A 5-Year Update of Conflicts of Interest in Autism Intervention Research in Applied Behavior Analysis Journals / Kristen BOTTEMA-BEUTEL in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1887-1894 Titre : A 5-Year Update of Conflicts of Interest in Autism Intervention Research in Applied Behavior Analysis Journals Type de document : texte imprimé Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Jessica HINSON-WILLIAMS, Auteur ; Yueyang SHEN, Auteur ; Ruoxi GUO, Auteur ; Samantha BRAYTON, Auteur ; Jacqueline ALICEA, Auteur ; Shannon LAPOINT, Auteur Article en page(s) : p.1887-1894 Langues : Anglais (eng) Mots-clés : applied behavior analysis  autism  conflicts of interest  research ethics Index. décimale : PER Périodiques Résumé : Researchers’ false, incomplete, or missing disclosures of conflicts of interest (COIs) can introduce bias into research, can erode public trust in research findings, and represent ethical violations of most academic journal policies. A 2020 study discovered that publications in applied behavior analysis (ABA) journals are particularly problematic in adherence to COI disclosure ethics. The current study is a 5-year update of this previously conducted study. We examined autism intervention research articles published over a 1-year period in eight ABA journals. Two coders extracted author names and COI disclosure statements from each study and conducted web searches to determine if authors were affiliated with organizations providing ABA services or consulting. One hundred and nineteen studies met our inclusion criteria, from which we compiled a database of 450 authors. Seventy-eight percent of authors held clinical and/or consultancy COIs. At the study level, 93% of studies were written by at least one author with a clinical and/or consultancy COI. Only 8% of studies disclosed any author COIs, and only 2% disclosed clinical and/or consultancy COIs. Ninety-three percent of statements claiming no COIs were false. COIs are increasingly pervasive in ABA autism intervention research, and the vast majority remain undisclosed.Lay Abstract This study looked at how often researchers who publish about autism interventions in journals focused on one type of intervention called Applied Behavior Analysis (ABA) tell readers about their conflicts of interest (COIs). COIs happen when researchers benefit from showing something specific in their research, such as an intervention making things better for autistic people. The COIs we looked at are when researchers also receive money to provide ABA to autistic people or help other researchers provide ABA to autistic people (i.e., they worked as a consultant). COIs can negatively affect how research is designed, interpreted, and presented. We wanted to see if researchers tell readers about their COIs, or if they say they do not have COIs when they do. We reviewed autism-related intervention papers published over 1 year in eight ABA journals. For every paper, we copied the COI statement. Then, we searched online to see if authors were working as or consulting with ABA service providers. We looked at 119 papers with a total of 450 authors. This study is a five-year update of a 2020 study that found widespread but rarely reported financial COIs among ABA researchers. In our updated study, we found that 78% of authors had a COI. Some worked in ABA clinics, some offered paid consulting to other ABA providers, and some did both. Almost all papers (93%) had at least one author with these kinds of connections. But very few (8%) mentioned any COIs, and only 2% of papers stated that the authors worked as ABA providers or consultants. Most papers said the authors had no conflicts at all, but this was often not true. In fact, 93% of “no COI” statements were false. Although more ABA journals now require disclosure than in the past, many statements are still inaccurate, showing that the problem has not improved. The people in charge of publishing research, and the people who write research papers, need to do much better to let readers know about researchers’ COIs. En ligne : https://dx.doi.org/10.1177/13623613261433165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] A 5-Year Update of Conflicts of Interest in Autism Intervention Research in Applied Behavior Analysis Journals [texte imprimé] / Kristen BOTTEMA-BEUTEL, Auteur ; Jessica HINSON-WILLIAMS, Auteur ; Yueyang SHEN, Auteur ; Ruoxi GUO, Auteur ; Samantha BRAYTON, Auteur ; Jacqueline ALICEA, Auteur ; Shannon LAPOINT, Auteur . - p.1887-1894. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1887-1894 Mots-clés : applied behavior analysis  autism  conflicts of interest  research ethics Index. décimale : PER Périodiques Résumé : Researchers’ false, incomplete, or missing disclosures of conflicts of interest (COIs) can introduce bias into research, can erode public trust in research findings, and represent ethical violations of most academic journal policies. A 2020 study discovered that publications in applied behavior analysis (ABA) journals are particularly problematic in adherence to COI disclosure ethics. The current study is a 5-year update of this previously conducted study. We examined autism intervention research articles published over a 1-year period in eight ABA journals. Two coders extracted author names and COI disclosure statements from each study and conducted web searches to determine if authors were affiliated with organizations providing ABA