Education

  • 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

  • School, home, and community-based interventions for individuals with developmental disabilities across the age range, often to support independence and interdependence
  • Use of structured teaching strategies with individuals with autism
  • Professional development and implementation support for special education service providers
  • Identification, review, and evaluation of evidence-based practices for autistic individuals

Background

Hume has worked and collaborated with autistic children and adults 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 with autism and is a Certified Advanced Consultant with the UNC TEACCH Autism Program.

Research

Hume’s research focuses on increasing access for individuals with developmental disabilities to high-quality community-based services and interventions. Much of Hume’s work focuses on the design and implementation of interventions for and with autistic youth, their families, and service providers in school and community settings, and the study of their efficacy in small- and large- scale investigations. She, along with Sam Odom, led the Center on Secondary Education for Students with ASD (CSESA, csesa.fpg.unc.edu), a research and development center funded by IES from 2012-2018. 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 an IES-funded study to enhance self-determination and social connectedness in high school settings (ies.ed.gov). 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). For fun, Hume leads an inclusive and adaptive fitness class in the Chapel Hill community called Power Hour. She and colleges were recently awarded an NIH R01 grant to study the impact of this inclusive exercise programming on the health and wellbeing of adults with intellectual and developmental disabilities (PACE Project, https://go.unc.edu/y8R4Y)

During her years at UNC-Chapel Hill, Hume, in collaboration with a number of colleagues across departments and disciplines, has received over $21 million in funding as PI or Co-PI, published more than 80 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 four times nominated or identified her work as a top-20 yearly scientific advance in ASD research.

  • EDUC 994, Doctoral Research and Dissertation
  • EDMX 708, Teacher Researcher I
  • EDUC 698, Internship in Human Development and Family Science
  • EDUC 796B, Independent Study Doctoral Level
  • EDMX 709, Teacher Researcher II
  • EDUC 796B
  • EDUC 994
  • EDUC 405, Parenting and Family Life Education
  • EDUC 861, Seminar in Special Education
  • EDUC 689, Foundations of Special Education
  • EDUC 181, Introduction to Human Development and Family Studies
  • EDUC 809, Problems in Special Education
  • EDUC 790, Special Topics in Education – Graduate
  • EDUC 990, Supervised Research

“A Stage 1 Pilot Test for Feasibility and Efficacy of a Multi-Level Intervention To Increase Physical Activity in Adults with Intellectual Disability: Step it Up”; NIH National Institute on Aging (NIA), $2,194,549. (April 1, 2023 – January 31, 2028).

“Interdisciplinary Leadership Preparation to Engage Underserved Populations in the Design, Delivery, and Dissemination of Effective Practices for High-Need Children and Youth with Disabilities and Their Families”; US Department of Education (DOED), $995,969. (September 15, 2022 – September 14, 2027).

“A participatory mixed-methods study of the initial social validity, feasibility, and acceptability of a support group facilitation guide for gender-diverse autistic young adults”; Organization for Autism Research (OAR), $1,988. (July 7, 2025 – December 31, 2026).

“Richard Coop Endowment Faculty Scholar in Education”; UNC-CH, $15,000. (July 1, 2022 – June 30, 2025).

“Combining the Self-Determined Learning Model of Instruction and Peer Supports: Examining the Impact on Academic and Social Outcomes for Students with Autism Spectrum Disorders in Inclusive Secondary Classrooms”, Hume, K., Lead Principal Investigator; Waters, V., Project Manager; University of Kansas Center for Research, Inc. (KUCR), $1,414,988. (Prime Project: $1,300,084, US Department of Education (DOED)). (July 1, 2020 – June 30, 2025).

“A Longitudinal Study of Employment and Educational Instability for Young Adults with Autism Spectrum Disorder”; Vanderbilt University Medical Center, $14,416. (Prime Project: $2,304,595, NIH National Institute of Mental Health (NIMH)). (May 1, 2024 – April 30, 2025).

“A Longitudinal Study of Employment and Educational Instability for Young Adults with Autism Spectrum Disorder”; Vanderbilt University Medical Center, $14,580. (Prime Project: $2,304,595, NIH National Institute of Mental Health (NIMH)). (May 1, 2023 – April 30, 2024).

“Examining the Efficacy of the TEACCH School Transition to Employment and Post-Secondary Education Program”, Klinger, L., Lead Principal Investigator; Hume, K., Co-Principal Investigator; DOD DA Army Medical Research Acquistion, $1,435,556. (September 15, 2019 – September 14, 2023).

