Angel’s research focuses on supporting the social-emotional development and reducing challenging behaviors for young children with or at risk for disabilities. Specifically, she examines factors that influence implementation and intervention fidelity for education professionals and caregivers in implementing evidence-based practices. Another area of her 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. She works closely with early intervention professionals in implementing family-centered practices to support families of children with autism and other developmental disabilities.
Current Projects include: Development of a Tiered Coaching Model to Support the Professional Development of Inclusive Early Childhood Educators (Funded by Institute of Education Sciences R324A170019), Development and Testing of the Family Behavior Support App (Funded by Institute of Education Sciences in collaboration with Vanderbilt University and University of Illinois at Urbana-Champaign R324A160086), Positive Behavior Support in Early Intervention Context (PBS-EI).
This study will test the effectiveness of the newly-redesigned paraeducator-delivered RUBI for use in Educational Settings (RUBIES) intervention compared to usual care training in reducing disruptive behavior in 80 elementary-school children with ASD. This study also will examine paraeducator- and child-level mechanistic pathways of the RUBIES intervention.
(non-research) The SMART Center Postdoctoral Research Training Program in School Mental Health is funded by the U.S. Department of Education’s Institute for Education Sciences (IES).The fellowship’s areas of focus align with those of the SMART Center and include research-based school behavioral health strategies and policies, implementation science, educational equity, clinical research methodology, and understanding and reducing ethnic and racial disparities.
Comparison of visual analysis and non-overlap methods in the evaluation of parent implemented functional assessment based interventions.(2019)Research in Developmental Disabilities85:31-41.
Culturally relevant dialogic reading curriculum for counselors: Supporting literacy and social-emotional development(2018)Journal of Child and Adolescent Counseling4(1):67-80.
Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after school program(2018)Journal of Early Childhood Research16(4):436-448.
Dialogic reading in early childhood settings: A summary of the evidence-base(2017)Topics in Early Childhood Special Education37(3):132-146.
Group coaching on pre-school teachers’ implementation of pyramid model strategies: A program description(2016)Topics in Early Childhood Special Education36(3):147-158.
Using e-coaching to support an early intervention provider’s implementation of a functional assessment-based intervention(2016)Infants and Young Children29(2):130-147.
Coaching on the Implementation of Functional Assessment-Based Parent Intervention in Reducing Challenging Behaviors(2015)Journal of Positive Behavior Interventions17(3):170-180.