services or consulting. One hundred and nineteen studies met our inclusion criteria, from which we compiled a database of 450 authors. Seventy-eight percent of authors held clinical and/or consultancy COIs. At the study level, 93% of studies were written by at least one author with a clinical and/or consultancy COI. Only 8% of studies disclosed any author COIs, and only 2% disclosed clinical and/or consultancy COIs. Ninety-three percent of statements claiming no COIs were false. COIs are increasingly pervasive in ABA autism intervention research, and the vast majority remain undisclosed.Lay Abstract This study looked at how often researchers who publish about autism interventions in journals focused on one type of intervention called Applied Behavior Analysis (ABA) tell readers about their conflicts of interest (COIs). COIs happen when researchers benefit from showing something specific in their research, such as an intervention making things better for autistic people. The COIs we looked at are when researchers also receive money to provide ABA to autistic people or help other researchers provide ABA to autistic people (i.e., they worked as a consultant). COIs can negatively affect how research is designed, interpreted, and presented. We wanted to see if researchers tell readers about their COIs, or if they say they do not have COIs when they do. We reviewed autism-related intervention papers published over 1 year in eight ABA journals. For every paper, we copied the COI statement. Then, we searched online to see if authors were working as or consulting with ABA service providers. We looked at 119 papers with a total of 450 authors. This study is a five-year update of a 2020 study that found widespread but rarely reported financial COIs among ABA researchers. In our updated study, we found that 78% of authors had a COI. Some worked in ABA clinics, some offered paid consulting to other ABA providers, and some did both. Almost all papers (93%) had at least one author with these kinds of connections. But very few (8%) mentioned any COIs, and only 2% of papers stated that the authors worked as ABA providers or consultants. Most papers said the authors had no conflicts at all, but this was often not true. In fact, 93% of “no COI” statements were false. Although more ABA journals now require disclosure than in the past, many statements are still inaccurate, showing that the problem has not improved. The people in charge of publishing research, and the people who write research papers, need to do much better to let readers know about researchers’ COIs. En ligne : https://dx.doi.org/10.1177/13623613261433165 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Adolescent Judgments and Reasoning About the Failure to Include Peers with Social Disabilities / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1873-1886 Titre : Adolescent Judgments and Reasoning About the Failure to Include Peers with Social Disabilities Type de document : texte imprimé Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Zhushan LI, Auteur Article en page(s) : p.1873-1886 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Inclusion  Moral reasoning  Domain theory  Adolescents Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder often do not have access to crucial peer social activities. This study examines how typically developing adolescents evaluate decisions not to include a peer based on disability status, and the justifications they apply to these decisions. A clinical interview methodology was used to elicit judgments and justifications across four contexts. We found adolescents are more likely to judge the failure to include as acceptable in personal as compared to public contexts. Using logistic regression, we found that adolescents are more likely to provide moral justifications as to why failure to include is acceptable in a classroom as compared to home, lab group, and soccer practice contexts. Implications for intervention are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2348-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Adolescent Judgments and Reasoning About the Failure to Include Peers with Social Disabilities [texte imprimé] / Kristen BOTTEMA-BEUTEL, Auteur ; Zhushan LI, Auteur . - p.1873-1886. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1873-1886 Mots-clés : Autism spectrum disorder  Inclusion  Moral reasoning  Domain theory  Adolescents Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder often do not have access to crucial peer social activities. This study examines how typically developing adolescents evaluate decisions not to include a peer based on disability status, and the justifications they apply to these decisions. A clinical interview methodology was used to elicit judgments and justifications across four contexts. We found adolescents are more likely to judge the failure to include as acceptable in personal as compared to public contexts. Using logistic regression, we found that adolescents are more likely to provide moral justifications as to why failure to include is acceptable in a classroom as compared to home, lab group, and soccer practice contexts. Implications for intervention are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2348-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Adverse event reporting in intervention research for young autistic children / Kristen BOTTEMA-BEUTEL in Autism, 25-2 (February 2021)  

