Directory | BYU McKay School of Education

Brief Biography

Dr. Ryan Kellems is an associate professor and Fulbright Scholar in the the Counseling Psychology and Special Education department at Brigham Young University. Prior to coming to BYU Dr. Kellems was on the faculty at the University of Oregon where he worked with the National Post-School Outcomes Center. His primary research interests are video modeling, transition for students with disabilities, post-school outcomes of students with disabilities, assistive technology, and working with young adults with autism in community-based vocational settings. One of Dr. Kellems areas of expertise is using the latest technology to assist students with disabilities as they transition to life after school. Prior to completing his doctoral degree Dr. Kellems was a high school teacher where he worked in both rural and urban settings as a special education and Social Studies teacher.

Dr. Kellems is currently conducting studies exploring the use of Augmented Reality and Live Animation to teach different skills (social, academic and independent living) to individuals with disabilities such as autism, LD and ID.

Dr. Kellems also conducts professional development across the country related to implementing video modeling in academic and community based settings.

Dr. Kellems served as a Fulbright Scholar in 2022 to Budapest Hungary where he taught and conducted research on Autism at Eötvös Loránd University in the Bárczi Gusztáv Faculty of Special Needs Education.

Teaching Interests

Special Education
Assessment and Evaluation of Students with Exceptional Needs
Education and Multicultural Issues in Special Education
Curriculum & Instruction for Secondary Students
Student Teaching: Mild/Moderate Disabilities

Research Interests

Transition
Augmented Reality (AR)
Video Modeling
Mobile Technology (iPads, iPods & tablets)
Live Animation
Autism
Secondary Special Education
Inclusive Education
Professional Development for Special Education Teachers

Awards

Nancy Peery Marriot Excellence in Research

Mckay School of Educaton

2022

Fulbright Scholar

United States Department of State

2021 - 2022

JSET Research Article of the Year

Journal of Special Education Technology

2021 - 2022

Outstanding Service Award

DCDT- Division on Career Development and Transition

2017

Selected Publications

Effectiveness of avatar-delivered instruction on social initiations by children who have autism spectrum disorder.

Authors: Charlton, Cade T; Kellems, Ryan O; Black, Brooke; Bussey, Heidi; Bruna, Goncalves; Jensen, Mikaela; Vallejo, Sara
Publication Date: 2020

Publication Type: Journal Article, Academic Journal
Publication Journal: Research in Autism Spectrum Disorder
Publisher: Elsevier
Abstract: click to view

Using an augmented reality based teaching strategy to teach mathematics to secondary students with disabilities.

Authors: Kellems, Ryan; Cacciatore, Giulia; Frandsen, Kaitlyn
Publication Date: 2019

Publication Type: Journal Article, Academic Journal
Publication Journal: Career Development and Transition for Exceptional Individuals
Publisher: Sage
Country: USA
Volume: 42
Issue: 4
URL: https://journals.sagepub.com/doi/full/10.1177/2165143418822800

The education of individuals with disabilities in Guyana: An Overview

Authors: Cheong, Keon; Kellems, Ryan O; Andersen, Maggie; Steed, Katie Edna
Publication Date: 2019

Publication Type: Journal Article, Academic Journal
Publication Journal: Preventing School Failure
Volume: 54
Issue: 4
URL: https://journals.sagepub.com/doi/full/10.1177/1053451218782435

Functional MRI connectivity of children with autism and low verbal and cognitive abilities

Authors: Gabrielsen, Terisa P; Anderson, Jeffery; Stephenson, Kevin; Beck, Jonathan; King, Jace; Kellems, Ryan O; Top, Jr., David ; Russell, Nicholas; Anderberg, Emily; Lundwall, Rebecca Allred; Hansen, Blake Darrell; South, Mikle Don
Publication Date: 2018

Publication Type: Journal Article, Academic Journal
Publication Journal: Molecular Autism
Publisher: Biomed Central
Country: United Kingdom
Volume: 9
Issue: 67
URL: https://molecularautism.biomedcentral.com/articles/10.1186/s13229-018-0248-y
Abstract: click to view

Inclusion in General Education: Strategies for Embedding Transition in Academic Content

Authors: Kellems, Ryan O
Publication Date: 2018

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: The Educators Guide to Implementing Transition Planning and Services
Publisher: Brookes

Teaching Multi-Step Math Skills to Students with Disabilities Via Video Prompting

Authors: Gabrielsen, Terisa P; Kellems, Ryan O; Frandsen, K.; Hansen, Blake Darrell; Clarke, B.
Publication Date: 2016

Publication Type: Journal Article, Academic Journal
Publication Journal: Research in Developmental Disabilities
Volume: 58

Using Visual Organizers and Technology: Supporting Executive Functioning and Academics