“Effectiveness & Feasibility of a Webinar-Based Daily Living Skills Intervention for Caregivers of Adolescents with Autism without Intellectual Disability”, Hume, K., Lead Principal Investigator; Organization for Autism Research (OAR), $2,000. (July 1, 2021 – June 30, 2023).

“A Longitudinal Study of Employment and Educational Instability for Young Adults with Autism Spectrum Disorder”; Vanderbilt University Medical Center, $12,428. (Prime Project: $2,304,595, NIH National Institute of Mental Health (NIMH)). (May 1, 2022 – April 30, 2023).

“Post-doctoral Training in Special Education and Autism Research”, Hume, K., Lead Principal Investigator; US Department of Education (DOED), $682,884. (July 1, 2016 – June 30, 2022).

“Efficacy Follow-up Study of the CSESA Model”, Hume, K., Lead Principal Investigator; US Department of Education (DOED), $1,100,000. (July 1, 2018 – December 31, 2021).

“Step It Up: Increasing Physical Activity for Adults with”, Hume, K., Lead Principal Investigator; Organization of Autism Research, $28,639. (January 1, 2018 – December 31, 2019).

  • Nominated for:Finalist for UNC School of Education Teaching Excellence Award (2025). (2025).
  • Division on Autism and Developmental Disabilities Research Award, Division on Autism and Developmental Disabilities. (January 2025).
  • Lead author and co-author of two articles idenitified in the top 7 scientific advances in Autism Intervention Research in 2022, Interagency Autism Coordinating Committee Summary of Advances in ASD Research (2022). (December 2023).
  • Nominated for:Co-author of article nominated as one of the top 20 scientific advances in ASD research in 2020, Interagency Autism Coordinating Committee Summary of Advances in ASD Research. (June 2022).
  • Richard “Dick” Coop Faculty Scholar in Education, UNC School of Education. (March 2022).
  • Nominated for:Finalist for UNC School of Education Teaching Excellence Award (2021). (2021).
  • WCHL Hometown Hero Award. (2018).
  • Abecedarian Award, Early Career Award, Frank Porter Graham Child Development Institute. (2017).
  • Co-author of the most cited article in the Journal on Autism and Developmental Disorders. (2017).
  • James J. Gallagher Award, Frank Porter Graham Child Development Institute. (2016).
  • Co-author of article recognized as one of the top 20 scientific advances in ASD research, Interagency Autism Coordinating Committee Summary of Advances in ASD Research. (2013).
  • Textbook Excellence Award for Quality Literacy Instruction for Students with Autism Spectrum Disorders, Text and Academic Authors Association. (2011).
  • Co-author of article recognized as one of the top 20 scientific advances in ASD research, Interagency Autism Coordinating Committee Summary of Advances in ASD Research. (2010).
  • Special Education Leadership Grant, Indiana University & U.S. Department of Education. (2004).
  • Chancellor’s Fellowship, Indiana University. (2003).
  • Council for Exceptional Children.
  • Interntional Society for Autism Research.

Journal Article

Shogren, K. A., Hume, K., Rentschler, L. F., & Boyd, B. A. (2026). Combining Evidence-Based Practices to Enhance Outcomes for Autistic Students: Considerations and Challenges. Focus on Autism and Other Developmental Disabilities. Published. https://doi.org/10.1177/10883576251407633

Tomaszewski, B., DaWalt, L. S., Hume, K., Rentschler, L., & Steinbrenner, J. (2025). Adaptive Behavior, Self-Determination, and Health in Autistic Young Adults. Remedial and Special Education, 46(4), 311–322. https://doi.org/10.1177/07419325251316817

Hall, L. J., Brum, C., Steinbrenner, J. R., Hume, K., Grundon, G., & Spitzer, H. (2025). Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives. Remedial and Special Education, 46(4), 323–337. https://doi.org/10.1177/07419325241271377

Kraemer, B. R., Rentschler, L. F., Tomaszewski, B., McIntyre, N., Dawalt, L., & Hume, K. (2025). Life After High School: The Employment Experiences of Autistic Young Adults. Remedial and Special Education, 46(4), 299–310. https://doi.org/10.1177/07419325241289534

Hume, K., Steinbrenner, J. D., & Odom, S. (2025). Postsecondary Landscape for Autistic Young Adults: Special Issue on Autism, Young Adulthood, and Life Post High School. Remedial and Special Education, 46(4), 263–272. https://doi.org/10.1177/07419325251316866

Romero, V. G., Sánchez-Raya, A., Reina, C. C., & Hume, K. (2025). Spanish Adaptation of the TEACCH Fidelity Form. Psicologia Educativa, 31(2), 153–169. https://doi.org/10.5093/psed2025a17

