Sarah Howorth

Sarah HoworthAssistant Professor of Special Education

303 Shibles Hall
University of Maine
Orono, Maine 04469

Bio: Sarah K. Howorth is an assistant professor of special education in the School of Learning and Teaching, part of the University of Maine College of Education and Human Development. Her research interests include assistive technology, augmented reality, reading comprehensions, positive behavior interventions and supports and improving employment and transition outcomes for individuals with autism and intellectual disabilities. Sarah is a board-certified behavior analyst, and has 18 years of experience in special education. She has taught as a classroom teacher in Michigan, Pennsylvania, New York, and Shanghai (China). In 2015 she received the Herb Prehm Student Research Award from the Division of Autism and Developmental Disabilities. She was a research partner on a Pennsylvania Early Literacy Grant. In addition, she has taught the professional development seminar: “EMS and Autism: What Do First Responders Need to know?” Her leadership positions in professional organizations include serving as Children’s Advocacy Network Coordinator for Council for Exceptional Children’s Innovations in Special Education Technology Division (CEC-ISET); board member of the Northwest Pennsylvania Autism Society, 2015-2018.

Ph.D. in Special Education and Digital Leadership, 2015, State University of New York at Buffalo

Courses taught at UMaine

  • SED 536: Educational Strategies for Students with Severe Disabilities
  • SED 553: Assessment in Special Education I
  • SED 556: Assessment for Students with Autism Spectrum Disorders and Severe Disabilities
  • SED 598: Collaboration and Transition

Sample publications

  • Howorth, S. K. and Raimondi, S. (2018) Effects of TWA-SD on Comprehension of Students with Autism Spectrum Disorder-Level 1. Journal of Special Education Technology (in press).
  • Howorth, S. K., Cihak, D. F., & McMahon, D. (2018). Effects of explicit instruction on fidelity of teacher candidates’ creation of trigger-based-video models. Journal of Evidence-Based Practices for Schools. 17(1).
  • Howorth, S., Lopata, C., Thomeer, M., Rodgers, J. (2016). Effects of TWA Strategy on Expository Reading Comprehension of Students with High- Functioning Autism Spectrum Disorder. British Journal of Special Education.

Connect with Sarah on Twitter and LinkedIn.