Erin Rotheram-Fuller
Associate Professor,
Mary Lou Fulton College for Teaching and Learning Innovation
Other ASU affiliations
Health Solutions Ambassador,
College of Health Solutions
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Mail code: 1811Campus: Tempe
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Long Bio
Erin Rotheram-Fuller specializes in research on autism spectrum disorder (ASD) and other high risk populations. She studies the school and family environment support systems around children with social challenges, as well as interdisciplinary training around professionals who work with individuals with ASD. Dr. 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 is the Coordinator of the MA in Special Education, with concentration in ASD, and ASD Certificate programs, focusing on best practices in inclusion and social supports.
Dr. Rotheram-Fuller is also the Co-Director of the OASIS (Optimizing Access for Students in Schools) Learning Futures Collaborative. OASIS focuses on improving inclusion practices in schools and communities. Dr. Rotheram-Fuller engages in community-based research, working with local schools and community centers to support and improve outcomes for children and families. She is exploring the effects of family, classroom and district level supports for behavior, academic and social concerns.
Education
- Ph.D. Psychological Studies in Education, University of California-Los Angeles 2005
- 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 leading an interdisciplinary training grant (IMPACT: Interdisciplinary Multicultural Professional Autism Clinical Training) to cross-train special education teachers and speech-language pathologists to support students with intensive needs.
- Dr. Rotheram-Fuller is also working with Childsplay Theater Group to adapt and deliver drama-based instruction to preschool aged children with special needs.
Publications
- Yuan, C., Wang, L, Archer Zhang, Q., Min, Q., Rotheram-Fuller, E., & Hart-Barnett, J. (2023). Teaching children with autism through self-monitored sibling-implemented intervention. Journal of Behavior Education. https://doi.org/10.1007/s10864-023-09507-7
- Rotheram-Borus, M.J., Christodoulou, J., Rotheram-Fuller, E., & Tomlinson, M. (2023). Losses of children’s cognitive potential over time: A South African example. South African Journal of Child Health, 17(3), 104-106. https://doi.org/10.7196/SAJCH.2023.v17i3.2002
- Liou, D. D., Martinez, J. A. L., & Rotheram-Fuller, E. (2023). Latinas at a Hispanic-serving institution: Resilient resistance affirming race–gender expectancies for college attainment. Journal of Diversity in Higher Education, 16(3), 333–345. https://doi.org/10.1037/dhe0000340
- Rotheram-Fuller, E., Turner, K., & *Ray, J. (2022). Cultural acceptability of ABA parent training for autism spectrum disorders. International Journal of Autism and Related Disabilities, 5(16). DOI: https://doi.org/10.29011/2642-3227.100060
- Rotheram-Fuller, E., Locke, J., Park, H., & Liou, D. (2022). Friendships, rejection and standardized test scores over time. Sage Open. DOI: 10.1177/21582440221130051
- *Rosen, P., Rotheram-Fuller, E., & Mandell, D. (2021). Teachers’ perceptions of factors used in placement decisions for students with autism. Autism, Open Access.
- Gordon, S., Rotheram-Fuller, E., Rezvan, P., Stewart, J., Christodoulou, J., & Tomlinson, M. (2021). Maternal depressed mood and child development over the first five years of life in South Africa. Journal of Affective Disorders, 294, 346-356. https://doi.org/10.1016/j.jad.2021.07.027
- Olson-Stewart, K., Rotheram-Fuller, E., & Liou, D. (2021). Beginning teacher support model: Elementary teachers’ resilience and retention in Arizona. International Journal of Modern Education Studies, 5(1), 49-73. http://dx.doi.org/10.51383/ijonmes.2021.75
- Rotheram-Borus, M.J., & Rotheram-Fuller, E. (2021). CDC Recommends Concurrent Immunizations: Does the COVID-19 vaccination campaign offer opportunities for improving vaccination rates across the lifespan? Infectious Diseases in Clinical Practice. Online first publication. doi: 10.1097/IPC.0000000000001020
- *Ambroso, E., Rotheram-Fuller, E., & Liou, D. (2020). Interdistrict choice and teacher beliefs: Implications for educational expectations, equity, and policymaking. Journal of Multicultural Affairs 5(1), Article 2. Available at: https://scholarworks.sfasu.edu/jma/vol5/iss1/2
- Matthews, N., Rotheram-Fuller, E., Orr, B.C., DeCarlo, M., Kogan, J., & Smith, C.J. (2020). Peer Acceptance, Rejection, Friendship, and Social Network Centrality among High School Students with Autism after Completing the PEERS Social Skills Intervention. School Mental Health 12, 88-98.
- Liou, D.D., Leigh, P.R., Rotheram-Fuller, E., & Cutler, K.* (2019). The Influence of Teachers’ Colorblind Expectations on the Political, Normative, and Technical Dimensions of Educational Reform. International Journal of Educational Reform, 28(1), 122-148.
- Locke, J., Rotheram-Fuller, E., Harker, C., Kasari, C., & Mandell, D. (2019). 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, 62, 10-17.
- 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
- Locke, J., Rotheram-Fuller, E., Xie, M., Harker, C., & Mandell, D. (2014). Correlation of cognitive and social outcomes among children with autism spectrum disorder in a randomized trial of behavioral intervention. Autism, 18(4):370-375.
- 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.
- Locke, J., Kasari, C., Rotheram-Fuller, E., Kretzmann, M., & Jacobs, J. (2013). Social network changes over the school year among elementary-aged children with and without a disability. School Mental Health, 5(1):38-47.
Courses
2025 Spring
| Course Number | Course Title |
|---|---|
| SPE 593 | Applied Project |
2024 Fall
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
2024 Spring
| Course Number | Course Title |
|---|---|
| SPE 593 | Applied Project |
2023 Fall
| Course Number | Course Title |
|---|---|
| SPE 541 | Consultation Frameworks/Issues |
| SPE 541 | Consultation Frameworks/Issues |
2023 Summer
| Course Number | Course Title |
|---|---|
| SPE 597 | Capstone |
2023 Spring
| Course Number | Course Title |
|---|---|
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 799 | Dissertation |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 710 | Innov Disseminating Res |
| TEL 710 | Innov Disseminating Res |
| SPE 593 | Applied Project |
| TEL 799 | Dissertation |
2022 Fall
| Course Number | Course Title |
|---|---|
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 710 | Innov Disseminating Res |
| TEL 710 | Innov Disseminating Res |
| TEL 799 | Dissertation |
| TEL 799 | Dissertation |
2022 Summer
| Course Number | Course Title |
|---|---|
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 710 | Innov Disseminating Res |
| TEL 710 | Innov Disseminating Res |
| SPE 593 | Applied Project |
2022 Spring
| Course Number | Course Title |
|---|---|
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 710 | Innov Disseminating Res |
| TEL 710 | Innov Disseminating Res |
| TEL 792 | Research |
| SPE 593 | Applied Project |
2021 Fall
| Course Number | Course Title |
|---|---|
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 780 | Practicum |
| TEL 792 | Research |
| TEL 710 | Innov Disseminating Res |
| TEL 710 | Innov Disseminating Res |
| SPE 598 | Special Topics |
| SPE 598 | Special Topics |
| SPE 598 | Special Topics |
2020 Fall
| Course Number | Course Title |
|---|---|
| TEL 707 | Reading the Research |
| SPE 598 | Special Topics |
| SPE 598 | Special Topics |
2020 Spring
| Course Number | Course Title |
|---|---|
| SPE 580 | Practicum |
| SPE 580 | Practicum |
| SPE 540 | Family-Centered Practices |
| SPE 540 | Family-Centered Practices |