Steinbrenner, J. R., DaWalt, L., Hume, K., Kraemer, B., Odom, S., Hall, L. J., Brum, C., Szidon, K., & Bolt, D. (2025). Social and Vocational Activities of Autistic High School Students and Relationships With Educational Programming. Journal of Special Education, 59(1), 48–60. https://doi.org/10.1177/00224669241301732

Rentschler, L. F., Hume, K., Steinbrenner, J. R., Bagatell, N., Boyd, B. A., & Shogren, K. (2025). Efficacy of an Online Caregiver Learning Series for Promoting Daily Living Skills of Autistic Adolescents. Journal of Autism and Developmental Disorders. Published. https://doi.org/10.1007/s10803-025-06766-3

Kan, D. D., Hume, K., Shogren, K. A., Tomaszewski, B., & Ng, J. M. (2025). Relationship Between Self-Determination and IEP Goal Attainment for Autistic Adolescents. Career Development and Transition for Exceptional Individuals. Published. https://doi.org/10.1177/21651434251333405

Jenkins, M. R., Rizo, C. F., Ansong, D., Hume, K., & Dababnah, S. (2025). Sex Trafficking Prevention for Youth With Disabilities: Network Analysis of Organizational Coordination. Research on Social Work Practice. Published. https://doi.org/10.1177/10497315251389529

Rentschler, L. F., Hume, K., Steinbrenner, J. R., Bagatell, N., Boyd, B. A., & Shogren, K. (2024). Efficacy of an Online Caregiver Learning Series for Promoting Daily Living Skills of Autistic Adolescents. Journal of Autism and Developmental Disorders. Accepted. https://doi.org/10.1007/s10803-025-06766-3

Hume, K., Steinbrenner, J., Odom, S., Dawalt, L., Hall, L., & Kraemer, B. (accepted). Postsecondary landscape for autistic young adults. Remedial and Special Education Special Issue.

Tomaszewski, B., Dawalt, L., Rentschler, L., Hume, K., & Steinbrenner, J. (accepted). Adaptive behavior, self-determination, and health in autistic young adults. Remedial and Special Education Special Issue..

Kiblen, J., Shogren, K., Scott, L., Kan, D., Bossen, B., & Hume, K. (accepted). Perspectives of autistic students and their teachers on self-determination and peer support. Research in Autism Spectrum Disorders.

Smith, M. J., Merle, J. L., Baker-Ericzén, M., Sherwood, K., Bornheimer, L. A., Ross, B., Harrington, M., Sharma, A., Brown, C., Gordon, T. (., Telfer, D., Reese, J., Hirst, J., Oulvey, E. A., Dignadice, V., Williams, E. D., Magaña, S., Hume, K., Sung, C., … Smith, J. D. (2024). A type 1 hybrid multi-site randomized controlled trial protocol for evaluating virtual interview training among autistic transition-age youth. Contemporary Clinical Trials Communications, 42. https://doi.org/10.1016/j.conctc.2024.101384

Jenkins, M. R., Radtke, S. R., Rizo, C. F., Dababnah, S., Hume, K., & Alam, I. Z. (2024). Sex Trafficking Prevention for Youth with Intellectual and Developmental Disabilities: Service Provider Perspectives. Journal of Human Trafficking, 11(1), 20–37. https://doi.org/10.1080/23322705.2024.2426939

Raley, S. K., Bumble, J. L., Malone, K. M., Rentschler, L. F., Shogren, K. A., Hume, K., Greenberg, D. J., & Alsaeed, A. H. (2024). An Analysis of the Self-Determined Learning Model of Instruction Coaching Model Principles in High School Classrooms. Journal of Special Education, 58(2), 63–75. https://doi.org/10.1177/00224669231197405

Sherwood, K., Smith, M. J., Ross, B., Johnson, J., Trautwein, A., Landau, M., & Hume, K. (2024). Implementing Virtual Interview Training for Transition-Age Youth: Practical Strategies for Educators. Intervention in School and Clinic, 59(4), 281–286. https://doi.org/10.1177/10534512231156879

Hall, L. J., Brum, C., Steinbrenner, J. R., Hume, K., Grundon, G., & Spitzer, H. (2024). Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives. Remedial and Special Education. Published. https://doi.org/10.1177/07419325241271377

Kraemer, B. R., Rentschler, L. F., Tomaszewski, B., McIntyre, N., Dawalt, L., & Hume, K. (2024). Life After High School: The Employment Experiences of Autistic Young Adults. Remedial and Special Education. Published. https://doi.org/10.1177/07419325241289534