Authors: Kellems, Ryan O; Gabrielsen, Terisa P; Williams, Caroline
Publication Date: 2015

Publication Type: Book, Chapter/ Section in Scholarly Book
Publication Journal: The Use of Technology in the Treatment of Autism Spectrum Disorders (Autism and Child Psychopathology Series
Publisher: Springer
City: New York
Country: United States
ISBN: 978-3319208718

Using Content Acquisition Podcasts to Deliver Core Content to Preservice Teacher Candidates

Authors: Kennedy, Michael; Kellems, Ryan O; Thomas, Cathy; Newton, Jennifer
Publication Date: 2015

Publication Type: Journal Article, Academic Journal
Publication Journal: Intervention in School and Clinic
Publisher: SAGE Journals
Volume: 50
Issue: 3
Abstract: click to view

A Delphi Study to Operationalize Evidence-Based Predictors in Secondary Transition

Authors: Rowe, Dawn; Alverson, Charlotte; Unruh, Deanne; Fowler, Catherine; Kellems, Ryan; Test, David
Publication Date: 2014

Publication Type: Journal Article, Academic Journal
Publication Journal: Career Development and Transition for Exceptional Individuals
Publisher: Hammill Institute on Disabilities
Volume: 38
Issue: 2
ISSN: 2165-1434
Abstract: click to view

Using Video Modeling Delivered through iPods to Teach Vocational Tasks to Young Adults with Autism Spectrum Disorders

Authors: Kellems, Ryan; Morningstar, Mary
Publication Date: 2012

Publication Type: Journal Article, Academic Journal
Publisher: Career Development and Transition for Exceptional Individuals
Volume: 35
Issue: 3
Abstract: click to view

Tips for Transition

Authors: Kellems, Ryan O; Morningstar, Mary
Publication Date: 2010

Publication Type: Journal Article, Academic Journal
Publication Journal: Teaching Exceptional Children
Publisher: Council for Exceptional Children
Volume: 43
Issue: 2
Abstract: click to view

The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) states that transition planning should begin at the earliest age appropriate and no later than age 16. IDEA requires schools to make collaborative efforts to provide students access to an array of postschool activities including integrated employment, postsecondary education and training, community participation, and independent living. IDEA defines transition services but does not give examples of these services. The current state of research in transition practices has resulted in several efforts examining transition activities, services, and practices implemented throughout the United States. One such effort is the What Works Transition Research Synthesis Project of Colorado State University. The goal of this project is to review and synthesize 20 years of research and advancements in the area of transition for youth with disabilities. To date, the project has published several papers synthesizing transition research studies on functional life skills curricular interventions, social and communication interventions, transition planning/coordinating interventions, and self-determination. The study found a relationship between functional life skills, social/communication interventions, transition planning/coordinating interventions, and transition-related outcomes. It was also found that multi-component self-determination interventions provided more positive effects than single component interventions. The National Secondary Transition Technical Assistance Center (NSTTAC) has also been working to identify evidence-based transition practices. Researchers from NSTTAC first focused on analyzing research specific to experimental studies (both group and single-subject designs). During the second phase of the research, NSTTAC expanded its review to include correlational research studies. Using the results from both stages of the study, NSTTAC systematically evaluated the effectiveness of transition practices and identified 16 predictors associated with improved postschool outcomes, including career awareness, community experiences, inclusion in general education, interagency collaboration, and parental involvement. From these recent efforts to identify and document transition practices, the Division on Career Development & Transition (DCDT) launched an effort to identify field-based transition practices that align with the evidence of effective practices. The primary purpose of the DCDT effort was to identify grassroots transition practices currently in use by practitioners. The goal was to collect, document, and share transition practices that aligned with the evidence as well as to provide ideas and suggestions to others in the field. Tips were solicited through an online survey that was sent to various stakeholders including practitioners, parents, and other professionals who work with students with disabilities. The solicitation for tips included eight specific domains that aligned with Kohler's (1996) broader taxonomy. This article briefly illustrates the types of tips submitted in each category. The tips included were selected because they can be easily implemented by practitioners and they serve to complement current transition-related services and activities.

Using video-based instruction via augmented reality to teach mathematics to middle school students with learning disabilities

Authors: Kellems, Ryan O; Eichelberger, Carrie; Cacciatore, Giulia; Jensen, Mikaela; Frazier, Brynn; Simons, Kaylee; Zaru, Mai

Publication Type: Journal Article, Academic Journal
Publication Journal: Journal of Learning Disabilities
Publisher: Sage
Country: USA

Faculty: Ryan Kellems

Ryan Kellems

Title

Department:

Contact Information

Nancy Peery Marriot Excellence in Research

Fulbright Scholar

JSET Research Article of the Year

Outstanding Service Award