ECE Graduate Director, Teaching & Leadership
- Birth to three, Early Intervention, Speech-Language Pathology, Child development, Policy, State systems, Family collaboration and teaming, Adverse Childhood Experiences (ACEs) master trainer, and resiliency in early childhood
Dr. Votava is a speech-language pathologist and early interventionist specializing in work with birth to 5-year-olds. Dr. Votava has 20 years experience in the field of Early Intervention. She has worked as an early interventionist, provided technical assistance for early intervention programs, and has been an adjunct in the Early Childhood Education, Physical Therapy, Special Education, and Communication Sciences and Disorders at the University of North Dakota. Dr. Votava is trained in Hanen, routines-based interview/family assessment, adverse childhood experiences (ACES), trauma and resilience, and NEAR@home toolkit. Kristen has interests in implementation science, IFSP development, early language, social-emotional development, family-centered services, and team collaboration. She has presented nationally and internationally on early intervention and early childhood topics.
Early Intervention policy, family assessment, transdisciplinary practices, collaboration, ACEs, NEAR@Home Toolkit, emotional literacy, trauma and resilience.
Azizova, Z., Brandt, S., Campoverde, B., Gourneau, B., Grave, S., Houdek, S., Ingwalson, G.,
Juntunen, C., McGaughey, N., Milavetz, J., Nelson, K., Pawlewicz, Stupinsky, R., Tomkinson, G., Votava, K. & Weaver-Hightower, M. (2020, April 1). UND College of Education & Human Development faculty publishes advice for parents about remote learning.
Jeffers-Woolf, J., Young, C., Niezwaag, L., Harvey, M., Crooker, R., McLeod, C., Sickler, K. & Votava, K. NEAR@Home: Addressing ACEs in home vising by asking, listening, and accepting [PDF file]. (3rd Ed.). Retrieved from https://www.nearathome.org/.
Votava, K., & Johnson, C. (2016, January 7). Statewide special education practices to improve the quality of IFSP outcomes, 2016 Conference Proceedings, Paper presented at Hawaii International Education Conference, Honolulu, Hawaii (p. 1773-1778). Honolulu, Hawaii: HICE.
Johnson, C., & Votava, K. (2016). Education practices for early identification of communication concerns in young children, 2016 Conference Proceedings, Paper presented at Hawaii International Education Conference, Honolulu, Hawaii (p. 1379-1386). Honolulu, Hawaii: HICE.
Votava, K, & Chiasson, K. (2015). Perceptions of part C coordinators on family assessment in early intervention, Rural Special Education Quarterly, 34 (2), 17-24.
McWilliam, R. A., Casey, A. M., Ashley, D., Fielder, J., Rowley, P., DeJong, K., Mickel, J., Stricklin, S. B., & Votava, K. (2011). Assessement of family-identified needs through the routines-based interview. In M. McLean, & P. Snyder (Eds.), Gathering information to make informed decisions: Contemporary perspectives about assessment in early intervention and early childhood special education (pp. 64-78). Missoula, MT: The Division for Early Childhood of the Council for Exceptional Children
Votava, K.M., Johnson, C., & Chiasson, K. (2011). Using an accountability tool to improve the quality of outcomes on individual family service plans. Journal of the American Academy of Special Education Professionals.
Cho, H., & Votava, K. (2020, April). Engagement of nondominant families of dual language learners at Head Start. Paper accepted for K-AERA Conference, San Francisco, CA. (Paper accepted, Cancelled conference due to COVID-19).
Johnson, C., & Votava, K., & Johnson, C. SPARK Clinical Forum: Meaningful Outcomes. Hanen International Webinar, March 10, 2020.
Votava, K., & Johnson, C. Family-practitioner writing of functional outcomes. Division of Early Childhood (DEC) 35th Annual International Conference on Young Children with Special Needs, Dallas, Texas, October 3, 2019.
Votava, K., & Johnson, C. Family and practitioner writing of functional outcomes. Office of Special Education Programs, poster presentation, Washington, DC, July 22, 2019.
Johnson, C. & Votava, K. Early intervention collaborative professional development process. Office of Special Education Programs, poster presentation, Washington, DC, July 22, 2019.
Votava, K. Writing functional outcomes with families: A framework. International Society on Early Intervention Conference, Sydney, Australia, June 28, 2019.
Votava, K. & Johnson, C. Collaborative approach to early intervention professional development. International Society on Early Intervention Conference, Sydney, Australia, June 26, 2019.
Votava, K., & Johnson, C. Writing functional outcomes in early intervention. Division of Early Childhood (DEC) International Learning Deck Online Webinar, November 29, 2018.
Johnson, C., & Votava, K. Investigating early predictors for early communication delay in a screening/surveillance program. American Speech-Language Hearing Association Annual Conference, Boston, Massachusetts, November 16, 2018.
Votava, K., & Johnson, C. Writing functional outcomes in early intervention. American Speech-Language Hearing Association Annual Conference, Boston, Massachusetts, November 15, 2018.
Johnson, C., & Votava, K. (2018). Early Intervention Collaborative Development Process. DEC 34th Annual International Conference on Young Children with Special Needs, Orlando, Florida, October 24, 2018.
Votava, K., & Johnson, C. Change process in early intervention systems: Implementing evidence-based practices. Zero to Three Annual Conference, New Orleans, LA, December 9, 2016.
Johnson, C., & Votava, K. Implementation of DEC recommended practices in early intervention. DEC 32nd Annual International Conference on Young Children with Special Needs, Louisville, KY, October 21, 2016.
Votava, K., & Johnson, C. (2016). Early interventionist knowledge in supporting social-emotional. DEC 32nd Annual International Conference on Young Children with Special Needs, Louisville, KY, October 20, 2016.
Certificate of Clinical Competency, speech-language pathology, American Speech- Language Hearing Association, 2001- current.
Licensed by the North Dakota State Board of Examiners to practice Speech-Language Pathology. 2000 - present.
Ph.D., Teacher Education, Department of Teaching & Learning, August 2013.
Master’s Degree, Communication Disorders, University of North Dakota (UND), Grand Forks, ND. May 2000.
Bachelor of Science, Speech-Language Hearing Sciences, Moorhead State University (MSU), Moorhead, MN. May 1997.
Akita-Japan, MSU, Fall 1993.
NEAR@Home Toolkit facilitator and research group, Washington state THRIVE
National Association for the Education of Young Children (NAEYC), member
National Association for the Education of Young Children (NAEYC), Higher Education Reviewer
North Dakota Association for the Education of Young Children (NDAEYC),Member
Zero to Three, member
Council for Exceptional Children, member, including Division for Early Childhood
American Speech-Language Hearing Association, member
Reviewer, Journal of Special Education Technology, 2015-present
UND Medical School, North Dakota Early Intervention Technical Assistant, July 2005-July 2006
North Dakota Deaf-Blind Project Coordinator, School for the Deaf, Devils Lake, ND, September 2005 - July 2006.
Adjunct Faculty, UND Teaching & Learning, Early Childhood Education Online Instructor, 2007, 2010-2011.
Early Interventionist/Speech-Language Pathologist, Northeast Human Service Center, Grand Forks, ND. November 1999-2009.