Katherine Holman

Associate Professor

Katherine Holman

Contact Information

PHONE
OFFICE
Psychology Building, Room 311

Education

Ph.D., Early Childhood Special Education, University of Maryland

M.A., Speech-Language and Hearing, University of Kansas

Areas of Expertise

Autism Spectrum Disorders, Early Intervention, Social and Communication Development, Partnering with and Empowering Families

Biography

Dr. Holman received her Ph.D. in early childhood special education from the University of Maryland in 2003. Prior to joining Towson University in 2009, she was a research associate in the Department of Child and Adolescent Psychiatry at the Johns Hopkins School of Medicine and the director of the Early Achievements and Professional Immersion Training Program at the Kennedy Krieger Institute’s Center for Autism and Related Disorders. Dr. Holman has established a productive scholarship agenda in the area of Autism Spectrum Disorders (ASD) by conducting research grants, writing/editing book chapters, writing journal articles, and presenting her research findings at numerous national/international, and state conferences. In addition to Dr. Holman’s impressive record of service to the department, college and University, much time is dedicated to local initiatives. She has conducted many workshops for educators and families, sharing evidence-based practices that improve the daily lives of children with ASD. Dr. Holman has served as vice president of the Autism Society, Baltimore Chesapeake Chapter and for the past four years has coordinated efforts with this group, the Baltimore County School Special Education Office and TU’s Department of Special Education to sponsor Honestly Autism Day, an annual educational conference which is attended by over 600 members of the local Autism community. In recognition of her work in this area, Dr. Holman was awarded the 2013 Disability Advocate of the Year Award by the Baltimore County Commission on Disabilities. When she was hired in 2009, Dr. Holman was invited to lead the development of the Teacher as Leader in ASD M.Ed concentration. Following two years of intensive strategic and collaborative planning and development, three cohorts of this graduate program were initiated during the 2011-12 academic year. Dr. Holman continues to serve as the graduate coordinator for this program, which was highlighted at the 2014 TU Showcase. Dr. Holman is a highly respected teacher who challenges her students to achieve a deeper understanding of the impact of disabilities on students and their families and promotes evidenced-based instructional and behavioral practices to support them. Her very positive student and peer evaluations reflect her dedication to improving the education and outcomes of children with ASD and other disabilities. Dr. Holman effectively utilizes her combined efforts in teaching, program administration, scholarship and service to positively impact students with disabilities and their families.

Selected Publications

Egel, A.L., Holman, K.C., & Barthold, C.H. (Eds.) (2012). School success for students with autism spectrum disorders. Waco, TX: Prufrock Press, Inc.

Holman, K.C. (2011, September). Functional routines. In F.R. Volkmar (Ed.), Encyclopedia of autism spectrum disorders. New Delhi, India: Springer Publishing.

Holman, K.C. (2011, September). Scripts. In F.R. Volkmar (Ed.), Encyclopedia of autism spectrum disorders. New Delhi, India: Springer Publishing.

Holman, K.C. (2012). Educating the preschool student with autism spectrum disorder. In A.L. Egel, K.C. Holman, & C.H. Barthold (Eds.), School success for students with autism spectrum disorders (pp. 83-117). Waco, TX: Prufrock Press, Inc.

Landa, R., Holman, K.C., & Garrett-Meyer, E. (2007). Social and communication development in toddlers with early and late diagnosis of autism spectrum disorders. Archives of General Psychiatry, 64, 853-864.

Landa, R., Holman, K.C., O’Neil, A.H, Stuart, E.A. (2011). Intervention targeting development of socially synchronous engagement in toddlers with autism spectrum disorder: A randomized controlled trial. Journal of Child Psychology and Psychiatry, 52, 13-21.