Faculty Profile

Melissa Savage

Title
Assistant Professor
Department
Educational Psychology
College
College of Education

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


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





          

        
                

          
Current Scheduled Teaching*


          
EPSY 6950.730, Doctoral Dissertation, Spring 2024 
EPSY 6030.730, Practicum, Field Problem or Internship, Spring 2024 
EDSP 4360.030, Transition Education and Services for Exceptional Learners, Spring 2024 Syllabus


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    EPSY 6950.730, Doctoral Dissertation, Fall 2023 
                    

                    EPSY 6900.730, Special Problems, Fall 2023 
                    

                    EDSP 4360.030, Transition Education and Services for Exceptional Learners, Fall 2023 Syllabus SPOT
                    

                    EPSY 6950.730, Doctoral Dissertation, Spring 2023 
                    

                    EPSY 6900.730, Special Problems, Spring 2023 
                    

                    EDSP 4360.030, Transition Education and Services for Exceptional Learners, Spring 2023 Syllabus SPOT
                    

                    EDSP 5660.080, Transition of Youth with Emotional and Behavioral Disorders, Spring 8W1 2023  SPOT
                    

                    EPSY 6950.730, Doctoral Dissertation, Fall 2022 
                    

                    EDSP 6295.001, Seminar in Professional Leadership in Special Education, Fall 2022  SPOT
                    

                    EDSP 4360.030, Transition Education and Services for Exceptional Learners, Fall 2022 Syllabus SPOT
                    

                    EPSY 6950.730, Doctoral Dissertation, Spring 2022 
                    

                    EPSY 6900.730, Special Problems, Spring 2022 
                    

                    EDSP 4360.030, Transition Education and Services for Exceptional Learners, Spring 2022 Syllabus SPOT
                    

                    EDSP 5660.080, Transition of Youth with Emotional and Behavioral Disorders, Spring 8W1 2022  SPOT
                    

                    EDSP 6275.001, Advanced Studies in Evidence Based Practices in High and Low Incidence Disabilities, Fall 2021  SPOT
                    

                    EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Fall 2021 Syllabus SPOT
                    

                    EPSY 6950.730, Doctoral Dissertation, Fall 2021 
                    

                    EPSY 6900.730, Special Problems, Fall 2021 
                    

                    EPSY 6950.730, Doctoral Dissertation, Summer 10W 2021 
                    

                    EPSY 6900.730, Special Problems, Summer 10W 2021 
                    

                    EPSY 6950.730, Doctoral Dissertation, Spring 2021 
                    

                    EDSP 4360.030, Transition Education and Services for Exceptional Learners, Spring 2021 Syllabus SPOT
                    

                    EDSP 5660.080, Transition of Youth with Emotional and Behavioral Disorders, Spring 8W1 2021  SPOT
                    

                    EDSP 5660.081, Transition of Youth with Emotional and Behavioral Disorders, Spring 8W1 2021  SPOT
                    

                    EDSP 5660.086, Transition of Youth with Emotional and Behavioral Disorders, Spring 8W1 2021  SPOT
                    

                    EDSP 5200.090, Characteristics of Individuals with Learning Disabilities, Fall 8W2 2020 Syllabus SPOT
                    

                    EDSP 5200.096, Characteristics of Individuals with Learning Disabilities, Fall 8W2 2020  SPOT
                    

                    EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Fall 2020 Syllabus SPOT
                    

                    EPSY 6950.730, Doctoral Dissertation, Fall 2020 
                    

                    EDSP 4360.020, Transition Education and Services for Exceptional Learners, Summer 5W2 2020 Syllabus SPOT
                    

                    EDSP 4360.026, Transition Education and Services for Exceptional Learners, Summer 5W2 2020 Syllabus SPOT
                    

                    EPSY 6950.730, Doctoral Dissertation, Spring 2020 
                    

                    EPSY 6900.730, Special Problems, Spring 2020 
                    

                    EDSP 5670.080, Teaching Social Skills to Children and Youth with Disabilities, Spring 8W1 2020 
                    

                    EDSP 5670.086, Teaching Social Skills to Children and Youth with Disabilities, Spring 8W1 2020 Syllabus
                    

                    EDSP 4360.030, Transition Education and Services for Exceptional Learners, Spring 2020 Syllabus
                    

                    EDSP 5200.020, Characteristics of Individuals with Learning Disabilities, Fall 8W2 2019  SPOT
                    

                    EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Fall 2019 Syllabus SPOT
                    

                    EPSY 6950.730, Doctoral Dissertation, Fall 2019 
                    

                    EPSY 6030.730, Practicum, Field Problem or Internship, Fall 2019 
                    

                    EPSY 6900.730, Special Problems, Summer 10W 2019 
                    

                    EPSY 6950.730, Doctoral Dissertation, Spring 2019 
                    

                    EPSY 6900.730, Special Problems, Spring 8W2 2019 
                    

                    EDSP 4360.030, Transition Education and Services for Exceptional Learners, Spring 2019 Syllabus SPOT
                    

                    EDSP 4340.001, Classroom and Behavioral Management Strategies for Exceptional Learners, Fall 2018 Syllabus SPOT
                    

                    EDSP 4350.030, Strategies to Support Diverse Learners in General Education, Fall 2018 Syllabus SPOT

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
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



	
		
		
	  

	

	

  
    
	

	

	  

		

		   
Awarded Grants



  
  
  	  
          
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. (April 1, 2023 – Present).
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. (October 1, 2020 – September 30, 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. (June 2019 – June 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. (January 1, 2018 – December 31, 2019).



	
		
		
	  

	

	

	
	

  
  
  

  	

		

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					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
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    • The course content was
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    • The instructor’s contribution to the course was
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    • The instructor’s effectiveness in teaching the subject matter was
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  • 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
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    • The intellectual challenge presented was
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    • The amount of effort you put into this course was
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    • The amount of effort to succeed in this course was
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    • Your involvement in course (doing assignments, attending classes, etc.) was
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