Public ISBD [article]  inAutism > 25-2 (February 2021) . - p.322-335 Titre : Adverse event reporting in intervention research for young autistic children Type de document : texte imprimé Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Shannon CROWLEY, Auteur ; Micheal SANDBANK, Auteur ; Tiffany G. WOYNAROSKI, Auteur Article en page(s) : p.322-335 Langues : Anglais (eng) Mots-clés : adverse effects  adverse events  autism  harms  intervention  young children Index. décimale : PER Périodiques Résumé : In this study, we looked at published research on interventions for young autistic children that did not involve administering medication. We were interested in determining how often studies reported on whether adverse events (i.e. physical or psychological distress to the participants) or adverse effects (i.e. adverse events that are thought to be caused by the intervention) had occurred. We found that of the 150 reports we examined, only 11 mentioned adverse events. One of these studies reported adverse events occurred, and three reported that adverse effects occurred. We also reviewed the studies to examine the reasons that were given to explain why any participants dropped out of the intervention (termed "withdrawal"), to determine if any of these reasons could be considered adverse events or adverse effects. Fifty-four studies described reasons for withdrawal, and 10 of these studies had reasons that could be categorized as an adverse event, 8 studies had reasons that could be categorized as an adverse effect, and an additional 12 studies had reasons that were too vaguely described to determine whether they were adverse events or not. We recommend that autism intervention researchers develop more systematic methods of looking for and reporting adverse events and effects, so that professionals and families can be better informed when choosing to enroll their autistic children in interventions. En ligne : http://dx.doi.org/10.1177/1362361320965331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Adverse event reporting in intervention research for young autistic children [texte imprimé] / Kristen BOTTEMA-BEUTEL, Auteur ; Shannon CROWLEY, Auteur ; Micheal SANDBANK, Auteur ; Tiffany G. WOYNAROSKI, Auteur . - p.322-335. Langues : Anglais (eng) in Autism > 25-2 (February 2021) . - p.322-335 Mots-clés : adverse effects  adverse events  autism  harms  intervention  young children Index. décimale : PER Périodiques Résumé : In this study, we looked at published research on interventions for young autistic children that did not involve administering medication. We were interested in determining how often studies reported on whether adverse events (i.e. physical or psychological distress to the participants) or adverse effects (i.e. adverse events that are thought to be caused by the intervention) had occurred. We found that of the 150 reports we examined, only 11 mentioned adverse events. One of these studies reported adverse events occurred, and three reported that adverse effects occurred. We also reviewed the studies to examine the reasons that were given to explain why any participants dropped out of the intervention (termed "withdrawal"), to determine if any of these reasons could be considered adverse events or adverse effects. Fifty-four studies described reasons for withdrawal, and 10 of these studies had reasons that could be categorized as an adverse event, 8 studies had reasons that could be categorized as an adverse effect, and an additional 12 studies had reasons that were too vaguely described to determine whether they were adverse events or not. We recommend that autism intervention researchers develop more systematic methods of looking for and reporting adverse events and effects, so that professionals and families can be better informed when choosing to enroll their autistic children in interventions. En ligne : http://dx.doi.org/10.1177/1362361320965331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

