Ph.D., Special Education, University of Illinois at Urbana-Champaign
M.Ed., Special Education, University of Illinois at Urbana-Champaign
Research & Professional Interests
Early Childhood Special Education; Early Intervention Birth-3; Social Emotional Development; Challenging Behaviors; Autism Spectrum Disorders; Developmental Disabilities; Family Coaching
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. Through my Positive Behavior Support in Early Intervention (PBS-EI) project, I use evidence-based coaching practices to support early intervention professionals in implementing family-centered positive behavior support strategies with families of children with autism and other developmental disabilities.
Barton, E. E., Meadan-Kaplansky, H., & Fettig, A. (2019). Comparison of visual analysis and non-overlap methods in the evaluation of parent implemented functional assessment based interventions. Research in Developmental Disabilities, 85, 31-41.
Fettig, A., Cook, A. L., Morizio, L., Gould, K., & Brodsky, L. (2018). Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after school program. Journal of Early Childhood Research, 16(4), 436-448.
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.
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.