Photo of Stephanie Cawthon

Director, Deaf and Hard of Hearing Institute
Associate Professor, Department of Educational Psychology

Research Interests and Expertise

Education for individuals who are d/Deaf or hard of hearing, assessment, accommodations, modifications, policy, access, research design, constructivist learning, drama-based instruction, mediators of student achievement, best practices in professional development, underserved populations, action research, multilevel modeling as a way to measure test equity, cross-disciplinary partnerships, graduate student research and development

Research Projects and Grants

  • PEPNet 2, 2011–2016, $2,400,000 to The University of Texas at Austin (out of $20 million to California State University, Northridge)
  • Arts Integration for Middle School Teachers, 2012–2014, $86,000
  • Bridging the Gap in Arts Integration Theory and Practice: A “Crowdsourcing” Approach to Digital Resource Development for Texas Educators, 2011–2012, $100,000
  • Drama for Schools, 2010–2012, $45,000

Boards, Committees, and Associations

  • Advisory Board Member: Guidelines for Accessible Assessment Project
  • Advisory Committee Member: Assessment of English Language Learners, Smarter Balanced Assessment Consortium
  • Associate Editor: Journal of Deaf Studies and Deaf Education
  • Book Review Editor: American Annals of the Deaf
  • Editorial Board: Journal of Educational PsychologyJournal of Postsecondary Education and DisabilityAmerican Annals of the DeafSchool Psychology Forum, Journal of Developmental and Physical Disabilities

Recent Awards

  • Fellow in the Elizabeth Glenadine Gibb Teaching Fellowship in Education, The University of Texas at Austin (2014–present)
  • Faculty Research Award, The University of Texas at Austin (2015-2016)
  • Exceptional Book of the Year Award, 2012
  • Graduate School Diversity Mentoring Fellowship, The University of Texas at Austin, 2011–2012

Representative Publications


Cawthon, S. (2011). Accountability-based reforms: The impact on deaf and hard of hearing students. Washington, DC: Gallaudet University Press. (Reviewed by Armstrong, H., in Journal of Deaf Studies and Deaf Education (2011), doi:10.1093/deafed/enr032.)

Cawthon, S., & Garberoglio, C. L.* (Edited book under contract). Research methodology with deaf and hard of hearing populations. Oxford University Press.

Cawthon, S., & Garberoglio, C. L.* (Under contract). Transition from secondary to postschool settings for individuals who are deaf or hard of hearing: Individual agency, barriers, and opportunities. Gallaudet University Press.

Refereed Articles

Cawthon, S. (2007). Hidden benefits and unintended consequences of No Child Left Behind polices for students who are deaf or hard of hearing. American Educational Research Journal, 44(3), 460–492.

Cawthon, S., Garberoglio, C. L.,* Caemmerer, J.,* Bond, M.,* & Wendel, E.* (2015). Effects of parent expectations and parent involvement on postschool outcomes for individuals who are deaf or hard of hearing. Exceptionality23, 73–99.

Cawthon, S., Leppo, R.,* Carr, T., & Kopriva, R. (2013). Toward accessible assessments: The promises and limitations of test item modifications for students with disabilities and English language learners. Educational Assessment, 18, 73–98.

Cawthon, S., Lockhart, L.,* Kaye, A.,* & Beretvas, S. N. (in press). Effects of linguistic complexity and accommodations on estimates of ability for students with learning disabilities. Journal of School Psychology.

Cawthon, S., Winton, S.,* Garberoglio, C.,* & Gobble, M.* (2011). The effects of ASL as an accommodation for students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 16(2), 198–211.

Caemmerer, J. M.,* Cawthon, S. W., & Bond M.* (in press). Comparison of students’ achievement: Deaf, learning disabled, and deaf with a learning disability. School Psychology Review.

Wendel, E.,* & Cawthon, S. (2015). Alignment of single-case design (SCD) research with individuals who are deaf or hard of hearing with the What Works Clearinghouse standards for SCD research. Journal of Deaf Studies and Deaf Education, 20(2), 103–114.

*Student collaborator.