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 social skills and social coaching of individuals with autism, and use of emerging technology such as virtual reality and augmented reality to support behavioral, academic and skills instruction for individuals with disabilities. She also has expertise in the following areas: assistive technology, 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 more than 20 years of experience in special education. She has taught as a classroom teacher in Michigan, Pennsylvania, New York, and Shanghai (China).

Her leadership positions in professional organizations include serving as President-elect for Council for Exceptional Children’s Innovations in Special Education Technology Division (CEC-ISET); President for Maine State Division of the Council for Exceptional Children. She is also a Scout Master for the first BSA Girls Troop (478-G) in Orono.

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
  • SED 585: Social Communication for Students with Autism
  • SED 528: Evidence Based Instruction for Students with Autism and Low Incidence Disabilities.

Research in Progress:

*Howorth, S., Cobo-Lewis, A., Rooks-Ellis, D., Trump, C. (in progress). Effects of the PEERS® social skills intervention as part of a step-up to college program on the conversational skills of young adults with autism.
*Howorth, S., Rooks-Ellis, D. (in progress). Effects of the PEERS® social skills intervention on the conversational skills of young adults with autism.
*Howorth, S., Rooks-Ellis, D. (in progress). Effects of the PEERS® social skills intervention on the conversational skills of adolescents with autism.

Sample publications

  • Howorth, S., Rooks-Ellis, D., Flanagan, S., & Ok, M. W. (2019). Use of an augmented reality application to support reading skills of students with autism. Intervention in School and Clinic.
  • 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.