AsaroSaddler

Kristie Asaro-Saddler

Writing and self-regulatory strategies, specifically for students with Autism Spectrum Disorder

The World Within Reach
Kristie Asaro-Saddler, Ph.D.
Associate Professor
 

School of Education
Department: Educational and Counseling Psychology

Division of Educational Psychology and Methodology
Address:
ED 228
Phone:
518-442-5057

 

Introduction

Dr. Kristie Asaro-Saddler is an Assistant Professor in the Division of Special Education and the Division of Educational Psychology and Methodology at the University at Albany. Prior to joining the faculty at the University at Albany she was a special education teacher for children with Autism Spectrum Disorders (ASD) and developmental disabilities in self-contained classrooms. Her research interests include writing and self-regulatory strategies, specifically for students with ASD. To support her research, has won grants from the Organization for Autism Research and the Office of Planning, Evaluation & Policy Development (OPEPD) at the U.S. Department of Education. She has published in special education journals including the Journal of Special Education and Exceptional Children, and has presented at national and international conferences in the area of writing and autism. She is the co-editor of Exceptional Individuals, the journal for New York State’s Council for Exceptional Children, and is on the editorial board of Reading and Writing Quarterly. In her free time, Dr. Asaro-Saddler enjoys travel, exercise, baseball games, and scrapbooking

Publications

*Indicates student collaborator

Asaro-Saddler, K., *Muir-Knox, H., & *Meredith, H. (2017). The effects of a summary
writing strategy on the literacy skills of adolescents with disabilities. Exceptionality.

Saddler, B., Asaro-Saddler, K., Moeyaert, M., & *Ellis-Robinson, T. (2017). The effects of a
summarizing strategy on the written summaries of children with emotional and behavioral disorders. Remedial and Special Education, 38(2), 87-97.

Asaro-Saddler, K., *Arcidiacono, M. & *Morris Deyoe, M. (2017). Instructional practice for
students with autism spectrum and related disorders: Exploring the teaching of writing in two self-contained classrooms. Reading and Writing Quarterly, 33(2), 171-186.

Asaro-Saddler, K. (2016). Writing instruction and self-regulation for students with Autism
Spectrum Disorders: A systematic review of the literature. Topics in Language
Disorders, 36, 266-283.

Asaro-Saddler, K. (2016). Evidence-based practices and writing instruction for children
with Autism Spectrum Disorder. Preventing School Failure, 60, 79-85.

Asaro-Saddler, K., *Muir-Knox, H., *Meredith, H., *Akhmedjanova, D. (2015). Using
technology to support students with Autism Spectrum Disorders in the writing process. Insights on Learning Disabilities, 12, 103-119.

Asaro-Saddler, K., & *Bak, N. (2014). Persuasive writing and self-regulation training: Pairing
writers with Autism Spectrum Disorder. Journal of Special Education, 48, 92-105.

Asaro-Saddler, K. (2014). Self-regulated strategy development: Effects on writers with Autism Spectrum Disorders. Education and Training in Autism and Developmental Disabilities, 49, 78-91.