  • Bottema-Beutel, K., Kim, S.Y., Miele, D. (in review). College students’ evaluations and reasoning about inclusion of students with autism and learning disability: Context, stakes, and contact.
  • Bottema-Beutel, K., Park, H.*, & Kim, S.Y.* (in review). Commentary on social skills training curricula for individuals with ASD: An examination of social interaction, authenticity, and stigma.


  • Bottema-Beutel, K., Lloyd, B., Watson, L., & Yoder, P. (in preparation).
  • Bottema-Beutel, K., Miele, D., Kim. S.Y.*, Cuda, J.*, & Crowley, S.* (in preparation). When not including is acceptable: Evaluations and reasoning about disability in public vs. private domains.