Steinbrenner, J. R., DaWalt, L., Hume, K., Kraemer, B., Odom, S., Hall, L. J., Brum, C., Szidon, K., & Bolt, D. (2024). Social and Vocational Activities of Autistic High School Students and Relationships With Educational Programming. Journal of Special Education. Published. https://doi.org/10.1177/00224669241301732

Nader, D., Dunlop, B., Tomaszewski, B., Sam, A., Hume, K., Aljuaid, M., & Odom, S. (2023). Exploratory factor analysis of the Social Skills Improvement System (SSIS) for children with autism: Implications for use and educational placement. Research in Autism Spectrum Disorders. Published. https://doi.org/10.1016/j.rasd.2023.102144

Raley, S., Bumble, J., K., Rentschler, L., Shogren, K., Hume, K., Greenberg, D., & Alsaeed, A. (accepted). Self-determined learning model of instruction Coaching model principles in action in high school classrooms. Journal of Special Education.

Rentschler, L., Steinbrenner, J., & Hume, K. (2023). Building inclusive high school communities for autistic students. Teaching Exceptional Children. Published. https://journals.sagepub.com/doi/pdf/10.1177/00400599221098194

Lukins, J., Able, H., & Hume, K. (2023). Novice teachers’ implementation of evidence-based practices in autism education: Examining the roles of preparation and perception. Focus on Autism and Other Developmental Disabilities, 38(1), 5–16. https://doi.org/doi.org/10.1177/10883576221144734

Steinbrenner, J., McIntyre, N., Rentschler, L., Pearson, J., Luelmo, P., Jaramillo, M., Boyd, B. A., & Hume, K. (2022). Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices.. Published.

Kuhn, J., Szidon, K., Kraemer, B., Steinbrenner, J., Tomaszewski, B., Hume, K., & Dawalt, L. (2022). Facilitators and barriers of the implementation of a multi-family autism transition program in the high school setting. Autism. Published.

Kraemer, B., Tomaszewski, B., Rentschler, L., Steinbrenner, J., Hume, K., McDaniel, S., DeWalt, L., Brum, C., & Szidon, K. (2022). Assessing the quality of individualized transition plans for high school students with autism. Career Development and Transition for Exceptional Individuals. Published.

Tomaszewski, B., Melissa, S., & Hume, K. (2022). Examining physical activity and quality of life in adults with autism spectrum disorder. Journal of Intellectual Disabilities. Published.

Tomaszewski, B., Savage, M., & Hume, K. (2022). Step It Up: Increasing physical activity for adults with autism spectrum disorder and intellectual disability using supported self-management and Fitbit technology. Focus on Autism and Other Developmental Disabilities., 37, 146–157.

Kuhn, J., Szidon, K., Kraemer, B., Steinbrenner, J. R., Tomaszewski, B., Hume, K., & DaWalt, L. (2022). Implementation of a multi-family autism transition program in the high school setting. Autism, 26(3), 615–627. https://doi.org/10.1177/13623613211065533

Coleman, H., Hume, K., Fanning, L., & Scott, S. (2022). Examining the Feasibility and Fit of Family Implemented TEACCH for Toddlers in Rural Settings. Journal of Early Intervention, 44(1), 58–77. https://doi.org/10.1177/10538151211009306

Coleman, H., Hume, K., Fanning, L., & Scott, S. (2022). Examining the feasibility and fit of Family Implemented TEACCH for Toddlers in rural settings. Journal of Early Intervention, 44, 58–77.

Hume, K., Sam, O., Jessica, S., DeWalt, L., Laura, H., Kraemer, B., Tomaszewski, B., Brum, C., Szidon, K., & Bolt, D. (2022). Efficacy of a school-based comprehensive intervention program for adolescents with autism. Exceptional Children, 88, 223–240.

Odom, S., Hall, L., Morin, K., Kraemer, B., Hume, K., McIntyre, N., Nowell, S., Steinbrenner, J., Tomaszewski, B., Sam, A., & DeWalt, L. (2021). Educational interventions for children and youth with autism: A 40-Year perspective. Journal of Autism and Developmental Disorders.. Published. S. Greensboro Rd

Hume, K., Steinbrenner, J. R., Odom, S., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review. Journal of Autism and Developmental Disorders, 51, 4013–4032. https://doi.org/10.1007/s10803-020-04844-2

