Research Interests
Angel Fettig
Multimedia
Early Childhood Special Education; Early Intervention; Social Emotional Development; Challenging Behaviors; Autism Spectrum Disorders; Developmental Disabilities; Family-Centered Practices; Mixed Methods Research
My research focuses on supporting the social-emotional development for young children with disabilities. Specifically, I examine factors that influence implementation and intervention fidelity for education professionals and caregivers in implementing evidence-based practices. Another area of my research focus is on intervention frameworks that promote culturally responsive, family-centered practices in early intervention and early childhood education settings to maximize children's learning opportunities in natural environments. I use mixed methods research approaches to answer research questions.
Ayay*, E., Burke, M. M., & Fettig, A. (2025). Collaboration to Foster Family Advocacy in Early Childhood Special Education. Young Exceptional Children, Advanced Online First Publication https://doi.org/10.1177/10962506251365957
Kuo*, Y., & Fettig, A. (2025). Relationship Between Parent Training, Family-Professional Partnerships, and Family Quality of Life for Families of Autistic Children. Journal of Autism and Developmental Disorders, Advanced Online First Publication https://doi.org/10.1007/s10803-025-07004-6
Harbin*, S., Fettig, A., & Kelly*, E. (2025) Virtual Practitioner Training and Coaching of a Triadic Approach in Early Intervention: A Mixed Methods Investigation. Journal of Early Intervention, 47(1), 25-45. https://doi.org/10.1177/10538151231200777
Horbanczuk*, S., Fettig, A., & Luna*, A. (2024). Building collaborative partnerships between behavior analysts and families. Behavior Analysis in Practice, 17, 996-1007. https://doi.org/10.1007/s40617-024-00940-2
Love, H., Fettig, A., & Steed, E. (2023). Putting the “mix” in mixed methods: How to integrate quantitative and qualitative research in early childhood special education research. Topics in Early Childhood Special Education, 43(3), 174-186.