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IES Grant

Title: VU Department of Special Education Postdoctoral Intervention Research Training Program
Center: NCSER Year: 2008
Principal Investigator: Harris, Karen Awardee: Vanderbilt University
Program: Postdoctoral Research Training Program in Special Education and Early Intervention      [Program Details]
Award Period: 9/1/2008-8/31/2012 Award Amount: $648,012
Type: Training Award Number: R324B080005

Co-Principal Investigator: Kaiser, Ann

This postdoctoral program provided five postdoctoral fellows with training in the development and implementation of interventions and statistical and methodological training in intervention research. Fellows received training in randomized controlled trials and alternative research designs, such as regression discontinuity designs and propensity score matching. The training centered on one or more research projects led by the mentoring faculty, which included a) development and evaluation of behavioral interventions, b) early language and literacy interventions, c) reading and math interventions, and d) assessment.

Postdoctoral Fellows

Bottema-Beutel, Kristen (ORCID)
Feeney-Kettler, Kelly
Kiuhara, Sharlene (ORCID)
Miller, Amanda
Steinbrecher, Trish

As of 2020, Dr. Bottema-Beutel was an associate professor at Boston College, Dr. Kiuhara was an associate professor at the University of Utah, Dr. Miller was an associate professor at Regis University, and Dr. Steinbrecher was an exceptional children facilitator at Durham Public Schools.

Products and Publications


Coffee, G., Ray-Subramanian. C.E., Schanding, G.T., and Feeney-Kettler, K.A. (2013). Early Childhood Education: A Practical Guide to Evidence-Based, Multi-Tiered Service Delivery. New York: Routledge.

Book chapter

Bottema-Beutel, K., Yoder, P., Woynoroski, T., and Sandbank, M. (2014). Targeted Interventions for Social Communication Symptoms in Preschoolers With Autism Spectrum Disorders, Vol 2. In F.R. Volkmar, R. Paul, S.J. Rogers, and K.A. Pelphrey (Eds.), Handbook of Autism and Pervasive Developmental Disorders (4th ed., pp. 788-812). Hoboken, NJ: John Wiley and Sons.

Brownell, M.T., Steinbrecher, T., Benedict, A., Stephens, J., and Park, Y. (2014). Dimensions of Teacher Quality in General and Special Education. In P.D. Sindelar, E.D. McCray, M.T. Brownell, and B. Lignugaris-Kraft (Eds.), Handbook of Research on Special Education Teacher Preparation (pp. 423-444). New York: Routledge.

Carter, E.W., Bottema-Beutel, K., and Brock, M. (2013). Social Interactions and Friendships. In M. Agran, F. Brown, C. Hughes, C. Quirk, and D. Ryndak (Eds.), Equity and Full Participation for Individuals With Severe Disabilities: A Vision for the Future (pp. 197–216). Baltimore: Paul H. Brookes.

Geiger, W., Kleinhammer-Trammil, J., Barton, J., Mickelson, A., McKeown, D., and Steinbrecher, T. (2014). Patterns of Licensure for Special Education Teachers. In P.D. Sindelar, E.D. McCray, M.T. Brownell, and B. Lignugaris-Kraft (Eds.), Handbook of Research on Special Education Teacher Preparation (pp. 30–46). New York: Routledge.

Kettler, R.J., Feeney-Kettler, K.A., Palladino, M.A., Zahra, L.P., and Rodriguez, J.C. (2013). A Comprehensive Framework for Evaluating Systems for Screening Preschool Behaviors. In C.H. Qi, and T. Stanton-Chapman (Eds.), Preschool Children: Education, Language, Social Functioning and Behavioral Issues (pp. 225–226). New York: Nova Publishers.

Miller, A. C. (2010). Psycholinguistics. An Introduction to Linguistics and Language Studies (pp. 370–371). Equinox Publishing.

Miller, A.C., Toste, J., Fuchs, D., and Fuchs, L. (2013). Timely Support for Struggling Learners: RTI. In R. Reutzel (Ed.), The Handbook of Research-Based Practice in Early Childhood Education (pp. 161–174). New York: Guilford Press.

Sandmel, K., Huffman, K., Harris, K., Lane, K., Graham, S., Oakes, W., Kiuhara, S.A., and Steinbrecher, T. (2011). Success and Failure With Tier-2 SRSD for Timed-Writing Tests Among Second-Through Fifth-Grade Students With Writing and Behavioral Difficulties: Implications for Evidence-Based Practice. In T.E. Scruggs, and M.A. Mastropieri (Eds.), Advances in Learning and Behavioral Disabilities, Volume 24 (pp. 251–293). Bingley, UK: Emerald Group Publishing. doi:10.1108/S0735-004X(2011)0000024012

Journal article, monograph, or newsletter

Bottema-Beutel, K., and Smith, N. (2013). The Interactional Construction of Identity: An Adolescent With Autism in Interaction With Peers. Linguistics and Education, 24(2): 197–214. doi:10.1016/j.linged.2012.12.002

Bottema-Beutel, K., Lloyd, B., Carter, E.W., and 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(6): 589–605. doi:10.1352/1944-7558-119.6.589

Bottema-Beutel, K., Yoder, P., Hochman, J.M., and 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(9): 2162–2174. doi:10.1007/s10803-014-2092-z.