McIntyre, N. S., Tomaszewski, B., Hume, K., & Odom, S. (2021). Stability of literacy profiles of adolescents with autism spectrum disorder and associations with stakeholder perceptions of appropriate high school support needs. Language, Speech, and Hearing Services in Schools, 52(1), 209–224. https://doi.org/10.1044/2020_LSHSS-20-00016

DaWalt, L. S., Taylor, J. L., Bishop, S., Hall, L. J., Steinbrenner, J. D., Kraemer, B., Hume, K., & Odom, S. (2020). Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder. Autism Research, 13(12), 2155–2163. https://doi.org/10.1002/aur.2348

Tomaszewski, B., Kraemer, B., Steinbrenner, J. R., Smith DaWalt, L., Hall, L. J., Hume, K., & Odom, S. (2020). Student, Educator, and Parent Perspectives of Self-Determination in High School Students with Autism Spectrum Disorder. Autism Research, 13(12), 2164–2176. https://doi.org/10.1002/aur.2337

Sreckovic, M. A., Hume, K., & Regan, T. E. (2020). Use of Work Systems to Increase the Independence of Adolescents With Autism Spectrum Disorder. Career Development and Transition for Exceptional Individuals, 43(4), 240–256. https://doi.org/10.1177/2165143420948766

Kraemer, B. R., Odom, S., Tomaszewski, B., Hall, L. J., Dawalt, L., Hume, K., Steinbrenner, J. R., Szidon, K., & Brum, C. (2020). Quality of high school programs for students with autism spectrum disorder. Autism, 24(3), 707–717. https://doi.org/10.1177/1362361319887280

Smith, M. J., Pinto, R. M., Dawalt, L., Smith, J. D., Sherwood, K., Miles, R., Taylor, J., Hume, K., Dawkins, T., Baker-Ericzén, M., Frazier, T., Humm, L., & Steacy, C. (2020). Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum. Research in Autism Spectrum Disorders, 71. https://doi.org/10.1016/j.rasd.2019.101498

Steinbrenner, J. R., Odom, S., Hall, L. J., & Hume, K. (2020). Moving Beyond Fidelity: Assessing Implementation of a Comprehensive Treatment Program for Adolescents With Autism Spectrum Disorder. Exceptional Children, 86(2), 137–154. https://doi.org/10.1177/0014402919855321

Zheng, S., Hume, K., Able, H., Bishop, S. L., & Boyd, B. A. (2020). Exploring Developmental and Behavioral Heterogeneity among Preschoolers with ASD: A Cluster Analysis on Principal Components. Autism Research, 13(5), 796–809. https://doi.org/doi.org/10.1002/aur.2263

Turner-Brown, L., Hume, K., Boyd, B. A., & Kainz, K. (2019). Preliminary Efficacy of Family Implemented TEACCH for Toddlers: Effects on Parents and Their Toddlers with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 49(7), 2685–2698. https://doi.org/10.1007/s10803-016-2812-7

Hume, K., Sam, A., Mokrova, I., Reszka, S., & Boyd, B. A. (2019). Facilitating Social Interactions With Peers in Specialized 
Early Childhood Settings for Young Children With ASD. School Psychology Review, 48(2), 123–132. https://doi.org/10.17105/SPR-2017-0134.V48-2

Hume, K., & Campbell, J. M. (2019). Peer Interventions for Students With Autism Spectrum 
Disorder in School Settings: Introduction to the Special Issue. School Psychology Review, 48(2), 115–122. https://doi.org/10.17105/SPR-2018-0081.V48-2

Kraemer, B. R., Odom, S., Tomaszewski, B., Hall, L. J., Dawalt, L., Hume, K., Steinbrenner, J. R., Szidon, K., & Brum, C. (2019). Quality of high school programs for students with autism spectrum disorder. Autism. Published. https://doi.org/10.1177/1362361319887280

Reichow, B., Hume, K., Barton, E. E., & Boyd, B. A. (2018). Early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, 2018(5). https://doi.org/10.1002/14651858.CD009260.pub3

Odom, S., Cox, A., Sideris, J., Hume, K., Hedges, S., Kucharczyk, S., Shaw, E., Boyd, B. A., Reszka, S., & Neitzel, J. (2018). Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS). Journal of Autism and Developmental Disorders, 48(3), 913–924. https://doi.org/10.1007/s10803-017-3379-7

Hume, K., Dykstra Steinbrenner, J., Sideris, J., Smith, L., Kucharczyk, S., & Szidon, K. (2018). Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder. Autism, 22(1), 40–50. https://doi.org/10.1177/1362361317722029

Hedges, S. H., Odom, S., Hume, K., & Sam, A. (2018). Technology use as a support tool by secondary students with autism. Autism, 22(1), 70–79. https://doi.org/10.1177/1362361317717976

