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Melissa N. Savage

Title: Assistant Professor

Department: Educational Psychology

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Purdue University, 2016
    Major: Educational Studies
    Specialization: Special Education
    Dissertation: Comparing Direct and Technology-Based Praise Statements to Increase Physical Activity for Students with Autism Spectrum Disorder
  • MS, Purdue University, 2010
    Major: Educational Studies
    Specialization: Special Education
  • BS, Morehead State University, 2005
    Major: Exercise Science
    Specialization: Kinesiotherapy

Current Scheduled Teaching

No current or future courses scheduled.

Previous Scheduled Teaching

EPSY 6950.730Doctoral DissertationSpring 2024
EPSY 6030.730Practicum, Field Problem or InternshipSpring 2024
EDSP 4360.030Transition Education and Services for Exceptional LearnersSpring 2024 Syllabus SPOT
EPSY 6950.730Doctoral DissertationFall 2023
EPSY 6900.730Special ProblemsFall 2023
EDSP 4360.030Transition Education and Services for Exceptional LearnersFall 2023 Syllabus SPOT
EPSY 6950.730Doctoral DissertationSpring 2023
EPSY 6900.730Special ProblemsSpring 2023
EDSP 4360.030Transition Education and Services for Exceptional LearnersSpring 2023 Syllabus SPOT
EDSP 5660.080Transition of Youth with Emotional and Behavioral DisordersSpring 8W1 2023 SPOT
EPSY 6950.730Doctoral DissertationFall 2022
EDSP 6295.001Seminar in Professional Leadership in Special EducationFall 2022 SPOT
EDSP 4360.030Transition Education and Services for Exceptional LearnersFall 2022 Syllabus SPOT
EPSY 6950.730Doctoral DissertationSpring 2022
EPSY 6900.730Special ProblemsSpring 2022
EDSP 4360.030Transition Education and Services for Exceptional LearnersSpring 2022 Syllabus SPOT
EDSP 5660.080Transition of Youth with Emotional and Behavioral DisordersSpring 8W1 2022 SPOT
EDSP 6275.001Advanced Studies in Evidence Based Practices in High and Low Incidence DisabilitiesFall 2021 SPOT
EDSP 4340.001Classroom and Behavioral Management Strategies for Exceptional LearnersFall 2021 Syllabus SPOT
EPSY 6950.730Doctoral DissertationFall 2021
EPSY 6900.730Special ProblemsFall 2021
EPSY 6950.730Doctoral DissertationSummer 10W 2021
EPSY 6900.730Special ProblemsSummer 10W 2021
EPSY 6950.730Doctoral DissertationSpring 2021
EDSP 4360.030Transition Education and Services for Exceptional LearnersSpring 2021 Syllabus SPOT
EDSP 5660.080Transition of Youth with Emotional and Behavioral DisordersSpring 8W1 2021 SPOT
EDSP 5660.081Transition of Youth with Emotional and Behavioral DisordersSpring 8W1 2021 SPOT
EDSP 5660.086Transition of Youth with Emotional and Behavioral DisordersSpring 8W1 2021 SPOT
EDSP 5200.090Characteristics of Individuals with Learning DisabilitiesFall 8W2 2020 SPOT
EDSP 5200.096Characteristics of Individuals with Learning DisabilitiesFall 8W2 2020 SPOT
EDSP 4340.001Classroom and Behavioral Management Strategies for Exceptional LearnersFall 2020 Syllabus SPOT
EPSY 6950.730Doctoral DissertationFall 2020
EDSP 4360.020Transition Education and Services for Exceptional LearnersSummer 5W2 2020 Syllabus SPOT
EDSP 4360.026Transition Education and Services for Exceptional LearnersSummer 5W2 2020 Syllabus SPOT
EPSY 6950.730Doctoral DissertationSpring 2020
EPSY 6900.730Special ProblemsSpring 2020
EDSP 5670.080Teaching Social Skills to Children and Youth with DisabilitiesSpring 8W1 2020
EDSP 5670.086Teaching Social Skills to Children and Youth with DisabilitiesSpring 8W1 2020
EDSP 4360.030Transition Education and Services for Exceptional LearnersSpring 2020 Syllabus
EDSP 5200.020Characteristics of Individuals with Learning DisabilitiesFall 8W2 2019 SPOT
EDSP 4340.001Classroom and Behavioral Management Strategies for Exceptional LearnersFall 2019 Syllabus SPOT
EPSY 6950.730Doctoral DissertationFall 2019
EPSY 6030.730Practicum, Field Problem or InternshipFall 2019
EPSY 6900.730Special ProblemsSummer 10W 2019
EPSY 6950.730Doctoral DissertationSpring 2019
EPSY 6900.730Special ProblemsSpring 8W2 2019
EDSP 4360.030Transition Education and Services for Exceptional LearnersSpring 2019 Syllabus SPOT
EDSP 4340.001Classroom and Behavioral Management Strategies for Exceptional LearnersFall 2018 Syllabus SPOT
EDSP 4350.030Strategies to Support Diverse Learners in General EducationFall 2018 Syllabus SPOT