An evaluation of intervention research for transition-age autistic youth / Kristen BOTTEMA-BEUTEL in Autism, 27-4 (May 2023)  

Public ISBD [article]  inAutism > 27-4 (May 2023) . - p.890-904 Titre : An evaluation of intervention research for transition-age autistic youth Type de document : texte imprimé Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Shannon Crowley LAPOINT, Auteur ; So Yoon KIM, Auteur ; Sarah MOHIUDDIN, Auteur ; Qun YU, Auteur ; Rachael MCKINNON, Auteur Article en page(s) : p.890-904 Langues : Anglais (eng) Mots-clés : adverse events,autism,intervention,risks of bias,systematic review,transition Index. décimale : PER Périodiques Résumé : In this systematic evaluation of intervention research for transition-age autistic youth, we examined quality indicators in 193 group and single-case design intervention studies, which tested effects on 1258 outcomes. Behaviorally based interventions were the most common intervention type. We found significant threats to internal validity for the majority of studies, including inadequate randomization, unmasked assessors, and too few data points to infer functional relations. The majority of outcomes were measured in contexts similar to the intervention and were conceptualized as behaviors directly addressed by intervention procedures. As such, they are of unclear long-term utility for autistic people entering adulthood. Adverse events were rarely reported. We suggest several avenues for improving intervention research for this age group.Lay abstractIn this study, we assess the quality of intervention research that focuses on autistic youth who are 14-22 years old. We found 193 different studies on this topic, and carefully reviewed them. Most of these studies tested strategies that were behavioral. This means that they used procedures like prompting and rewards to change participants' behavior. We found that the majority of studies had problems that make it hard to determine whether or not the intervention worked. The problems related to how researchers designed their studies, and how they measured the study outcomes. We also found that researchers rarely tried to find out if the strategies they studied had unintended negative effects for participants. Because of these issues, we make suggestions for how researchers might design better studies that will let people know how well the strategies worked. En ligne : https://doi.org/10.1177/13623613221128761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] An evaluation of intervention research for transition-age autistic youth [texte imprimé] / Kristen BOTTEMA-BEUTEL, Auteur ; Shannon Crowley LAPOINT, Auteur ; So Yoon KIM, Auteur ; Sarah MOHIUDDIN, Auteur ; Qun YU, Auteur ; Rachael MCKINNON, Auteur . - p.890-904. Langues : Anglais (eng) in Autism > 27-4 (May 2023) . - p.890-904 Mots-clés : adverse events,autism,intervention,risks of bias,systematic review,transition Index. décimale : PER Périodiques Résumé : In this systematic evaluation of intervention research for transition-age autistic youth, we examined quality indicators in 193 group and single-case design intervention studies, which tested effects on 1258 outcomes. Behaviorally based interventions were the most common intervention type. We found significant threats to internal validity for the majority of studies, including inadequate randomization, unmasked assessors, and too few data points to infer functional relations. The majority of outcomes were measured in contexts similar to the intervention and were conceptualized as behaviors directly addressed by intervention procedures. As such, they are of unclear long-term utility for autistic people entering adulthood. Adverse events were rarely reported. We suggest several avenues for improving intervention research for this age group.Lay abstractIn this study, we assess the quality of intervention research that focuses on autistic youth who are 14-22 years old. We found 193 different studies on this topic, and carefully reviewed them. Most of these studies tested strategies that were behavioral. This means that they used procedures like prompting and rewards to change participants' behavior. We found that the majority of studies had problems that make it hard to determine whether or not the intervention worked. The problems related to how researchers designed their studies, and how they measured the study outcomes. We also found that researchers rarely tried to find out if the strategies they studied had unintended negative effects for participants. Because of these issues, we make suggestions for how researchers might design better studies that will let people know how well the strategies worked. En ligne : https://doi.org/10.1177/13623613221128761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Anti-ableist language is fully compatible with high-quality autism research: Response to Singer et al. (2023) / Heini M. NATRI in Autism Research, 16-4 (April 2023)  