Melissa, S., Hume, K., & Able, H. (2017). Examining the efficacy of peer network interventions on the social interactions of high school students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47, 2556–2574. https://doi.org/10.1007/s10803-017-3171-8

Hume, K., Regan, T., Megronigle, L., & Rhinehalt, C. (2016). Supporting Students With Autism Spectrum Disorder Through Grief and Loss. TEACHING Exceptional Children, 48(3), 128–136. https://doi.org/10.1177/0040059915618196

Wong, C., Odom, S., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., & Schultz, T. R. (2015). Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z

Sam, A., Reszka, S., Odom, S., Hume, K., & Boyd, B. (2015). The Use of Coding Methods to Estimate the Social Behavior Directed toward Peers and Adults of Preschoolers with ASD in TEACCH, LEAP, and Eclectic “BAU” Classrooms. Behavioral Disorders, 40(2), 91–101. https://doi.org/10.17988/bd-13-47.1

Sam, A., Reszka, S., Odom, S., Hume, K., & Boyd, B. (2015). The use of coding methods to estimate the social behavior directed toward peers and adults of preschoolers with ASD in TEACCH, LEAP, and eclectic “bAU” classrooms. Behavioral Disorders, 40(2), 91–101. https://doi.org/10.17988/BD-13-47.1

Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., El Zein, F., Reutebuch, C. K., & Vaughn, S. (2014). Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education. Remedial and Special Education, 35(2), 68–79. https://doi.org/10.1177/0741932513518823

Hume, K. (2014). Introduction to the Special Issue: Autism, Adolescence, and High School. Remedial and Special Education, 35(2), 67. https://doi.org/10.1177/0741932513519503

Carter, E. W., Common, E. A., Sreckovic, M. A., Huber, H. B., Bottema-Beutel, K., Gustafson, J. R., Dykstra, J., & Hume, K. (2014). Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders. Remedial and Special Education, 35(2), 91–101. https://doi.org/10.1177/0741932513514618

Hume, K., Boyd, B. A., Hamm, J., & Kucharczyk, S. (2014). Supporting Independence in Adolescents on the Autism Spectrum. Remedial and Special Education, 35(2), 102–113. https://doi.org/10.1177/0741932513514617

Reszka, S. S., Boyd, B. A., McBee, M., Hume, K., & Odom, S. (2014). Brief report: Concurrent validity of autism symptom severity measures. Journal of Autism and Developmental Disorders, 44(2), 466–470. https://doi.org/10.1007/s10803-013-1879-7

Boyd, B. A., Hume, K., McBee, M. T., Alessandri, M., Gutierrez, A., Johnson, L. A., Sperry, L., & Odom, S. (2014). Comparative efficacy of LEAP, TEACCH and non-model-specific special education programs for preschoolers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(2), 366–380. https://doi.org/10.1007/s10803-013-1877-9

Plavnick, J. B., & Hume, K. (2014). Observational learning by individuals with autism: A review of teaching strategies. Autism, 18(4), 458–466. https://doi.org/10.1177/1362361312474373

Hume, K., Sreckovic, M., Snyder, K., & Carnahan, C. R. (2014). Smooth Transitions: Helping Students With Autism Spectrum Disorder Navigate the School Day. Teaching Exceptional Children. Published. https://doi.org/10.1177/0040059914542794

Reszka, S. S., Hume, K., Sperry, L., Boyd, B. A., & McBee, M. T. (2014). The classroom practice inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 8(6), 633–643. https://doi.org/10.1016/j.rasd.2014.02.003

Plavnick, J., Sam, A., Hume, K., & Odom, S. (2013). Effects of video-based group instruction for adolescents with autism spectrum disorder. Exceptional Children, 80(1), 67–83. https://doi.org/10.1177/001440291308000103

Dykstra, J. R., Sabatos-Devito, M. G., Irvin, D. W., Boyd, B. A., Hume, K., & Odom, S. L. (2013). Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders. Autism, 17(5), 582–594. https://doi.org/10.1177/1362361312446206

Irvin, D. W., Hume, K., Boyd, B. A., McBee, M. T., & Odom, S. (2013). Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder. Research in Autism Spectrum Disorders, 7(8), 947–955. https://doi.org/10.1016/j.rasd.2013.04.004

Coman, D., Alessandri, M., Gutierrez, A., Novotny, S., Boyd, B., Hume, K., Sperry, L., & Odom, S. (2013). Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(2), 345–360. https://doi.org/10.1007/s10803-012-1573-1

