Kristie Asaro-Saddler

Division Director, Special Education

Associate Professor

Ph.D. University at Albany

Email: ksaddler@albany.edu

Dr. Kristie Asaro-Saddler is Director of the Division of Special Education and an Associate Professor in the Divisions of Special Education and 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

Dr. Saddler has taught the following courses:

• EPSY 797 - Educational Psychology Research Apprenticeship
• EPSY 887 - Research in Autism Spectrum Disorders
• ESPE 369 - Special Education for Children with Emotional and Behavioral Disorders (on campus and online)
• ESPE 560 - Introduction to Human Exceptionality
• ESPE 564 - Participation in and Study of English Language Arts and Social Studies
• ESPE 565 - Participation in and Study of Math, Science and Technology Programs
• ESPE 562 - Characteristics of & Methods for Teaching Exceptional Secondary Students in Inclusive Settings
• ESPE 580 - Practicum: Teaching Students with Disabilities
• ESPE 650 - Instructional Environments and Practices for Students with Disabilities
• ESPE 654 - Teaching Students with Severe and Multiple Disabilities
• ESPE 680 - Internship and Seminar: Teaching Students with Disabilities

Selected Publications:

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.

Asaro-Saddler, K., & Bak, N. (2013). Persuasive writing and self-regulation training: Pairing writers with autism spectrum disorders. Journal of Special Education. Published online before print February 13, 2013, doi: 10.1177/0022466912474101

Reid, R., Mason, L., & Asaro-Saddler, K. (2013). Self-regulation strategies for students with autism spectrum disorder. In S. Goldstein & J. Naglieri (Eds.), Interventions for Autism Spectrum Disorders (pp. 257-282) New York: Springer.

Saddler, B., & Asaro-Saddler, K. (2013). Response to Intervention in writing: A suggested framework for screening, intervention, and progress monitoring. Reading and Writing Quarterly, 29, 1, 20-43.

Asaro-Saddler, K. & Bak, N. (2012). Teaching children with autism spectrum
disorders to write persuasive essays. Topics in Language Disorders, 32, 361-378. (Invited).

Asaro-Saddler, K. (2011/2012) How prepared are New York’s teachers to work with students with Autism Spectrum Disorders? Exceptional Individuals, 35, 8-12.

Asaro-Saddler, K. & Saddler, B. (2010). The effects of planning and self-regulation training on the writing performance of young writers with Autism Spectrum Disorders. Exceptional Children, 77, 107-124.

Asaro, K. & Saddler, B. (2009). The effects of a self-regulated writing strategy on the story writing ability of a young student with autism. Intervention in School and Clinic, 44, 5, 268-275.

Saddler, B., Behforooz, B., & Asaro, K. (2008). The effects of sentence combining instruction on the writing of fourth grade students with learning disabilities. Journal of Special Education, 42, 79-90.