Associate Professor, Teaching, Curriculum, and Society
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 and sociality, and in developing school-based strategies to support meaningful engagement of autistic students. More recently, she has explored metascience 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 and 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 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.
PEER REVIEWED ARTICLES
*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.