Published Intellectual Contributions

    Book

  • Savage, M.N., Adreon, D. (2017). An Educator's Guide to ASD (Level 1 Supports). Arlington, VA, Organization for Autism Research, Inc.. https://oar.z2systems.com/np/clients/oar/product.jsp?product=146&
  • Bouck, E., Taber-Doughty, T., Savage, M.N. (2015). Footsteps toward the future: Implementing a real-world curriculum for students with developmental disabilities.. Arlington, VA, Council for Exceptional Children.
  • Book Chapter

  • Bassette, L., Savage, M.N. (2022). Assistive technology to promote physical activity in students with disabilities.. Handbook of Research on Assistive Technologies in 21st Century Classrooms.. IGI Global.
  • Odom, S.L., Morin, K., Savage, M.N., Tomasewski, B. (2019). Behavioral and Educational Interventions. In. Fred R. Volkmar (Ed.), Autism and Pervasive Developmental Disorders. (3) 176-190. Cambridge, United Kingdom, Cambridge University Press.
  • Savage, M.N., Taber-Doughty, T. (2019). Life Skills and Community Participation. Educating Students with Intellectual Disability and Autism Spectrum Disorder. Book 4 Academics, Life Skills, and Transition. 29-52. Arlington, VA, Council for Exceptional Children.
  • Templin, T., Rietdyk, S., Claxton, L., Savage, M.N. (2014). Kate: A case study in developmental coordination disorder.. In K. M. Armour (Ed.), Pedagogical cases in physical education and youth sport. 35-48. New York, NY, Routledge.
  • Journal Article

  • Savage, M.N., Colombo-Dougovito, A.M. (2023). Capabilities, opportunities, and motivation: Exploring fitness program experiences of adults with intellectual and developmental disabilities. International Journal of Environmental Research and Public Health. 20 (10) 5771.
  • Amsbary, J., Alzamel, A., Lin, M., Savage, M.N., Reszka, S., Crais, E., Watson, L., Boyd, B. (2023). Identifying and Targeting Social-communication and Play Skills for Preschoolers with Autism Spectrum Disorder. Young Exceptional Children.
  • Savage, M.N. (2023). Supporting healthier grocery-shopping habits for adults with intellectual and developmental disabilities using self-management and technology: A single-case pilot.. Other. 3 (3) 319–334.
  • Amsbary, J., Lin, M., Savage, M.N., Fanning, L. (2022). Engaging parents in the development and testing of a website to support social-communication and play development for preschoolers with autism spectrum disorder. Journal of Special Education Technology. 37 (4) 523-535.
  • Tomaszewski, B., Savage, M.N., Hume, K. (2022). Examining Physical Activity and Quality of Life in Adults with Autism Spectrum Disorder. Journal of Intellectual Disabilities. 26 (4) 1075-1088.
  • Zucker, S.H., Lindstrom, E.R., Savage, M.N., Schaefer-Whitby, P.L. (2022). Research informed practice in autism, intellectual disability, and developmental disabilities.. 9 (1) 3-6.
  • Savage, M.N., Tomaszewski, B., Hume, K.A. (2022). Step it up: Increasing physical activity for adults with autism spectrum disorder and intellectual disability using supported self-management and fitbit technology. Focus on Autism and Other Developmental Disabilities. 37 (3) 146-157.
  • Hume, K., Steinbrenner, J.R., Odom, S.L., Morin, K.L., Nowell, S.W., Tomaszewski, B., Szendey, S., McIntyre, N.S., Yucesoy-Ozkan, S., Savage, M. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review.. Journal of Autism and Developmental Disorders.
  • Sam, A.M., Cox, A.W., Savage, M.N., Waters, V., Odom, S.L. (2020). Disseminating information on evidence-based practices for children and youth with autism spectrum disorder: AFIRM. Journal of Autism and Developmental Disorders. 50 (6) 1931–1940.
  • Satsangi, R., Miller, B., Savage, M.N. (2019). Helping teachers make informed decisions when selecting assistive technology for secondary students with disabilities. Preventing School Failure. 63 (2) 97-104.
  • Savage, M.N., Taber-Doughty, T., Brodhead, M.T., Bouck, E.C. (2018). Increasing physical activity for adults with autism spectrum disorder: Comparing in-person and technology delivered praise. Research in Developmental Disabilities. 73 115-125.
  • Savage, M.N., Bouck, E.C. (2017). Predictors of risky behavior and offending for adolescents with mild intellectual disability. Other. 55 (3) 154-166.
  • Savage, M.N., Taber-Doughty, T. (2017). Self-operated auditory prompting systems for individuals with intellectual disability: A meta-analysis of single-subject research. Other. 42 (3) 249-258.
  • Bouck, E.C., Meyer, N.K., Satsangi, R., Savage, M.N., Hunley, M. (2015). Free computer-based assistive technology to support students with high-incidence disabilities in the writing process. Preventing School Failure. 59 (2) 90-97.
  • Bouck, E.C., Savage, M.N., Meyer, N.K., Taber-Doughty, T., Hunley, M. (2014). High-tech or low-tech? Comparing self-monitoring systems to increase task independence for students with autism. Focus on Autism and Other Developmental Disabilities. 29 (3) 156-167.
  • Weng, P., Savage, M.N., Bouck, E.C. (2014). iDIY: Video-based instruction using iPads. Teaching Exceptional Children. 47 (1) 11-19. SAGE Publications. http://dx.doi.org/10.1177/0040059914542764
  • Savage, M.N. (2014). Self-operated auditory prompting systems: Creating and using them to support students with disabilities. Teaching Exceptional Children. 47 (1) 46-55. SAGE Publications. http://dx.doi.org/10.1177/0040059914542763
  • Research Report