Carter, E., Common, E., Srekovic, M., Huber, H., Bottema-Beutel, K., Redding Gustafson, J., Dykstra, J., and Hume, K. (2014). Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders. Remedial and Special Education, 35(2): 91–101. doi:10.1177/0741932513514618 Full text

Carter, E.W., Brock, M.E., Bottema-Beutel, K., Bartholomew, A., Boehm, T., and Cook, J. (2013). Methodological Trends in Secondary Education and Transition Research: Looking Backward and Moving Forward. Career Development and Transition for Exceptional Individuals, 36(1): 15–24. doi:10.1177/2165143413475659

Feeney-Kettler, K.A., Kratochwill, T.R., and Kettler, R.J. (2011). Identification of Preschool Children at Risk for Emotional and Behavioral Disorders: Development and Validation of a Universal Screening System. Journal of School Psychology, 49(2): 197–216. doi:10.1016/j.jsp.2011.02.001

Feeney-Kettler, K.A., Kratochwill, T.R., Kaiser, A.P., Hemmeter, M.L., and Kettler, R.J. (2010). Screening Young Children's Risk for Mental Health Problems: A Review of Four Measures. Assessment for Effective Intervention, 35(4): 218–230. doi:10.1177/1534508410380557

Gillespie, A., Graham, S., Kiuhara, S.A, and Hebert, M. (2014). High School Teachers Use of Writing to Support Students' Learning: A National Survey. Reading and Writing: An Interdisciplinary Journal, 27(6): 1043–1072 . doi:10.1007/s11145-013-9494-8

Graham, S., McKeown, D., Kiuhara, S.A., Harris, K.R. (2012). A Meta-Analysis of Writing Instruction for Students in the Elementary Grades. Journal of Educational Psychology, 104(4): 879–896. doi:10.1037/a0029185

Hart, J.E., and Steinbrecher, T. (2011). OMG! Exploring and Learning From Teachers' Personal and Professional Uses of Facebook. Action in Teacher Education, 33(4): 320–328. doi:10.1080/01626620.2011.620515

Hochman, J.M., Carter, E.W., Bottema-Beutel, K, Harvey, M.N., and Gustafson, J.R. (2015). Efficacy of Peer Networks to Increase Social Connections Among High School Students With and Without Autism. Exceptional Children, 82(1): 96–116. doi:10.1177/0014402915585482 Full text

Kettler, R.J., and Feeney-Kettler, K.A. (2011). Screening Systems and Decision Making at the Preschool Level: Application of a Comprehensive Validity Framework. Psychology in the Schools, 48(5): 430–441. doi:10.1002/pits.20565

Miller, A. C., and Keenan, J. M. (2011). Understanding the Centrality Deficit: Insight from Foreign Language Learners. Memory & Cognition, 39(5): 873–883. doi:10.3758/s13421-010-0062-z

Miller, A.C., Keenan, J.K., Betjemann, R.S., Pennington, B., Willcutt, E., and Olson, R. (2013). Reading Comprehension in Children With ADHD: Cognitive Underpinnings of the Centrality Deficit. Journal of Abnormal Child Psychology, 41(3): 473–483. doi:10.1007/s10802-012-9686-8

Kiuhara, S.A., O'Neill, R., Hawken, L.S., and Graham, S. (2012). The Effectiveness of Teaching 10th-Grade Students STOP, AIMS, and DARE for Planning and Drafting Persuasive Text. Exceptional Children, 78(3): 335–355.

Priebe, S. J., Keenan, J. M., and Miller, A. C. (2011). How Prior Knowledge Affects Word Identification and Comprehension. Reading and Writing: An Interdisciplinary Journal, 25(1): 131–149. doi:10.1007/s11145-010-9260-0

Steinbrecher, T., and Hart, J.E. (2012). Examining Teachers' Personal and Professional Use of Facebook: Recommendations for Teacher Education Programming. Journal of Technology and Teacher Education, 20(1): 71–88.

Steinbrecher, T., McKeown, D., and Walther-Thomas, C. (2013). Comparing Validity and Reliability in Special Education Title II and IDEA Data. Exceptional Children, 79(3): 313–327.

Swett, K., Miller, A. C., Burns, S., Davis, N., and Cutting, L. E. (2013). Comprehending Expository Texts: The Dynamic Neurobiological Correlates of Building a Coherent Text Representation. Frontiers in Human Neuroscience, 12(7). doi:10.3389/fnhum.2013.00853

Wolfberg, P.J., DeWitt, M., and Bottema-Beutel, K. (2012). Including Children With Autism in Social and Imaginary Play With Typical Peers: Integrated Play Groups Model. American Journal of Play, 5(1): 55–80. Full text

Yoder, P.J., Bottema-Beutel, K., Woynaroski, T., Chandrasekhar, R., and 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(4): 150–174. doi:10.1080/17489539.2014.917780