Ph.D. 2007 – Indiana University, Bloomington, Special Education
M.Ed. 2002 – Arizona State University, Educational Psychology
B.S. 1995 – University of Evansville, Special Education
Areas of Expertise
Classroom and home-based intervention strategies for young children, school-age children, and adolescents with developmental disabilities
Use of structured teaching strategies with individuals with autism spectrum disorders (ASD)
Professional development and implementation support for special education service providers
Identification, review, and evaluation of evidence-based practices for individuals with ASD
Dr. Hume has worked with children and young adults on the autism spectrum for 30+ years in a variety of capacities, including a home program therapist, teacher, trainer, consultant, CrossFit coach, and researcher. She was a classroom teacher for seven years working primarily with students on the autism spectrum and is a Certified Advanced Consultant with the UNC TEACCH Autism Program.
Dr. Hume’s research focuses on increasing access for individuals with developmental disabilities to high-quality community-based services and interventions. Much of Dr. Hume’s work focuses on the design and implementation of interventions for autistic youth, their families, and service providers in school and community settings. She, along with Dr. Sam Odom, lead the Center on Secondary Education for Students with ASD (CSESA), a Research and Development Center funded by IES from 2012-2018. Dr. Hume was awarded a Follow-Up Grant from IES to study this group of adolescents as they moved beyond high school to examine employment, education, and community integration outcomes, and recently began a new IES-funded study to enhance self-determination and social connectedness in high school settings (ies.ed.gov). Dr. Hume’s research also focuses on identifying evidence-based practices for individuals with autism and translating those findings into practical tools for service providers (ncaep.fpg.unc.edu).
During her years at UNC, Dr. Hume, in collaboration with a number of colleagues across departments and disciplines, has received over $15,000,000 in funding as PI- or Co-PI, published more than 70 manuscripts and book chapters, and has led two of the largest studies to date examining the efficacy of school-based interventions for students with developmental disabilities. The Interagency Autism Coordinating Committee has twice identified her work as a top 20 yearly scientific advance in ASD research.