Erin Rotheram-Fuller

Associate Professor
Faculty
TEMPE Campus
Mailcode
1811

Biography

Erin Rotheram-Fuller specializes in research on autism and other high risk populations. She studies the school and family environment support systems around children with social challenges. Professor Rotheram-Fuller is a board certified behavior analyst as well as a licensed psychologist and provides consultation to schools and agencies on how to best support children who are struggling within the classroom or home. She trains general education teachers on what to expect in the classroom from a child on the autism spectrum and provides coaching on best practices in inclusion and social supports.

Professor Rotheram-Fuller engages in community-based research, working with local schools and community centers to support and improve the outcomes for children and families. She is exploring the effects of family, classroom and district level supports for behavior, academic and social concerns. Currently she has projects in both Phoenix and internationally in South Africa, identifying the best supports for high-risk youth within the school setting. 

Education

  • Ph.D. Psychological Studies in Education, University of California-Los Angeles 2005. Dissertation: Age-Related Changes in the Social Inclusion of Children with Autism in General Education Classroom.
  • M.A. Clinical Psychology, Pepperdine University 2000
  • B.A. Psychology, Brown University 1996

Research Interests

Guiding Research Questions:

  • How can the educational experience for all children, including children with social challenges, be optimized within the classroom?
  • What early childhood supports can produce better long term educational outcomes for children with autism and behavioral disabilities?
  • How can we best support families with children with unique challenges to provide an optimal environment for the child?

Current Research Projects:

  • Dr. Rotheram-Fuller engages in community-based research, working with local schools and community centers to support and improve the outcomes for children and families. Currently, she is exploring classroom and district level interventions to support the behavioral, academic, and social needs of all students. 
  • Dr. Rotheram-Fuller is also working internationally to evaluate and support high-risk families in South Africa with school-aged children. 

Publications

  • Ambroso, E., Rotheram-Fuller, E., & Liou, D. (in press). Interdistrict choice and teacher perceptions. Journal of Multicultural Affairs, accepted, 9/25/19.
  • Matthews, N., Rotheram-Fuller, E., Orr, B.C., DeCarlo, M., Kogan, J., & Smith, C.J. (in press). Peer Acceptance, Rejection, Friendship, and Social Network Centrality among High School Students with Autism after Completing the PEERS Social Skills Intervention. School Mental Health, accepted 5/13/19.
  • Locke, J., Rotheram-Fuller, E., Harker, C., Kasari, C., & Mandell, D. (in press). Comparing a Practice Based Model with a Research Based Model of Social Skills Interventions for Children with Autism in Schools. Research in Autism Spectrum Disorders, accepted 2/3/19.
  • Liou, D.D., Leigh, P., Rotheram-Fuller, E., & Cutler, K. (in press). The politics of teachers’ low expectations in an era of higher standards: Implications for the ‘every student succeeds’ act. International Journal of Educational Reform, accepted 12/20/17.
  • Rotheram-Fuller, E., Tomlinson, M., Scheffler, A., & Rotheram-Borus, M.J. (2018). Impact of patterns of antenatal and postnatal depressed mood on child health at three years postpartum. Journal of Consulting and Clinical Psychiatry, 86(3), 218-230.
  • Rotheram-Borus, M.J., Swendeman, D., Rotheram-Fuller, E., & Youssef, M. (2018). Family coaching as a delivery modality for evidence-based prevention programs. Clinical Child Psychology and Psychiatry, 23(1), 96-109.
  • Rosen, P., Rotheram-Fuller, E., & Mandell, D. (2018). Autism support teacher’s attitudes about inclusion for children with high functioning autism. Journal of the American Academy of Special Education Professionals, Winter, 2018.
  • Freeman, L. M. M., Locke, J., Rotheram-Fuller, E., & Mandell, D. (2017). Brief Report: Examining Executive and Social Functioning in Elementary-Aged Children with Autism. Journal of Autism and Developmental Disorders, 1-6. DOI: 10.1007/s10803-017-3079-3
  • Rotheram-Fuller, E., Swendeman, D., Becker, K., Daleiden, E., Chorpita, B., Harris, D., Mercer, N., & Rotheram-Borus, M.J. (2017). Replicating Evidence-Based Practices with Fidelity with Perinatal Home Visiting by Paraprofessionals. Maternal and Child Health Journal, 21(12), 2209-2218. DOI 10.1007/s10995-017-2342-8.
  • Rotheram-Fuller, E., Swendeman, D., Becker, K., Daleiden, E., Chorpita, B., Koussa Youssef, M. & Rotheram-Borus, M.J. (2017).  Adapting Current Strategies to Implement Evidence-based Prevention Programs for Paraprofessional Home Visiting. Prevention Science, 18(5), 590-599. DOI: 10.1007/s11121-017-0787-z.
  • Liou, D.D., & Rotheram-Fuller, E. (2016). Where is the Real Reform?: African American Students and Their Teachers’ Expectations for Academic Achievement. Urban Education. DOI: 10.1177/0042085915623340
  • Liou, D.D., Martinez, A., & Rotheram-Fuller, E.  (2016). “Don’t Give Up on Me”: Critical Mentoring Pedagogy for the Classroom Building Students’ Community Cultural Wealth. Accepted by the International Journal for Qualitative Studies in Education, 29(1), 104-129. DOI:10.1080/09518398.2015.1017849
  • Rotheram-Fuller, E., & Hodas, R. (2015).  Using CBT to assist children with autism spectrum disorders/pervasive developmental disorders in the school setting. In Flanagan, R., Levine, E., & Allen, K. (Eds.). CBT in Schools.
  • Rotheram-Fuller, E., Kim, M., Seiple, D., Locke, J., Greenwell, R., & Levin, D. (2013). Evaluating social skills intervention outcomes for children with autism spectrum disorders. Autism Open Access 3:122. doi:10.4172/2165-7890.1000122.
  • Rotheram-Fuller, E., Kasari, C., Chamberlain, B., & Locke, J. (2010). Social involvement of children with autism spectrum disorders in elementary school classrooms. Journal of Child Psychology and Psychiatry, 51(11):1227-1234.

Courses

Spring 2022
Course Number Course Title
SPE 593 Applied Project
TEL 710 Innov Disseminating Res
TEL 780 Practicum
TEL 792 Research
Fall 2021
Course Number Course Title
SPE 598 Special Topics
TEL 710 Innov Disseminating Res
TEL 780 Practicum
TEL 792 Research
Fall 2020
Course Number Course Title
SPE 598 Special Topics
TEL 707 Reading the Research
Spring 2020
Course Number Course Title
SPE 540 Family-Centered Practices
SPE 580 Practicum
Fall 2019
Course Number Course Title
TEL 780 Practicum
TEL 791 Seminar
TEL 799 Dissertation
Summer 2019
Course Number Course Title
TEL 780 Practicum
TEL 791 Seminar
Spring 2019
Course Number Course Title
SPE 580 Practicum
TEL 780 Practicum
TEL 791 Seminar
TEL 799 Dissertation
Fall 2018
Course Number Course Title
SPE 580 Practicum
TEL 780 Practicum
TEL 791 Seminar
TEL 792 Research
Summer 2018
Course Number Course Title
TEL 780 Practicum
TEL 791 Seminar
Spring 2018
Course Number Course Title
TEL 707 Reading the Research
TEL 792 Research

COVID-19 information