Hume, K., Plavnick, J., & Odom, S. (2012). Promoting task accuracy and independence in students with autism across educational setting through the use of individual work systems. Journal of Autism and Developmental Disorders, 42(10), 2084–2099. https://doi.org/10.1007/s10803-012-1457-4

Odom, S., Hume, K., Boyd, B., & Stabel, A. (2012). Moving Beyond the Intensive Behavior Treatment Versus Eclectic Dichotomy: Evidence-Based and Individualized Programs for Learners With ASD. Behavior Modification, 36(3), 270–297. https://doi.org/10.1177/0145445512444595

Boutot, E. A., & Hume, K. (2012). Beyond time out and table time: Today’s applied behavior analysis for students with autism. Education and Training in Autism and Developmental Disabilities, 47(1), 23–38. https://api.elsevier.com/content/abstract/scopus_id/84860186918

Reszka, S. S., Odom, S., & Hume, K. (2012). Ecological Features of Preschools and the Social Engagement of Children With Autism. Journal of Early Intervention, 34(1), 40–56. https://doi.org/10.1177/1053815112452596

Irvin, D. W., McBee, M., Boyd, B. A., Hume, K., & Odom, S. (2012). Child and family factors associated with the use of services for preschoolers with autism spectrum disorder. Research in Autism Spectrum Disorders, 6(1), 565–572. https://doi.org/10.1016/j.rasd.2011.07.018

Reichow, B., Barton, E. E., Boyd, B. A., & Hume, K. (2012). Early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews (Online), 10. https://api.elsevier.com/content/abstract/scopus_id/84871874560

Hume, K., Boyd, B., McBee, M., Coman, D., Gutierrez, A., Shaw, E., Sperry, L., Alessandri, M., & Odom, S. (2011). Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures. Research in Autism Spectrum Disorders, 5(4), 1430–1440. https://doi.org/10.1016/j.rasd.2011.02.002

Carnahan, C., Harte, H., Schumacher, K., Hume, K., & Borders, C. (2011). Structured work systems: Supporting meaningful engagement in preschool settings for children with autism spectrum disorders. Young Exceptional Children, 14(1), 2–16. https://doi.org/10.1177/1096250610388012

Odom, S., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 425–436. https://doi.org/10.1007/s10803-009-0825-1

Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39(9), 1329–1338. https://doi.org/10.1007/s10803-009-0751-2

Hume, K., & Odom, S. (2007). Effects of an individual work system on the independent functioning of students with autism. Journal of Autism and Developmental Disorders, 37(6), 1166–1180. https://doi.org/10.1007/s10803-006-0260-5

Book

Jordan, R., Roberts, J., & Hume, K. (Eds.). (2019). Autism and Education: An International Handbook. Sage Publishers. https://us.sagepub.com/en-us/nam/the-sage-handbook-of-autism-and-education/book249126

Book Chapter

Hume, K., & Cort, E. (accepted). Adapting physical activity to increase participation for students with motor differences or delays. In Kinetic classrooms for all Learners: A guide to developing physical activity programs in inclusive settings. Routledge.

Boyd, B. A., Lee, J., & Hume, K. (accepted). Autism Spectrum Disorder: Understanding current educational research and practice. In In JM Kauffman, DP Hallahan, PC Pullen (Eds.), Handbook of special education (3rd ed., pp. 486-508). Routledge..

Boyd, B. A., Lee, J., & Hume, K. (published). Autism Spectrum Disorder: Understanding current educational research and practice. In Handbook of Special Education. Routledge.

Dunlop, B., & Hume, K. (2023). Systematic instruction. In A guide to teaching students with autism spectrum disorders (2nd edition). ). Council for Exceptional Children, Division on Autism and Developmental Disabilities. https://exceptionalchildren.org/store/books/guide-teaching-students-autism-prism-14

Nowell, S., & Hume, K. (2023). Structured Teaching and Environmental Supports. In Learners on the Autism Spectrum: Preparing Highly Qualified Educators and Related Practitioners. Routledge.

Hume, K., Kucharczyk, S., Rentschler, L., & Boyd, B. (2023). Promoting independence and self-management in secondary students with autism. In Center on Secondary Education for Students with Autism. Guilford Press.

Hume, K., & Odom, S. (2023). CSESA Research and Evaluation. In Center on Secondary Education for Students with Autism. Guilford Press.

Rentschler, L., Hume, K., Wong, C., Plavnick, J., & Schultz, T. (accepted). Use of visual supports for young children with autism..

