B.A., Boston College, Psychology
M.S., Johns Hopkins University, Special Education
Ph.D., University of Central Florida, Exceptional Education
Autism Spectrum Disorders (ASD), educational technology
Claire Donehower received her doctorate from the University of Central Florida in the Exceptional Education Program. Her research focuses on improving academic, social and behavioral outcomes for students with autism spectrum disorders (ASD) using innovative technology.
Prior to her doctoral studies, Donehower worked at the Kennedy Krieger School Programs for nine years as an assistant teacher, special education teacher and assistant principal. She received a B.A degree in psychology from Boston College and an M.S. degree in special education of severe and profound disabilities from the Johns Hopkins University.
Additionally, Donehower is a board certified behavior analyst and has post-graduate certificates in Education of Students with Autism and Other Pervasive Developmental Disorders and Special Education Leadership and Administration.
Taylor, M. S., Vasquez, E., & Donehower, C. (2017). Computer programming with early elementary students with Down syndrome. Journal of Special Education Technology.
Pearl, C. E., Vasquez, E., Marino, M. T., Wienke, W., Rosenberg, M, Donehower, C., Gourwitz, J. & Duerr, S. (In Press, 2017). Establishing content validity of the Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder instrument. Teacher Education and Special Education.
Vasquez, E., Marino, M., Donehower, C., & Koch, A. (2017). Functional analysis in virtual environments. Rural Special Education Quarterly, 36(1), 17-24.
Rock, M. L., Spooner, F., Nagro, S., Vasquez, T., Bausch, M., Dunn, C., Leko, M., Luckner, J., Donehower, C., & Jones, J.L. (2016). Transforming teacher development in the digital age: Policy drivers, implications, and recommendations. Teacher Education and Special Education, 39(2), 98-120, doi:10.1177/0888406416640634
O’Malley, P., Lewis, M. E., Donehower, C., & Stone, D. (2014). Effectiveness of using iPads to increase academic task completion by students with autism. Universal Journal of Educational Research, 2(1), 90-97. doi: 10.13189/ujer.2014.020111
Tsatsanis, K. D., Foley, C., & Donehower, C. (2004). Contemporary outcome research and programming guidelines for Asperger syndrome and high-functioning autism. Topics in Language Disorders, 24(4), 249-259. doi: 10.1097/00011363-200410000-00003