Learn More About Me

Kathryn Sauer began volunteer work for adolescents with disabilities in 2001. Since then, she worked as a special education assistant, and began teaching in special education in 2010 after graduating with a Bachelors of Arts in Education with majors in Special Education and Elementary Education. Soon afterward, she received a Master of Education with a major in Instructional Design. While taking a year off of teaching to spend with her two children, she became a certified counselor with the State of Washington and a behavior specialist. 

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Her theoretical orientation derives from years of experience in special education. She utilizes approaches from the behavioral theory and cognitive theory. She believes that behavior is a function of communication and employs research-based Positive Behavior Supports in order to replace target behaviors with more appropriate ones.

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All treatment modalities and outcome measures that she uses are research based and individualized for this population. She uses Council for Exceptional Children Journals and Council for Children with Behavioral Disorders to keep up to date on the latest research-based practices.

The treatment modalities she uses in her work include some of the following: visuals, visual timers, first/then (Premack Principal), lists, schedules, social stories, social narratives, social autopsy, positive reinforcement, primary and secondary reinforcers, structured TEACCHing, shaping, modeling, scaffolding, direct instruction, and allowing for extended processing time.

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Her mission is to improve the quality of life for people with disabilities by developing individualized positive behavior supports using current best practices. One of her greatest joys is helping individuals with disabilities succeed in all different aspects of life. In the classroom, one of the most important skills that needed to be focused on was behavior and social skills. These skills impacted all other areas of their life and learning. As students made accomplishments in these areas, their independence increased. Students who were once only transitioning between activities with adults, transitioned between classes independently. These accomplishments, which may seem small for some, were huge for our students. She would like to see other individuals in the community experience the same successes.

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Kathryn is highly invested in her community and believes the importance inclusive practices and disability education can bring to all members of the community.