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., 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.
  • 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., Perry, B., Cohen, E. D.*, & Skiba, R. (online first, 2019). 'Special education and individualized academic growth: A longitudinal assessment of outcomes for students with disabilities'. American Educational Research Journal, in press.
  • 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.
  • Decker, J., & Hurwitz, S. (2017). 'Post-Endrew legal implications for students with autism'. Education Law Reporter, 343, 31-41.
  • 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.