Public ISBD [article]  inAutism Research > 16-4 (April 2023) . - p.673-676 Titre : Anti-ableist language is fully compatible with high-quality autism research: Response to Singer et al. (2023) Type de document : texte imprimé Auteurs : Heini M. NATRI, Auteur ; Oluwatobi ABUBAKARE, Auteur ; Kassiane ASASUMASU, Auteur ; Abha BASARGEKAR, Auteur ; Flavien BEAUD, Auteur ; Monique BOTHA, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Maria Rosa BREA, Auteur ; Lydia BROWN, Auteur ; Daisy A. BURR, Auteur ; Laurence COBBAERT, Auteur ; Chris DABBS, Auteur ; Donnie DENOME, Auteur ; Shannon Des Roches ROSA, Auteur ; Mary DOHERTY, Auteur ; Beth EDWARDS, Auteur ; Chris EDWARDS, Auteur ; Síle Ekaterin LISZK, Auteur ; Freya ELISE, Auteur ; Sue FLETCHER-WATSON, Auteur ; Rebecca L. FLOWER, Auteur ; Stephanie FULLER, Auteur ; Dena GASSNER, Auteur ; Morénike Giwa ONAIWU, Auteur ; Judith GOOD, Auteur ; Aimee GRANT, Auteur ; Vicki L. HADDIX, Auteur ; Síofra HERATY, Auteur ; Andrew HUNDT, Auteur ; Steven K. KAPP, Auteur ; Nathan KEATES, Auteur ; Trayle KULSHAN, Auteur ; Andrew J. LAMPI, Auteur ; Oswin LATIMER, Auteur ; Kathy LEADBITTER, Auteur ; Jennifer Litton TIDD, Auteur ; Marie MANALILI, Auteur ; Menelly MARTIN, Auteur ; Anna MILLICHAMP, Auteur ; Hannah E. MORTON, Auteur ; Vishnu NAIR, Auteur ; Georgia PAVLOPOULOU, Auteur ; Amy PEARSON, Auteur ; Liz PELLICANO, Auteur ; Hattie PORTER, Auteur ; Rebecca POULSEN, Auteur ; Zoe S. ROBERTSON, Auteur ; Kayla RODRIGUEZ, Auteur ; Anne M. ROUX, Auteur ; Mary RUSSELL, Auteur ; Jackie RYAN, Auteur ; Noah J. SASSON, Auteur ; Holly Smith GRIER, Auteur ; Mark SOMERVILLE, Auteur ; Cole SORENSEN, Auteur ; Kayden M. STOCKWELL, Auteur ; Tauna SZYMANSKI, Auteur ; Sandy THOMPSON-HODGETTS, Auteur ; Martine VAN DRIEL, Auteur ; Victoria VANUITERT, Auteur ; Krysia WALDOCK, Auteur ; Nick WALKER, Auteur ; Courtney WATTS, Auteur ; Zachary WILLIAMS, Auteur ; Richard WOODS, Auteur ; Betty YU, Auteur ; Meghan ZADOW, Auteur ; Jordyn ZIMMERMAN, Auteur ; Alyssa Hillary ZISK, Auteur Article en page(s) : p.673-676 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1002/aur.2928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Anti-ableist language is fully compatible with high-quality autism research: Response to Singer et al. (2023) [texte imprimé] / Heini M. NATRI, Auteur ; Oluwatobi ABUBAKARE, Auteur ; Kassiane ASASUMASU, Auteur ; Abha BASARGEKAR, Auteur ; Flavien BEAUD, Auteur ; Monique BOTHA, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur ; Maria Rosa BREA, Auteur ; Lydia BROWN, Auteur ; Daisy A. BURR, Auteur ; Laurence COBBAERT, Auteur ; Chris DABBS, Auteur ; Donnie DENOME, Auteur ; Shannon Des Roches ROSA, Auteur ; Mary DOHERTY, Auteur ; Beth EDWARDS, Auteur ; Chris EDWARDS, Auteur ; Síle Ekaterin LISZK, Auteur ; Freya ELISE, Auteur ; Sue FLETCHER-WATSON, Auteur ; Rebecca L. FLOWER, Auteur ; Stephanie FULLER, Auteur ; Dena GASSNER, Auteur ; Morénike Giwa ONAIWU, Auteur ; Judith GOOD, Auteur ; Aimee GRANT, Auteur ; Vicki L. HADDIX, Auteur ; Síofra HERATY, Auteur ; Andrew HUNDT, Auteur ; Steven K. KAPP, Auteur ; Nathan KEATES, Auteur ; Trayle KULSHAN, Auteur ; Andrew J. LAMPI, Auteur ; Oswin LATIMER, Auteur ; Kathy