Kristin Houck

Kristin Houck, M.S., CRC

Student Affiliate

Student Affiliate
Department of Counseling, Educational Psychology and Special Education



Kristin is a doctoral student in the Rehabilitation Counselor Education program at MSU. Her goal as a rehabilitation educator is to impart her personal and professional experience in supporting those who work daily with individuals with disabilities, and to assist in promoting effective, evidence-based teaching tools that foster independence of choice, functional communication, and meaningful, equitable social participation for individuals with intellectual and developmental disabilities (I/DD). Kristin has a background Rehabilitation Counseling and Applied Behavior Analysis (ABA), and has worked clinically with children and adults with I/DD, both individually and in family and community-based contexts.

Research Projects:

Title: Performance-based assessment of work-related soft skills for young adults with ASD

I am currently working on co-developing an observational, work-related social skills measure for the ASSET/DoD Project. Tentatively titled the Tool for Assessing Work-Related Social Knowledge and Performance (TASK-P), this tool is a criterion-referenced, performance-based measure. The TASK-P consists of simulated social scenarios designed to measure one’s ability to respond functionally and adaptively in an employment setting. Each scenario is designed to correspond to the range of content domains outlined in the ASSET Program. We have completed one round of piloting the TASK-P with neurotypical college students and are in the process of recruiting individuals with ASD and/or I/DD for a second round.

Title: Identifying factors associated with treatment fidelity among support staff for adults with intellectual disability.

I am interested in factors that influence quality of life (QOL) outcomes for adults with intellectual and developmental disabilities (I/DD) who have significant support needs. Access to needs-based supports is critical to the overall QOL of individuals with I/DD, who often utilize the support of human service professionals for a variety of needs, including activities of daily living, medical transportation, and community access. However, providing consistent, quality, strategy-based support has been a documented challenge among direct care staff who support individuals with I/DD, especially those with more complex support needs. I am therefore in the process of developing a mixed methods study to examine factors associated with maintaining treatment fidelity among direct support staff who work with individuals with I/DD.


Courses Taught: 

CEP 261 Substance Abuse (Fall 2018, Spring 2019).


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