  • Steinbrenner, J.R., Hume, K., Odom, S.L., Morin, K.L., Nowell, S.W., Tomaszewski, B., Szendrey, S., McIntyre, N.S., Yucesoy-Ozkan, S., Savage, M. (2020). Evidence-based practices for children, youth, and young adults with autism.. National Clearinghouse on Autism Evidence and Practice.
  • Technical Report

  • Odom, S.L., Savage, M.N. (2017). Evidence-based practice in behavioral intervention research for children, youth, and adults with autism spectrum disorder. In Interagency Autism Coordinating Committee (IACC) Strategic Plan for Autism Spectrum Disorder (ASD) Research —2016–2017 Update..
  • Odom, S.L., Hedges, S., Savage, M.N. (2017). School-based interventions. In Interagency Autism Coordinating Committee (IACC) Strategic Plan for Autism Spectrum Disorder (ASD) Research —2016–2017 Update..
  • Video and Audiovisual Material

  • Sam, A., Savage, M.N., Dykstra-Steinbrenner, J. (2020). Prompting: Introduction & practice. University of North Carolina, FPG Child Development Institute. https://afirm.fpg.unc.edu/node/2601
  • Sam, A., Savage, M.N., Dykstra-Steinbrenner, J. (2020). Reinforcement: Introduction & practice. University of North Carolina, FPG Child Development Institute. https://afirm.fpg.unc.edu/node/2561
  • Sam, A., Savage, M.N., Dykstra-Steinbrenner, J. (2020). Time delay: Introduction & practice. University of North Carolina, FPG Child Development Institute. https://afirm.fpg.unc.edu/time-delay-introduction-practice

Contracts, Grants and Sponsored Research

    Grant - Research

  • Tomaszewski, B. (Principal), Savage, M.N. (Principal), Hume, K.A. (Principal), Maddox, B. (Co-Principal), Roth, H., "A stage 1 pilot test for feasibility and efficacy of a multi-level intervention to increase physical activity in adults with intellectual disability: Step it up+," sponsored by National Institutes of Health, Federal, $3591635 Funded. (2023).
  • Barrio, B.L. (Principal), Carey, C.D. (Co-Principal), Savage, M. (Co-Principal), Keller, M. (Co-Principal), Levingston, B.D. (Supporting), Gafford, L.C. (Supporting), Mpofu, E., "UNT ELEVAR: Inclusive Post-Secondary Education Program for Young Adults with Intellectual Disabilities in Texas," sponsored by U.S. Department of Education, Federal, $2636981 Funded. (2020 - 2025).
  • Savage, M.N., Colombo-Dougovito, A.M., "Physical Fitness and Adults with Intellectual and Developmental Disabilities: A Mixed Methods Analysis on the Effects of an Adapted Fitness Program," sponsored by College of Education, University of North Texas, $10000 Funded. (2019 - 2021).
  • Hume, K.A. (Principal), Savage, M.N. (Principal), "Step It Up: Increasing Physical Activity for Adults with ASD and ID through Self-Management," sponsored by Organization for Autism Research, Other, $28719 Funded. (2018 - 2019).
  • Barrio, B.L. (Principal), Carey, C.D. (Co-Principal), Mpofu, E. (Other), Gafford, L.V. (Other), Keller, M.J. (Co-Principal), Savage, M.N. (Co-Principal), "UNT ELEVAR: Inclusive Post-Secondary Education Program for Young Adults with Intellectual Disabilities in Texas," sponsored by U.S. Department of Education, FED, Funded. (2020 - 2025).
  • Hume, K.A. (Co-Principal), Savage, M.N. (Co-Principal), "Step It Up: Increasing Physical Activity for Adults with ASD and ID through Self-Management," Other, Funded. (2017 - 2019).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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