Assistant Professor of Special Education
Early Childhood Special Education
Professor Fettig’s research focuses on supporting the social-emotional development and reducing challenging behaviors for young children with or at risk for disabilities.
She has extensive experience working with young children and their families as a teacher, researcher, trainer and consultant. Her current work examines factors that influence implementation and intervention fidelity for education professionals and caregivers in implementing evidence-based practices. In addition, she focuses 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. She currently works with early intervention professionals in implementing family-centered practices to support families of children with autism and other developmental disabilities.
Professor Fettig recently co-authored a position statement for the Council for Exceptional Children's Division for Early Childhood on preventing and addressing challenging behaviors in young children. Her recent publications include “Using Recognition & Response (R&R) to improve children’s language and literacy skills: Findings from two studies” in Early Childhood Research Quarterly, “Effects of Coaching on the Implementation of Functional Assessment–Based Parent Intervention in Reducing Challenging Behaviors” in the Journal of Positive Behavior Interventions and “Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review” in the Journal of Autism and Developmental Disorders.
Read Professor Fettig’s commentary on ending discriminatory discipline in preschools in The Seattle Times.