LEADBITTER, Auteur ; Jennifer Litton TIDD, Auteur ; Marie MANALILI, Auteur ; Menelly MARTIN, Auteur ; Anna MILLICHAMP, Auteur ; Hannah E. MORTON, Auteur ; Vishnu NAIR, Auteur ; Georgia PAVLOPOULOU, Auteur ; Amy PEARSON, Auteur ; Liz PELLICANO, Auteur ; Hattie PORTER, Auteur ; Rebecca POULSEN, Auteur ; Zoe S. ROBERTSON, Auteur ; Kayla RODRIGUEZ, Auteur ; Anne M. ROUX, Auteur ; Mary RUSSELL, Auteur ; Jackie RYAN, Auteur ; Noah J. SASSON, Auteur ; Holly Smith GRIER, Auteur ; Mark SOMERVILLE, Auteur ; Cole SORENSEN, Auteur ; Kayden M. STOCKWELL, Auteur ; Tauna SZYMANSKI, Auteur ; Sandy THOMPSON-HODGETTS, Auteur ; Martine VAN DRIEL, Auteur ; Victoria VANUITERT, Auteur ; Krysia WALDOCK, Auteur ; Nick WALKER, Auteur ; Courtney WATTS, Auteur ; Zachary WILLIAMS, Auteur ; Richard WOODS, Auteur ; Betty YU, Auteur ; Meghan ZADOW, Auteur ; Jordyn ZIMMERMAN, Auteur ; Alyssa Hillary ZISK, Auteur . - p.673-676. Langues : Anglais (eng) in Autism Research > 16-4 (April 2023) . - p.673-676 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1002/aur.2928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Associations between joint attention and language in autism spectrum disorder and typical development: A systematic review and meta-regression analysis / Kristen BOTTEMA-BEUTEL in Autism Research, 9-10 (October 2016)  

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Autistic undergraduate students’ transition and adjustment to higher education institutions / So Yoon KIM in Research in Autism Spectrum Disorders, 89 (November 2021)  

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Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices / Kristen BOTTEMA-BEUTEL in Autism, 20-2 (February 2016)  

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Barriers to Providing Transitional Supports for Autistic Students: Insights of School Professionals / So Yoon KIM ; Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

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Bidirectional influences of caregiver utterances and supported joint engagement in children with and without autism spectrum disorder / Kristen BOTTEMA-BEUTEL in Autism Research, 11-5 (May 2018)  

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By the Book: An Analysis of Adolescents with Autism Spectrum Condition Co-constructing Fictional Narratives with Peers / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

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Children with Autism Spectrum Disorder May Learn from Caregiver Verb Input Better in Certain Engagement States / Madison Cloud CRANDALL in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

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College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 49-1 (January 2019)  

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Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

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Developmental associations between joint engagement and autistic children's vocabulary: A cross-lagged panel analysis / Kristen BOTTEMA-BEUTEL in Autism, 25-2 (February 2021)  

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