Kan, D., Malone, K., Putnam, O., & Hume, K. (published). Current trends and theoretical approaches in autism research. In Autism Spectrum Disorders: Advancing Positive Practices in Education, Fifth Edition..

Turner-Brown, L., & Hume, K. (2020). The TEACCH approach and other visually based approaches for young children with ASD. In Clinical Guide to Early Interventions for Children with Autism. Springer. https://doi.org/10.1007/978-3-030-41160-2

Griffen, W., Sam, A., & Hume, K. (2019). Curriculum balance: access to academic learning and the therapeutic curriculum. In Autism and Education: An International Handbook.. Sage Publishers.

Sam, A., & Hume, K. (2019). Learning supports for students on the autism spectrum. In Autism and Education: An International Handbook. Sage Publishers.

Instructional Material

Hume, K., Waters, V., Steinbrenner, J., Perkins, Y., Becky, D., Rentschler, L., Szendrey, S., McIntyre, N., White, M., Nowell, S., & Odom, S. (2020). Supporting individuals with autism through uncertain times. Autism Focused Intervention Resources & Modules. https://afirm.fpg.unc.edu/supporting-individuals-autism-through-uncertain-times

Other

Savage, M. N., Weisbein, L., Kelly, S. F., Shin, D. E., Hume, K., & Tomaszewski, B. (2024). Capability, opportunity, and motivation to engage in physical activity for adults with intellectual and developmental disabilities: A scoping review. In International Review of Research in Developmental Disabilities: Vol. 66 (pp. 175–224). https://doi.org/10.1016/bs.irrdd.2024.09.004

Professional

  • Associate Editor, Career Development and Transition for Exceptional Individuals Special Issue. (2025 – 2026).
  • Board of Advisors, Global Voice for Autism. (August 2023 – 2026).
  • Associate Editor, Remedial and Special Education. (February 2021 – 2026).
  • Reviewer/Referee, Autism: The International Journal of Research and Practice. (2015 – 2026).
  • Reviewer/Referee, Remedial and Special Education. (2015 – 2026).
  • Committee Member, Organization for Autism Research Scientific Council. (2013 – 2026).
  • Reviewer/Referee, Journal of Early Intervention. (2013 – 2026).
  • Reviewer/Referee, OAR Graduate Student Grant and Applied Research Grant Competition. (2013 – 2026).
  • Board of Advisors, Proof Positive Autism Wellbeing Alliance. (2025).
  • Editor, Reemdial and Special Education, Editor of Special Issue. (2022 – December 2024).
  • Reviewer/Referee, Journal of Autism and Developmental Disorders. (2009 – 2024).
  • Session Chair, IES Grant Review Panel, Early Childhood Education. (February 2022 – 2022).
  • Reviewer/Referee, Review Panel Member, Institute of Education Sciences Early Intervention Panel. (2017 – 2021).
  • Reviewer/Referee, New Jersey Autism Center of Excellence (NJ ACE) Grant Program. (2018 – 2020).
  • Reviewer/Referee, NIMH Clinical Trial Effectiveness Panel. (September 2019).
  • Editor, School Psychology Review, Special Issue on Peer Interventions with ASD. (2017 – August 2019).

University

  • Faculty Advisor, for G-Day, student organization focusing on including community members with disabilities into UNC sporting events. (2025).
  • Faculty Advisor, TopSoccer, student club focusing on inclusive sports on campus. (January 2025 – 2025).
  • Faculty Executive Council Associate Professor Representative, SOE. (August 2025 – 2025).
  • Committee Member, Graduate School Experience Initiative, Faculty Mentor Training Work Group Member, 2024-2025. (August 2024 – May 2025).
  • Search Committee Chair for Special Education Faculty. (August 2024 – December 2024).
  • Search Committee Chair, SOE. (August 2023 – November 2023).
  • Search Committee Member, SOE. (March 2023 – June 2023).
  • Teaching Excellence Award Committee Member, SOE. (April 2022 – May 2023).
  • Chair & Member, School Advisory Committee. (August 2020 – May 2023).
  • Organizer of ADDSE Brown Bag series, FPG. (August 2020 – May 2023).
  • Supervisor of HDFS Interns, School of Education. (January 2020 – May 2023).
  • Search Committee Member. (September 2022 – February 2023).
  • Search Comittee Member. (September 2022 – December 2022).
  • Board Member, Diversity, Equity, and Inclusion Committee. (August 2020 – May 2022).

Public

  • Organizer, Power Hour, Adaptive CrossFit for Athletes with Autism. (January 2018 – December 2025).
  • Guest Speaker, Autism Society of North Carolina. (August 2020 – May 2025).
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