Faculty Directory

Kristen Bottema-Beutel

Associate Professor, Teaching, Curriculum, and Society


TCS Teaching, Curriculum, and Society




*Indicates student author

 Malloy, C.*, Cuda, J.*, Kim, S.Y.*, & Bottema-Beutel, K. (in press). “They can even make waiting in line fun”: A quantitative content analysis of autistic children’s friendship conceptualizations. Psychology in the Schools.

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

Bottema-Beutel, K., Cuda, J.*, Kim, S.Y.*, & Crowley, S.*, Scanlon, D. (in press). High school experiences and support recommendations of autistic youth. Journal of Autism and Developmental Disorders.

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. (in press). Project AIM: Autism intervention meta-analysis for studies of young children. Psychological Bulletin.

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.

Bottema-Beutel, K., Malloy, C.*, Cuda, J.*, Kim, S.Y*, & MacEvoy, J. (2019). Responses to vignettes depicting friendship transgressions: Similarities and differences in children with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 49(12), 4709-4720.

Bottema-Beutel, K., Malloy, C.*, Cuda, J.*, Kim, S.Y.*, & MacEvoy, J. (2019). Friendship expectations may be similar for mental age-matched children with autism spectrum disorder and typically developing children. Journal of Autism and Developmental Disorders, 49(10), 4346-4354.

Crandall, M.C.*, Bottema-Beutel, K., McDaniel, J.*, Watson, L.R., & Yoder, P.J. (2019). Children with autism spectrum disorder may learn from parent verb input better in certain engagement states. Journal of Autism and Developmental Disorders, 49(8)3102-3112.

Kim, S.Y.*, & Bottema-Beutel, K. (2019). A meta-regression analysis quality of life correlates in adults with ASD. Research on Autism Spectrum Disorders63, 23-33.

Kim, S.Y.*, & Bottema-Beutel, K. (2019). The negotiation of individual and collective identities in the online discourse of adults with autism spectrum disorder. Autism in Adulthood1(1), 69-78.

Bottema-Beutel, K., Kim, S.Y*., Crowley, S.*, Augustine, A.*, Keceli-K.aysili, B., Feldman, J.*, & Woynaroski, T. (2019). The stability of joint engagement states in infant siblings of children with ASD: Implications for measurement practices. Autism Research, 12(3)495-504.

Bottema-Beutel, K., Woynaroski, T., Louick, R.*, Keefe, E.S.*, Watson, L.R., & Yoder, P.J. (2019). Longitudinal associations across vocabulary modalities in children with autism and typical development. Autism, 23(2), 424-435.

Bottema-Beutel, K., Kim, S.Y.*, & Crowley, S.* (2019). A systematic review and meta-regression analysis of social functioning correlates in autism and typical development. Autism Research, 12(2), 152-175.

Bottema-Beutel, K., Kim, S.Y.*, Miele, D. (2019). College students’ evaluations and reasoning about inclusion of students with autism and learning disability: Context, stakes, and contact. Journal of Autism and Developmental Disorders, 49(1), 307-323.


Vivanti, G., Bottema-Beutel, K., & Turner, L. (in press). Autism: A clinical guide to early intervention. New York, NY: Springer.


Kim, S.Y.*, Louick, R.*, & Bottema-Beutel, K. (2018). Adolescence. In Braaten E.B. (Ed.), The SAGE encyclopedia of intellectual and developmental disorders. Thousand Oaks, CA: Sage.

Malloy, C.*, Keefe, E.S.*, & Bottema-Beutel, K. (2018). Social support. In E.B. Braaten (Ed.), The SAGE encyclopedia of intellectual and developmental disorders. Thousand Oaks, CA: Sage.

Bottema-Beutel, K., Sterponi, L., & Louick, R.* (2017). 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.), A practical guide to social interaction research in autism spectrum disorder (pp. 325-350). London, UK: Palgrave MacMillan.

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 (pp. 211-236). Chichester, UK: John Wiley & Sons.

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.