About Me

My research centers around interventions for children with disabilities. I examine how effective schools are at supporting their behavioral and academic needs. I have a particular interest in Autism, including: finding solutions for interfering behavior, developing social interaction skills, and improving conversational language.

At IU, I direct the AAC In Action community organization and chair The Autism Research Collaborative, a group of researchers and practitioners who are interested in autism from across departments at IU and beyond.

Before getting my PhD at UNC and completing a postdoctoral fellowship in psychology, I spent many years working in the field with students with special needs. I was a special education teacher, the inclusion specialist for children with autism at FPG Child Development Institute in Chapel Hill, NC, and I conducted social skills research at Riley Children's Hospital in Indianapolis.

Selected Recent Publications

Hurwitz, S., Cohen, E.*, & Perry, B. (conditionally accepted 2020). Special Education is Associated with Reduced Odds of School Discipline among Students with Disabilities. Educational Researcher.

Hurwitz, S., Perry, B., Cohen, E. D.*, & Skiba, R. (2020). Special education and individualized academic growth: A longitudinal assessment of outcomes for students with disabilities. American Educational Research Journal, 57(2), 576-611. https://doi.org/10.3102/0002831219857054

Hurwitz, S., Ryan, T.*, & Kennedy, D. (2020). Developing social communication skills using dual first-person video recording glasses: A novel intervention for adolescents with autism. Journal of Autism and Developmental Disorders, 50(3), 904-915. https://doi.org/10.1007/s10803-019-04312-6

Hurwitz, S., Nguyen, D., and Eckes, S. (2020). Equity, Affirmative Action, and Sexual Harassment: Student Civil Rights and Proposed Rules Changes by the U.S. Department of Education. Teachers College Record. Date Published: February 16, 2020. https://www.tcrecord.org ID Number: 23216.

Hurwitz, S., Decker, J., & Linder, I.* (2019). Will Endrew change special education services for students with autism? Implications for policy and practice. Focus on Autism and Other Developmental Disorders, in press. https://doi.org/10.1177/1088357619888928

Decker, J., & Hurwitz, S. (2018). Post-Endrew legal implications for students with autism. Education Law Reporter, 53(3), 7-11. ISSN 0047-8997

Hurwitz, S., & Watson, L. R. (2016). Joint attention revisited: Finding strengths among children with autism. Autism, 20, 538-550.

Minshawi, N., Wink, L., Shaffer, R., Plawecki, M., Posey, D, Liu, H., Hurwitz, S., McDougle, C., Swiezy, N., Erickson, C. (2016). A randomized, placebo-controlled trial of D-cycloserine for the enhancement of social skills training in autism spectrum disorders. Molecular Autism, 7:2, DOI 10.1186/s13229-015-0062-8.

Minshawi, N. F., Hurwitz, S., Morriss, D., & McDougle, C. J. (2015). Multidisciplinary assessment and treatment of self-Injurious behavior in autism spectrum disorder and intellectual disability: Integration of psychological and biological theory and approach. Journal of Autism and Developmental Disorders, 45, 1541-1568.

Minshawi, N., Hurwitz, S., Fodstad, J., Biebl, S., Morriss, D., & McDougle, C. (2014). The association between self-injurious behaviors and autism spectrum disorders. Psychology Research and Behavior Management, 7, 125-136.

Hurwitz, S. (2013). The gluten-free casein-free diet and autism: Limited return on family investment. Journal of Early Intervention, 35, 3-19.

Schertz, H., Spindler, C., Hurwitz, S., Benner, L. (2011). Principles of early intervention reflected in toddler research in autism spectrum disorders. Topics in Early Childhood Special Education, 31, 4-21.

*indicates student co-author

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