Ph.D., Special Education, University of Illinois at Urbana-Champaign
M.Ed., Special Education, University of Illinois at Urbana-Champaign
Research & Professional Interests
My research focuses on supporting the social-emotional development and reducing challenging behaviors for young children with or at risk for 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 work closely with early intervention professionals in implementing family-centered practices to support families of children with autism and other developmental disabilities.
Cook, A. L., Fettig, A., Morizio, L. J., Bordsky, L. M., & Gould, K. (in press). Culturally Relevant Dialogic Reading to Promote Literacy and Social-Emotional Development. Psychology in the Schools.
Towson, J. A, Fettig, A., Fleury, V. P., & Abarca, D. L. (2017). Dialogic reading in early childhood settings: A summary of the evidence base. Topics in Early Childhood Special Education. Advanced online publication doi: 10.1177/0271121417724875
Fettig, A., & Artman-Meeker, K. (2016). Group Coaching on Pre-School Teachers’ Implementation of Pyramid Model Strategies A Program Description. Topics in Early Childhood Special Education, 36(3), 147-158
Fettig, A., Barton, E. E., Carter, A. S., & Eisenhower, A. S. (2016). Using e-coaching to support an early intervention provider's implementation of a functional assessment-based intervention. Infants and Young Children, 29(2), 130-147.
Buysse, V., Peisner-Feinberg, E., Soukakou, E., Fettig, A., Schaaf, J., & Burchinal, M. (2016). Using Recognition & Response (R&R) to improve children’s language and literacy skills: Findings from two studies. Early Childhood Research Quarterly, 36, 11-20.
Fettig, A., Schultz, T., & Ostrosky, M. (2016). Storybooks and beyond: Teaching problem solving skills in early childhood classrooms. Young Exceptional Children, 19(3), 18-31.
Wood, B., Oakes, W., Fettig, A., & Lane, K. (2015). A review of the evidence base of functional assessment-based interventions for young students using one systematic approach. Behavioral Disorders, 40(4), 230-250.
Artman-Meeker, K., Fettig, A., Barton, E., Penney, A., & Zeng, S. (2015). Applying an evidence-based framework to the early childhood coaching literature. Topics in Early Childhood Special Education, 35(3), 183-196.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., ... & Schultz, T. R. (2015). Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review. Journal of Autism and Developmental Disorders, 45(7), 1951-1966.
Fettig, A., Schultz, T. R., & Sreckovic, M. A. (2015). Effects of Coaching on the Implementation of Functional Assessment–Based Parent Intervention in Reducing Challenging Behaviors. Journal of Positive Behavior Interventions, 17(3), 170-180.
Fettig, A., & Ostrosky, M. M. (2014). Functional Assessment Based Parent Intervention in Reducing Children’s Challenging Behaviors: Exploratory Study of Group Training. Child Development Research, 2014, 1-11.
Fettig, A., & Barton, E. E. (2014). Parent Implementation of Function-Based Intervention to Reduce Children’s Challenging Behavior A Literature Review. Topics in Early Childhood Special Education, 34(1), 49-61.
Barton, E. E., & Fettig, A. (2013). Parent-implemented interventions for young children with disabilities: A review of fidelity features. Journal of Early Intervention, 35(2), 194-219.
Fettig, A., Schultz, T., & Ostrosky, M. M. (2013). Collaborating with parents in using effective strategies to reduce children’s challenging behaviors. Young Exceptional Children, 16, 30-41.