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Dr. Christan G. Coogle
PhD, Florida State University
Associate Professor
Principal Investigator, TTAC Early Childhood, Region 4 Training and Technical Assistance Center
Special Education
Helen A. Kellar Institute for Human disAbilities
Special Education: Applied Behavior Analysis
Interdisciplinary Center for Research and Development in Teacher Education

Contact Information

Send email to Dr. Coogle

Phone: (703) 993-2377
Fax: (703) 993-4370
Email: ccoogle (

George Mason University
Fairfax Campus
Finley Building 206
4400 University Dr.
MS 4C2
Fairfax, VA 22030


Dr. Christan Grygas Coogle is an Associate Professor of Special Education and Early Childhood Special Education. She is also a Board Certified Behavior Analyst and a Licensed Behavior Analyst in the Commonwealth of Virginia. Prior to obtaining her doctorate, she worked as an early intervention provider, preschool inclusion teacher, and K-5th grade special education teacher. Dr. Coogle also worked at the Florida Center for Reading Research where she supported educators and developed early literacy interventions. She has partnered with states and local education agencies to deliver evidence-based practices. Dr. Coogle completed her Doctoral Degree in 2012 at the Florida State University as a Fellow in the Leadership in Family Centered Early Intervention Fellowship Program. Her area of expertise is early childhood special education, early intervention, applied behavior analysis, autism spectrum disorders, embedded instruction, multi-tiered systems of supports, universal design for learning, assessment and program planning. Dr. Coogle teaches courses in early childhood special education and research methods, and her research is focused on bridging the research to practice gap through the use of embedded language, literacy, and social emotional interventions particularly for children identified with autism spectrum disorder. 

Research Interests
  • Single case design expertise 
  • Qualitative research
  • Early childhood special education
  • Autism Spectrum Disorders
  • Performance based feedback (i.e., coaching) to enhance educator (caregiver, teacher, early intervention provider, parent, etc) practice
  • Technology enhanced coaching (email, skype, bug in ear, etc)
  • Embedded learning opportunities/discrete learning trials
  • Early intervention (birth to three) best practices (DEC Recommended Practices)
  • Dialogic reading/early literacy interventions particularly surrounding vocabulary development and children at risk or identified with ASD